DEEP SPACE 60-MINUTE ART SESSION. Impressionist WATERSCAPE

Transcription

1 DEEP SPACE 60-MINUTE ART SESSION Impressionist WATERSCAPE DEEP SPACE SPARKLE & THE MEMBERS CLUB 1!

2 ART MOVEMENT Impressionism About The Siene at Argentuil Art Supplies: 12 x 18 sulphite/ drawing paper Liquid tempera paints (white, turquoise, blue, yellow, green, yellow & orange) Small and medium round brushes Monet loved painting outside (Plein Air) and was fascinated by how light affects color. Although famous for his series of paintings on haystacks and lily pads, Monet painted many waterscapes. This lesson uses tempera paint on regular drawing paper and my favorite painting technique: double-loading technique. This lesson requires 60-minute session Colors pursue me like a constant worry. they even worry me in my sleep. - Claude Monet D E E P S P A C E S P A R K L E & T H E M E M B E R S C L U B!2

3 PAINTING WITH LIGHT Claude Monet Claude Monet was the first painter in the Impressionist movement. The word IMPRESSIONISM comes from one of Monet s first paintings called Impression: Sunrise. Because sunlight is always shifting, Monet decided to paint the same scenes over and over to show how the color changes as the light moved. He was pretty determined, too. He painted over 30 paintings of a cathedral on France. Each painting shows how the light effects not only the cathedral s color but also how light affects the details in the architecture. He set up a series of easels and used different paint colors to paint the cathedral at dawn, mid-day and a sunset. Art critics labelled the painting, impressionism, in order to mock it but the term stuck. It now means painting with light. Monet and other Impressionist had many things in common: they all painted outdoors, used photography to influence their art, wrote about their ideas and used color in a new and different way. PAINTING OUTDOORS: Monet spent many hours studying how the light affects landscapes and water. He was fascinated by all of the ways light transformed the water. PHOTOGRAPHY: Have you ever took a selfie that was a bit off-center? Monet and other impressionist were discovering still images and how many photographs taken during that time, captured people moving out of the camera frame. This spontaneous look interested the Impressionists and they began capturing the off-center viewpoint. D E E P S P A C E S P A R K L E & T H E M E M B E R S C L U B!3

4 Drawing the basic shapes OIL PASTEL With a neutral color oil pastel, draw a roundish shape in the right hand side of the paper. This area will be designated for the trees. Draw a HORIZON LINE through the middle of the paper. The space above the horizon line is the sky. The space below the horizon line is the water. PAINTING THE SKY All children need to have access to a variety of paint colors, including white. Make sure to have extra white on hand as the children will go through the white paint faster than the other colors. Here are a couple of technique options: Dip paint brush in WHITE PAINT then dip immediately in blue (or another color) paint. Paint resulting color on paper. the two colors will blend creating a new color. Another option is to pick one color and paint short strokes across the paper. Then, while paint is still wet, select another color and paint beside and over the first color. Allow the paints to mingle and blend. To create clouds, add more white paint to select areas of the sky. Consider adding a touch of yellow to the clouds. D E E P S P A C E S P A R K L E & T H E M E M B E R S C L U B!4

5 Painting the water & trees PAINTING THE SKY & TREES Paint the water in the same manner as the sky but try to change the color slightly. color for now. Keep the colors light and only paint the BASE water TREES To paint the trees like Monet s painting, pick a selection of oranges, yellows, reds and greens. I find it helpful to paint a few vertical lines to indicate where the different trees will go. Even though you may not see these lines in the finished painting, it helps to have them as a guideline. to mix and get muddy. Use very short choppy strokes and allow the colors Red and green can be used to create the dark shadows under the trees and along the horizon line. REFECTIONS Over the light colored water, select a few dark blues mixed with green to create short lines to act as reflections. Do the same for the trees. Add small strokes of green, muddy orange and golden yellows over the light blue water. D E E P S P A C E S P A R K L E & T H E M E M B E R S C L U B!5

6 Painting the Sailboat PAINTING THE SAILBOAT The sailboat is not drawn but painted directly over the background. This is best done by waiting for the background (sky and water) to dry just a bit before painting. The sailboat isn t meant to be detailed but rather imply the general shape. Still, many kids will struggle to paint a sailboat with a big brush and will end up with a big mess (and a little frustration). So to allow for the best possible outcome, here are a few suggestions: Wait for the background to dry before painting Use a small brush to draw the outline of the boat. Use a combination of blue and orange paint (not black). This demonstrates the power of COMPLEMENTARY colors and feels more harmonious with the light background. Encourage children to make a general shape of a hull and sail. No need to add a mast. Use white paint with a slight dirty paintbrush to get a cool sail color. Celebrate each child s attempt as they will all be different! Add reflection strokes in the water using the same color of paint as the sails and hull. D E E P S P A C E S P A R K L E & T H E M E M B E R S C L U B!6

7 Artist Statement Your name WHAT IS THE NAME OF YOUR ARTWORK? HOW DID YOU CREATE YOUR ARTWORK? (What tools, supplies and techniques did you use?) WHAT DOES THIS PIECE OF ART MEAN TO YOU? (You can use I statements and talk about your inspiration and what creating this piece of art means to you) D E E P S P A C E S P A R K L E & T H E M E M B E R S C L U B!7

8 NATIONAL CORE ARTS STANDARDS-fifth grade CREATING Generate and conceptualize artistic ideas and work combine ideas to generate an innovative idea demonstrate diverse methods to approaching art making Organize and develop artistic ideas and work experiment and develop skills in multiple techniques through practice show craftsmanship through care document objects of personal significance Refine and complete artistic work create artists statements using art vocabulary to describe personal choices in art-making Presenting/producing Analyze, interpret and select artistic work for presentation define roles and responsibilities of a curator explaining the skills/knowledge needed to preform curation Develop and refine artistic work for presentation develop a logical argument for safe and effective use of materials and techniques for preparing and presenting artwork Convey meaning through the presentation of artistic work cite evidence of how an exhibition in a museum presents ideas and provides information about specific concepts Responding Connecting Perceive and analyze artistic work- compare interpretation of art to another s interpretation analyze cultural associations suggested by visual imagery Interpret intent and meaning in artistic work interpret art by analyzing form, structure, context information, subject, visual elements, and use of media to identify mood and ideas conveyed Apply criteria to evaluate artistic work recognize differences in criteria used to evaluate works of art depending on styles Synthesize and relate knowledge and personal experiences to make art- apply formal and conceptual vocabularies of art and design to view surroundings in new ways through artmaking Relate artistic ideas and works with societal, cultural and historical context to deepen understanding D E E P S P A C E S P A R K L E & T H E M E M B E R S C L U B!8

9 NATIONAL CORE ARTS STANDARDS-sixth grade CREATING Generate and conceptualize artistic ideas and work Combine concepts collaboratively to generate innovative ideas for creating art. Organize and develop artistic ideas and work Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design. Refine and complete artistic work Reflect on whether personal artwork conveys the intended meaning and revise accordingly Presenting/producing Analyze, interpret and select artistic work for presentation Analyze similarities and differences associated with preserving and presenting two- dimensional, three- dimensional, and digital artwork. Develop and refine artistic work for presentation Individually or collaboratively, develop a visual plan for displaying works of art, analyzing exhibit space, the needs of the viewer, and the layout of the exhibit. Convey meaning through the presentation of artistic work Assess, explain, and provide evidence of how museums or other venues reflect history and values of a community. Responding Connecting Perceive and analyze artistic work Identify and interpret works of art or design that reveal how people live around the world and what they value. Interpret intent and meaning in artistic work Interpret art by distinguishing between relevant and non-relevant contextual information and analyzing subject matter, characteristics of form and structure, and use of media to identify ideas and mood conveyed. Apply criteria to evaluate artistic work Develop and apply relevant criteria to evaluate a work of art Synthesize and relate knowledge and personal experiences to make art- Generate a collection of ideas reflecting current interests and concerns that could be investigated in art- making. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding Analyze how art reflects changing times, traditions, resources, and cultural uses. D E E P S P A C E S P A R K L E & T H E M E M B E R S C L U B!9

10 I can statements for Monet WaterScape Today I will learn about artist CLAUDE MONET and the art movement IMPRESSIONISM. I will be able to IDENTIFY some of his famous works and create a WATERSCAPE inspired by his work. Today I will learn about LINE, so that I CAN draw basic SHAPES and a HORIZON LINE to divide my paper into sections for my WATERSCAPE using OIL PASTEL. Today I will learn about different PAINTING TECHNIQUES, so that I CAN apply multiple colors together when painting the sky and water. I ll know I have it when I go back and use REPETITION of short choppy strokes to create the Impressionist style. Today I will learn about COLOR, so that I CAN use COMPLEMENTARY COLORS when painting the sailboats to add HARMONY to the whole COMPOSITION. COMMON CORE STANDARDS for monet Waterscape CCSS.ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. After introducing the students to the artwork of Claude Monet via posters, PowerPoint, etc., students can be asked to answer questions orally to summarize what they have learned about Impressionism, use of the elements of art, and principles of design in the form of a discussion. CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. As students complete an artist statement (page 7), they are supporting claims about what their artwork means. This requires them to build their answer based on how they created the work as evidence pointing toward the composition s meaning. CCSS.ELA-Literacy.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. By having students create and present a work of art inspired by Monet, they are visually developing the main ideas they learned from his style of art making by painting a waterscape using complementary colors and short choppy brushstrokes creating light reflections. DEEP SPACE SPARKLE & THE MEMBERS CLUB 1!0