TSW learn about and discuss the Pop artist George Rodrigue and the background of the Blue Dog

Transcription

1 Lesson: Approximate Time Frame: 2 3 Class Periods (VA CS1 K 4c) Use different media, techniques and processes to communicate ideas, feelings, and experiences and stories (VA CS4 K 4a) Recognize that the visual arts have a history and a variety of cultural purposes and meaning (VA CS5 K 4a) Identify various purposes for creating works of art (VA CS6 K 4d) Demonstrate understanding of how the visual arts are used in the world around us How can I make a picture look three dimensional using perspective? Why would an artist want to use contrast in their foreground and background? By using one point perspective, we can create a composition which has depth using contrasting colors to make important items stand out. TSW learn about and discuss the Pop artist George Rodrigue and the background of the Blue Dog TSW demonstrate understanding of perspective by drawing using a vanishing point TSW compare and contrast Pop art by George Rodrigue and other Pop artists they are familiar with TSW compare their backgrounds and how they all used perspective in various ways to create 3 dimensional space as well as contrast in color Students will be introduced to George Rodrigue and his background history Students will discuss as a class the images they learned about by the artist and how they fit into the POP ART style Students will venture through the specials wing and explore the Pop Art gallery while thinking of works by Andy Warhol and other Pop artists we have seen in the past Size Space Contrast Movement Perspective Vanishing Point Example of TVES Gallery

2 Lesson: Clay Slab Design Approximate Time Frame: 2 3 Class Periods (VA CS1 K 4a) Differentiate between a variety of media, techniques What is a slab and coil? Where do we see them in our environment? We can use form to create a three dimensional design to make slabs and/or TSW Brainstorm and discuss slabs and coils in our environment Students will learn about the prehistoric monument, Stonehenge Form Color Shape Line and processes What is form? coils Coil TSW Create a clay Students will discuss Slab (VA CS2 K 4a) slab and coil to the reasons an artist Identify the different ways visual characteristics are used to convey ideas create a three dimensional form would want to use slabs to create a form (VA CS6 K 4c) Describe how the visual arts are combined with other arts in multimedia work TSW design and glaze their ceramic piece using line and shape Example of

3 Lesson: Day of the Dead Approximate Time Frame: 3 4 Class Periods (VA CS1 K 4c) Use different media, techniques and processes to How can I make objects in the front look close and objects in the back look far away? By using a foreground, middle ground, and background we can TSW become familiar with the Day of the Dead holiday and its importance Students will learn about and discuss the history of the Day of the Dead holiday and Depth Texture Space Emphasis communicate ideas, play with the size of why it is important Foreground feelings, and Why is the Day of the objects to give our TSW draw a realistic Middle ground Dead important? What picture depth. skeleton or skull Students will pass experiences and Background is the importance of the focusing on around 2 sugar skulls stories Mixed media sugar skull? proportion from Mexico (VA CS3 K 4b) Select and use subject matter, symbols and ideas to communicate meaning (VA CS4 K 4c) Create art work that demonstrates understanding of how history or culture can influence visual art (VA CS6 K 4e) Recognize that works of visual art are produced by artisans and artists working in different cultures, times and places TSW create a themed background with size appropriate items showing where their skeleton is celebrating TSW compare and contrast different materials of skulls used to celebrate TSW be given the opportunity to share their work with the class and discuss their work process using art elements and principles terminology Teacher will read Skeleton Cat by Kristyn Crow Example of home made sugar skull

4 Lesson: Fingerprint Self Portrait Approximate Time Frame: 3 Class Periods (VA CS1 K 4c) Use What is a contour By getting our TSW will learn about Students will look at Contour Line different media, line? fingerprints and contour lines in a drawings and Emphasis techniques and examining them with drawing paintings by famous Balance processes to How can I create a self a magnifying glass, artists and point out Self Portrait communicate ideas, portrait using words? we can identify the TSW learn about the where they see feelings, and type of print we were four types of contour lines How do famous artists born with and create fingerprints (whorl, experiences and use contour lines in a contour drawing. single loop, double Students will be stories their work? loop, arch) and will informed of (VA CS2 K 4c) Use We will understand draw and enlarge popularity of each the elements of art that a self portrait is their own using a types of fingerprint and principles of not always a picture magnifying glass people have around design to of the face. the world by viewing communicate ideas (VA CS3 K 4b) Select and use subject matter, symbols TSW create a self portrait by writing sentences, words, and phrases about a pie graph with percentage and ideas to themselves along communicate the contour lines of their finger print, meaning using emphasis on (VA CS5 K 4a) important words Identify various Example of Picasso s purposes for TSW compare their Contour Cines creating works of drawing with others art and try to guess what type of print their neighbor has from their contour drawing.

5 Lesson: The point of Bugs Approximate Time Frame: 2 3 Class Periods (VA CS1 K 4a) Differentiate between a variety of media, techniques and processes (VA CS3 K 4a) Discuss a variety of sources for art content (VA CS4 K 4b) Identify specific works of art as belonging to particular styles, cultures, times and places (VA CS5 K 4b) Describe visual characteristics of works of art using visual art terminology Do artists always paint using a paint brush? What are other tools we can use to create? By using color patters and the pointillism painting technique we can create one large composition by making tiny little dots TSW learn about the history of artist George Seurat and the art movement of Pointillism TSW analyze and discuss A Sunday Afternoon on the Island of La Jatte TSW draw using contour lines, then paint dots in the style of Seurat using patterns in their foreground and background TSW compare the Pointillism painting technique with other painting techniques we have used Students will explore works by George Seurat as well as other artists using the Pointillist painting technique Students will visit the pointillism mural in the TVES hallway gallery Example of Line Unity Contrast Pattern Texture Pointillism TSW compare and contrast paintings by Seurat and his varying dot style

6 Lesson: Pop Art Advertising Approximate Time Frame: 3 Class Periods CC Anchor Stand. 1: Generate and Conceptualize artistic ideas and What are the characteristics of Pop Art? By using bright bold colors and repletion, we can create our own every day item TSW explore and compare/contrast the work of Pop Artists using art Students will be introduced to many Pop artists and become familiar with Color Space Pattern Repetition work Why and how would logos and advertise terminology their backgrounds Advertising an artist mass produce products we make up and individual style CC Anchor Stand. 2: Prints work? in the style of Pop Art TSW Learn about the Organize and Mass history and elements Discuss Mass develop artistic Production of Pop Art and its art Production and the ideas and work style and mass creation of prints production CC Anchor Stand. 4: Select, analyze, and interpret artistic work for presentation (VA CS4 K 4b) Identify specific works of art as belonging to particular styles, cultures, times and places TSW Create a composition of every day objects using color, space, repetition, and pattern TSW compare and discuss works in our hallway gallery with their newly learned pieces Discuss in small groups the images they learned about and how they fit into the POP ART style then venture through the specials wing and explore the Pop Art gallery (VA CS5 K 4a) Identify various purposes for creating works of art (VA CS5 K 4b) Describe visual characteristics of TSW be given the opportunity to share their work in an optional class critique using art terminology Examples of Pop Art

7 works of art using visual art terminology (VA CS6 K 4d) Demonstrate understanding of how the visual arts are used in the world around us

8 Lesson: Symmetry Squares Approximate Time Frame: 2 Class Periods (VA CS1 K 4a) Where in our We can create TSW explore nature Students will view and Line Differentiate environment do we symmetry using color to find symmetry in discuss work of Color Salvador Dali from between a variety of see symmetry? patterns and design their natural our hallway art gallery Shape media, techniques in a natural shape environment and compare and Balance and processes How can I create and/or form contrast their work to Pattern symmetry using color his use of color patterns? patterns and symmetry (VA CS6 K 4b) Identify connections between the visual arts and other disciplines in the curriculum (VA CS6 K 4d) Demonstrate understanding of how the visual arts are used in the world around us How do artists incorporate symmetry in their artwork? TSW create their own butterfly or dragonfly design using symmetry with lines, shapes, and color. TSW develop their own color scheme and color patterns TSW discuss famous works by Salvador Dali Salvador Dali, Landscape with Butterflies

9 Lesson: Tessellations Approximate Time Frame: 3 Class Periods CC Anchor Stand. 1: Generate and Conceptualize artistic ideas and work CC Anchor Stand. 4: Select, analyze, and interpret artistic work for presentation CC Anchor Stand. 5: Develop and refine artistic techniques and work for presentation (VA CS1 K 4d) Use art media and tools in a safe and responsible manner (VA CS3 K 4a) Discuss a variety of sources for art content How can I use Space and Shape in a composition to create a unified illusion of a tessellation? Why is it important to use contrasting colors? Principles of design are used effectively to organize the elements of art in a work of art TSW explore the work of Artists who create Op art and learn about their background history TSW create a shape which will be used to make a tessellation TSW use two contrasting colors of their choice to create a color pattern TSW discuss the difference between the artist s black and white vs. color images using Elements of Art and Principles of Design vocabulary Students will discuss in small groups where they see tessellations in their outside environment, and discuss as a class Students will view a PowerPoint presentation showing works of artists, as well as works in the TVES hallway gallery and mosaics Line Shape Space Unity Contrast Pattern Tessellation Optical Illusion/Op Art (VA CS5 K 4b) Describe visual characteristics of works of art using visual art terminology Example of Tessellation Op Art (VA CS6 K 4d) Demonstrate understanding of how

10 the visual arts are used in the world around us