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Lesson
Plan #4: The Studio Palette: Instructional Objectives: Students will: 1. create individual interpretive sketches of their modern art painting from the collection at the Guggenheim. 2. review the color wheel and palette as they explore the variety of colors used by the Impressionists and Modern Artists. 3. investigate the qualities of acrylic painting as they creatively design a modern art masterpiece, as they interpret a painting found in the collection of the Guggenheim Museum. 4. value the fruits of their labors by creating a Guggenheim SHOWCASE ART GALLERY of their paintings. Time
Required: 12
days, 40-minute periods (see
timeline Days 4-16) Advanced Preparation & Materials: Prepare and set up for use by students the following materials: Acrylic
paint palettes, 9”x12”canvas boards, easels, water containers,
brushes, paper, pencils, erasers, and a sampling of museum reproductions
of paintings. Listen
to CD’s “A Walk in the
Garden”; “Jackson Pollock” to be played while students are working Vocabulary:
brush stroke, texture, trademark, canvas, reproduction, exhibition,
curator Procedure: (Play CD's “A Walk in the Garden” & “Jackson Pollock” as background music.) 1. Using reproductions for reference and after teacher demonstration on the board, students will practice drawing and enlarging their chosen paintings into their sketchpads, noting the variation in shapes, size and color. Working individually, students will sketch from direct observation into their sketchpads. 2.
Using sketchpad designs, students will refine their ideas and choose the
composition with which they feel most comfortable, as well as create a
color study. 3. As the teacher walks around the classroom, she reviews students’ sketches to see if they have captured the essence of their modern artist. 4.
Based upon the teacher review and recommendation, students are now able to
transfer their design onto the canvas and begin to paint. (Some may use a
grid technique) Evaluation of Process: observed degree of cooperation and decision-making individually and collectively. 5. Once an agreed upon plan of action is developed, students may begin the painting process. 6. Still “spiraling through the Guggenheim”, the students now pick up their “Modern Art paintbrush” and palette of contemporary hues, to:
-mix
and blend a variety of subtle and vibrant shades of color hues to
capture the ever changing light, fleeting moments, and bold vibrant
statements that is the essence of their chosen painter. (In doing so,
they become one with the Modern artist).
-Now they are ready to apply the paint to their “stretched canvas” in
rapid, sometimes swirling, always expressive brush strokes.
-Students continue the painting process for the remaining time until their
masterpiece is completed.
-Finally,
students add their signature to the final paintings as the artist’s
trademark. Evaluation Strategy: The paintings are now displayed in the classroom gallery for purposes of both teacher and peer evaluation and discussion. Steps: Teacher-made questions are written on board for students to copy an answer for the first half of one class period. 1. What similarities and differences do you find in the works of these contemporary artists? (Some use a softer palette to capture the ever-changing effects on light on colors, as others are more concerned with his expressive and powerful use of color.) 2. How have your “visits” to the Guggenheim Museum helped you to appreciate all this museum has to offer? (I am very excited about taking a class trip or going with my family to visit the museum and seeing my painting that I have created in class) 3. Why was the Modern Art movement such an important part of art history? (Artists began to use materials in new and unique ways) 4. Why has Frank Lloyd Wright been considered an architectural genius? (Wright came up with the idea for people to “stroll” through a museum and enjoy all its splendor while incorporating architecture and nature) 5. Which paintings do you like best? Why?
Students exchange papers. Teacher reviews and elicits the responses from the students. Class discussion follows and teacher notes degree of comprehension. Final Day: The classroom gallery is moved and transformed to a hall showcase for the entire school community to share and enjoy. Parents are invited to the gallery. A guestbook is available for visitors write comments. Some of the feedback from parents are included in Student Gallery Guestbook: Parents Comments. In Summary: I thought it only fitting to have a quotation from Frank Lloyd Wright himself to appear on this unit: |
