Tuesday, November 13, 2012

Klimt & Color: Portraits with a Twist



It is no secret that I love Gustav Klimt. I have the IKEA version of his “Three Ages of Women” that is cropped in to just the Mother and Child section hanging over my bed. I think he is such a wonderful example of mixing realism with whimsical pattern and color. I also thought for my Art I students he was good example of portraiture. 

Before my time at Eaton, my cooperating teacher had done a color theory type lesson with the Art I class teaching them about warm and cool colors and different kinds of color schemes. I felt like a portrait would be good to build upon this. They would need to learn both the warm and cool colors of the face as well as the patterns in the background. 

I think my students did a pretty good job with it, however I feel like they could have been more successful with the variation of pattern. Next time I teach this lesson I will definitely emphasize pattern as it is a principle of design.





The lesson is below:


PROJECT OBJECTIVES/GOALS: Students will:

Learn about Gustav Klimt and Art Nouveau. Students will learn about oil pastel techniques and how to create a color composition. Students will continue their learning of self-portraits and facial proportions. Students will create a self-portrait in the style of Gustav Klimt.

STUDENT PERFORMANCE OBJECTIVES:

Perceiving/Knowing
                        Identify the factors that influence the work of individual artists.
Identify and describe the sources artists use for visual reference and to generate ideas for artworks

            Producing/Performing
Demonstrate basic technical skill and craftsmanship with various art media when creating images from observation, memory and imagination.
Apply the elements and principles of art and design using a variety of media to solve specific visual art problems.

            Responding/Reflecting
Use appropriate vocabulary to define and describe techniques and materials used to create works of art.

INTERDISCIPLINARY INFORMATION/ CONNECTION:

Language arts connections with having students write a response about their artwork and discuss the symbolic qualities of Klimt’s work.
           
DESCRIPTION OF LEARNERS IN CLASS:

            With learners at the Period of Decision stage of artistic development it is important to encourage them that to express their ideas in a creative form. They are more concerned now about actually producing a work of art and the quality of it. There are learners in the class with IEP’s for reading comprehension. In order to accommodate these students I will be reading information on the presentation out loud and specifically asking the students, once finished with the presentation, if they understand the information.

MATERIALS:

Each student will need:

1 18x24 Sheet Drawing Paper

Oil Pastels

Oil Pastel Blending Tools

Mirror


Teacher will need:

Presentation and Projector

ICAN handout/Rubric

Same materials as students for demonstration


PRE CLASS PREPARATIONS

Prepare presentation of biographical information on Klimt, self-portraits and oil pastel techniques.
Prepare ICAN handout and Rubric
Create example self-portrait with Klimt color and style
Prepare Rubric for Sketchbook on VF-Faces/Oil Pastel Technique/Texture
Have materials for lesson plan set aside

VOCABULARY:

Color
Contrast
Rhythm
Texture
Proportions

STIMULATION PRESENTED:
   
1.      Students will be shown presentation of Klimt biography and work, examples of self-portraits in his style.
2.      Students will be shown different techniques involved in using oil pastels.
3.      We will discuss the use of texture with the media, and how it can be applied to create different looks and expressions in a portrait.
4.       Students will be shown specifically how to create patterns and texture in the background of their portraits.

OUTLINE OF CLASS ACTIVITIES: 

Day 1:
1.      Show presentation and discuss Klimt’s artwork and style, techniques for self-portraits and techniques for using oil pastel.
2.      Give demonstration of how to sketch faces and how to layer the pastel over top of the pencil.
3.      Give students materials and the rest of class time to begin project.
Day 2:
1.      Students will discuss previous presentation of Klimt and several characteristics of his artwork.
2.      Students will be give the majority of class time to work on the assignment.
3.      Exit Slip: Explain 2 techniques using oil pastel.
Day 3:
1.      Students will review portrait information and Klimt.
2.      Students will have the entire class to work on their portrait.
Day 4:
1.      Students will review portrait information and Klimt.
2.      Students will have the entire class to work on their portrait.
3.      Exit Slip: What expression are you using for your self-portrait and why?
Day 5:
1.      Students will review portrait information and Klimt.
2.      Students will have the entire class to work on their portrait. At the end of class I will decide if they need more time or if they are ready to move on to the next lesson.

EVALUATION

Students will be evaluated on their understanding of the pastel techniques by the exit slip at the end of day 2. They will also be evaluated on their understanding of a narrative with the exit slip at the end of day 4. They will be graded on their final pastel drawing with a rubric.


BIBLIOGRAPHY
images:

information from:

 

Tuesday, October 23, 2012

Color Wheels & Vance Kirkland



 For the second half of my student teaching experience I was at Eaton High School. The classes at Eaton consisted of an Arts & Crafts class that was a semester long, as well as traditional Art I - IV. The Arts & Crafts Class is a semester long and designed for the students who want a Fine Art credit but are not comfortable taking a full art course. 

I had a lot of fun with these kids in getting them to be creative with their ideas. Part of the challenge however was to convince the kids who didn't think they were creative that they could be if only they applied themselves. To start with on this lesson we did a color wheel project. They had to chose a design and then apply it to a color wheel using shades and tints within at least three color areas. The only colors the students were allowed to use were the primary colors (red, yellow, and blue) and white and black to make the tints and shades. Their design could be anything they wanted. The above example the student used a spider web like design and left white spots to represent the dew drops found on spider webs in the morning. A lot of students used graphic images they found online to trace out the shape and use it for their design.

 Once the students were finished with their color wheel, they then moved on to the Kirkland dot painting. Vance Kirkland was a pioneer in art education who did these massive paintings inspired by photographs of phenomena in outer space. Krikland used a variety of techniques that I required the students to use as well. This included using wide areas of solid color, paint splatters, as well as perfectly placed dots of color. They had to justify the colors they used in relation to the color wheel. It was a really fun assignment and I was able to get quite a few of the students who thought they weren't very creative to really push their own boundaries and come up with some spectacular designs and ideas.

 The examples that I have shown were the students who by far made the most progress. 











The Lesson:


PROJECT OBJECTIVES/GOALS: Students will:

 Use their knowledge of the color wheel to create a dot painting like Vance Kirkland. Students will build upon their knowledge of the principles of design by learning about movement. Students will also learn about abstract art and how to create a composition using the elements of art in an abstract way.



STUDENT PERFORMANCE OBJECTIVES:



Perceiving/Knowing

Examine and articulate the effects of context on visual imagery.

Identify and describe the sources artists use for visual reference and to generate ideas for artworks



Producing/Performing

Establish the appropriate levels of craftsmanship when completing artworks.

Explore multiple solutions to visual art problems through preparatory work.



Responding/Reflecting

 Use appropriate vocabulary to define and describe techniques and materials used to create works of art.

Identify assessment practices to manage, monitor and document their learning. 



INTERDISCIPLINARY INFORMATION/ CONNECTION:

 Students will use basic math skills for measurement and fractions to use the appropriate amounts of color and space.

           

DESCRIPTION OF LEARNERS IN CLASS:


With learners at the Period of Decision stage of artistic development it is important to encourage them that to express their ideas in a creative form. They are more concerned now about actually producing a work of art and the quality of it. There are learners in the class with IEP’s and several at low reading levels. In order to accommodate these students I will be reading information on the presentation out loud and specifically asking the students, once finished with the presentation, if they understand the information. For the exit slips I will make special worksheets for the students with IEP’s who struggle doing them.



MATERIALS:



Each student will need:

1 20x30 Illustration Board

Paint Brushes

Acrylic Paint

Q-Tips



Teacher will need:

Same materials as students for demonstration

Presentation

Rubric/ICAN handout



PRE CLASS PREPARATIONS

Prepare presentation with color theory information

Prepare rubric/ICAN handout

Prepare demonstration example

Have boards set aside.

Have paint set out

Have palettes ready



VOCABULARY:

 Color

Movement

Space

Abstract

Line

Value



STIMULATION PRESENTED:

1.      Presentation will be shown of Vance Kirkland and his art. Students will discuss the way Kirkland worked on his paintings (comparing his size to the size of his canvas) and the way he used circular shapes to create a composition.

2.      Students will be shown an example, and will be shown how to paint the background of the board, the dropped discs of color and to use the Q-tip to create smaller circles.

3.      We will discuss good use of paint and color and staying neat with the circles, even if some are dropped or spattered.

4.      Students will be told to pick colors based on the color wheel they created. We will discuss using analogous, complimentary and monochromatic color schemes.



OUTLINE OF CLASS ACTIVITIES: 



Day 1:

  1. Students will be shown presentation of Kirkland and his style.
  2. Students will be shown demonstrations for painting their Kirkland style dot painting.
  3. Students will be shown painting techniques.
  4. Students will be given the rest of class time to work on Kirkland painting.

Day 2:

  1. I will ask the students questions about Kirkland, specifically where he lived and worked, how he painted considering his height compared to the size of his canvases, and what inspired his dot paintings.
  2. Students will be given the majority of class time to work.
  3. Exit slip will be required for students to tell what “movement” is and how it is applied to art.

Day 3:

  1. The beginning of class will be used to discuss color schemes and how they should be considered as they get into the foreground layers of the painting.
  2. Students will be given the majority of class time to work on their painting.
  3. As I go around to the students I will discuss composition issues with each one and things to address with technique and craftsmanship.

Day 4:

  1. Students will have the rest of time to work.
  2. During class time we will discuss the sketchbook assignment of movement and how it applies to different aspects of art.
  3. Exit slip will be for students to analyze how movement is used in Van Gogh’s “Starry Night.”



EVALUATION


The Exit Slips will be the formative assessment in order to judge how the student comprehends the topics being discussed. This will allow for adjustments as the lesson progresses. The summative assessment will be the rubric given to the student to judge how well they followed directions, used craftsmanship and used movement in order to mimic the style of Krikland.



BIBLIOGRAPHY

images:

http://www.incredibleart.org/lessons/high/hiza_dots.html



information from:



http://www.incredibleart.org/lessons/high/hiza_dots.html