Lesson Plan 2

Teacher: Caroline Bowers Subject: Art 1 Unit Title: Beginning Color Theory Grade Level: 9th Lesson Title: Established Artists Works Estimated Time: 80 minutes

PURPOSE/RATIONALE FOR LESSON

Enduring Understanding: Color is used to create a response. Essential Question: How do we see color? Unit Question that applies to this lesson: How does color effect principles of design? Lesson or Content Question(s): 1. What does it mean to be an established artist? 2. How do artists use color to create a response? 3. Is color important to artists? 4. Do artists plan where they will place certain colors? Goal: 1. Students will study various works by established artists 2. Students will learn to critique artists work Learning Objective(s): 1. Students will be able to identify colors and color schemes within artists work 2. Gain a working vocabulary for critiquing artists work 3. Effectively critique art

CURRICULUM STANDARD(S)
National: Content Standard no. 1: Proficient: Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks Oregon Department of Education Standards: AR.HS.CP.02: Explain the choices made in the creative process when combining ideas, techniques, and problem solving to produce one's work, and identify the impact that different choices might have made.

MATERIALS NEEDED
Each Student will need: 1. Sketchbook 2. iPad Teacher will need: 1. Document camera 2. Laptop 3. Screen to display images 4. List of websites of established artists work on the internet Students should already know: 1. How to identify colors 2. How to identify color schemes 3. How to use an iPad 4. How to access the internet Prep work for the teacher: 1. Set up document camera 2. Have websites open on desktop 3. Arrange to borrow iPads, 1 per student 4. Get acquainted with iPad, know how they work 5. Make copies of the handout: Descriptive Words to use in a Formal Critique of Art 6. Place iPads at each student desk with a copy of the handout

PROCEDURES Activity
Introduction

Teacher
o Take attendance o Give a brief description of what the project is o Explain the process of critiquing art o Discuss the handout of the descriptive words used to critique art o Ask students to each read 5 words from the list o Explain the rules for using the iPad and the consequences for not following the rules o Instruct the students to access the internet sites 2

Student
o Listen to teacher discuss the project and the handout o Read 5 words each from the handout o Listen to instructions regarding the use and consequences for misuse of the iPad o Access the website listed on the screen o Follow along on their iPad as the teacher moves thru each web site o Listen to presentation o Take notes o Ask questions

Time
15 min.

Discuss Artists Work

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Group Presentation

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listed on the screen Instruct the students to follow along on their iPad as I present the work on the screen Play the presentation Give a brief summery of the artist Inform the class that we are going to form small group discussions Instruct students to group together 4 students per group Assign each group a different artist and instruct them to access the website relating to their assigned artist Instruct the students to view the art within their group Ask students to each discuss what their thoughts of the artist are and how they feel the use of color created an emotion or response Inform students that one person from each group will speak in front of the class and give a summary of what their group discussed Instruct each group to choose who will be the speaker Instruct the first group to have their speaker come to the screen and tell the class which artist they were assigned Instruct the speaker to tell the class which piece of art they choose to critique Access the piece of art that was chosen to display on the screen Instruct the speaker to discuss what they felt 3

o Group into small groups of 3 o Access the website of the 20 min. artist they were assigned o View the art within their group o Discuss within their group what their thoughts of the artist are and how they felt the use of color created an emotion or response o Choose one word that describes what they feel when they look at the artists work

o Choose one speaker among the group o The speaker will come to the screen o Tell the class which artist they were assigned o Tell the class which piece of art they choose to critique o Wait until the teacher has accessed the chosen art piece before they begin to critique the art o The presenter will discuss what their group felt the artist was trying to convey with the use of colors o Ask questions

30 min.

o o o

Closing statements

the artist was trying to convey with the use of colors Thank the speaker for his critique Instruct the next groups speaker to approach the screen Continue to have each group come to the screen until all groups have presented their critique Instruct the students to each choose one word that describes what they feel when they look at the artists work and to write it down on the 3x5 card Instruct the students to flip the card over and to write a brief description of why they chose that word Instruct the students to power off their iPads and bring them to the teacher with their 3x5 card Tell all the students they did an awesome job critiquing their artists work.

o Choose one word that describes what they feel when they look at the artists work and to write it down on the 3x5 card o Flip the card over and write a 15 min. brief description of why they chose that word o Power off their iPads and bring them to the teacher with their 3x5 card

DIFFERENTIATION/ACCOMMODATIONS
ELL: 1. Have handouts in their origin language 2. Offer assistance before and after school 3. Allow extra time to write description and offer assistance SPED: 1. Offer assistance before and after school 2. Allow extra time to write description and offer assistance TAG: 1. Suggest doing a typed critique on the artist of their choice as homework and presenting their work at the next class

ATTENTION TO LITERACY
Vocabulary Learned in this Lesson: 1. brash 2. bright Established Vocabulary Used During this class: 1. color wheel 4

3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

calm clear dull exciting garish grayed multicolored muted pale polychromed saccharine subdued sweet

2. 3. 4. 5. 6. 7.

primary secondary tertiary intensity monochromatic cool 8. warm

ASSESSMENT

REFLECTION
What things would you change about this lesson? Are there ways to better communicate to the students? How was the digital presentation accepted by the students? Did the students seem to understand what they were asked to do? Where the supplies easy to access and did all students have enough supplies? Did the students enjoy the lesson and learn from it?

Handout #1

WEBSITES
Words to use when critiquing art: http://painting.about.com/od/art-critique/tp/art-words-list.htm Teaching students to critique: http://artsedge.kennedy-center.org/educators/how-to/tipsheets/student-critique.aspx

Faking It app challenges misconceptions about the history of photo manipulation: http://www.metmuseum.org/metmedia/interactives/adults-teachers/faking-it Lesson Plan: ManetCritics and Champions: http://www.metmuseum.org/learn/for-educators/lesson-plans-and-pre-visit-guides/manet-criticsand-champions Michael Klein Paintings http://youtu.be/Au1oXLD2Dnw Istvn Sndorfi -- was a Hungarian hyperrealist painter.
http://youtu.be/V1MDf9s8NTA

BRAVEARTSHOWS Jesse Reno Outsider Artist Portland, OR http://youtu.be/uo86JXnt60Q Descriptive words to use in a formal critique: www.newwestinghouse.org

Handout #2
DESCRIPTIVE WORDS TO USE IN A FORMAL CRITIQUE OF ART ELEMENTS OF ART Line blurred broken controlled curved diagonal freehand horizontal interrupted geometric meandering ruled short straight thick thin vertical wide reversed Texture actual bumpy corrugated flat furry gooey leathery prickly rough sandy shiny simulated smooth soft sticky tacky velvet wet
1

Colors brash bright calm clear cool dull exciting garish grayed multicolored muted pale polychromed primary saccharine secondary subdued sweet warm

Shape/Form amorphous biomorphic closed distorted flat free-form full of spaces geometric heavy light linear massive nebulous open organic

STYLE OR PERIOD abstract classical genre historical literary nave narrative nonobjective primitive realistic Themes in romantic Art Renaissance adoration Pop children Op circus Modern Value cityscape Abstract dark earth, air, Expression light fire, water medium farming festivals Space gardens ambiguous grief deep history flat hunting negative/positive landscape open love shallow music mythology of historic occasions portraiture processions religion seascape storytelling theater war

Principles of Art balance contrast emphasis harmony pattern repetition rhythm unity variety

MEDIA (MATERIALS) TwoDimensional chalk colored pencil conte egg tempera found materials gouache ink oil pastel pencil photograph print tempera vine charcoal watercolor ThreeDimensional bronze clay fibers found materials marble metal mixed media papier-mch plaster stone wood

TECHNIQUE architecture batik carving ceramics collage crafts glassblowing jewelry making metalwork modeling mosaics painting photography printmaking repousse sculpture weaving

From: http://www.saskschools.ca/curr_content/visualart/viewing.htm 7