Watkins 1 Seton Hill University Greensburg, PA 15601 Daily Lesson Plan for Student Teachers Teacher: Allison Watkins

Date: March 2013 Subject: Painting Time: 40 minutes Collaborative Master Copy Paintings and Presentations Grade: 7th Plan approved by:

Essential Questions: What are some different genres of art? What are some characteristics and artists associated with these movements? (Impressionism, Pointillism, Expressionism, Fauvism, Cubism, Surrealism). How can you share this knowledge with others? Can you use your knowledge of art history to compare and contrast at least two different artistic genres?

Behavioral Objectives: Students will be able to list different genres of art. Students will be able to identify characterizes and artists associated with these movements of art. (Impressionism, Pointillism, Expressionism, Fauvism, Cubism, Surrealism) . Within groups, students will be able to present their knowledge of a particular genre and artist to the rest of the class. Students will be able to compare and contrast at least two different artistic genres.

Pennsylvania State Academic Standards: 9.1.8.A: Know and use the elements and principles of each art form to create works in the arts and humanities 9.1.8.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts 9.1.8.C: Identify and use comprehensive vocabulary within each of the arts forms 9.1.8.D: Demonstrate knowledge of at least two styles within each art form through performance or exhibition of unique works

Watkins 2 Materials and/or Equipment: Color prints of master paintings (6 different paintings per class, each divided into 4 equal quadrants) Papers (cut in proportion to master painting) Pencils/ erasers Tempera paints Palettes Paint brushes Water and containers Paper towels Color wheel Color mixing worksheets PowerPoint presentation Art genre and artist worksheets Scholastic Art magazines ( on various genres and artists)

Modifications for Individual Differences: As a collaborative project, students will be able to work with others at their table in order to create their individual works which fit together to create a cohesive whole. Students will be given the opportunity to share research, as well as color mixing, drawing, and painting advice and techniques with one another. Autistic support group will be assigned to paint an Abstract Expressionist work together, which will allow more opportunity for freedom. One-on-one assistance will be provided to all students as necessary. Various tasks may be delegated among different group members. Gifted or talented students will help to facilitate their groups learning. Students who finish early may be asked to complete an additional painting in a different genre to assist other groups with finishing the project.

Activities and Procedures: DAY 1: Anticipatory Set: 1. Ask students to define some genres of art with which they are familiar. If students are having difficulty with this, ask them to define some genres of music. 2. Define genre and list the genres of art that will be studied during this painting lesson Genre: The kind or type of a work of art, styles of art (Impressionism, Pointillism, Expressionism, Fauvism, Cubism, Abstract Expressionism, and Surrealism) Lesson Sequence: PowerPoint Presentation: 3. Go over the PowerPoint presentation to introduce the different genres of art to the students. Broadly characterize the movements showing example works done by relevant artists. As each new genre is discussed, assign it and a master copy painting by a particular artist to a group of 4

Watkins 3 students. Explain to students that each painting will be split into four equal sections; each student at the table will be painting one section of the painting. With their groups, students will be presenting information about their genre and artist to the rest of the class. Impressionism (Cassatt) Pointillism (Seurat) Expressionism (Munch) Fauvism (Matisse) Cubism (Picasso) Abstract Expressionism (Kline) Surrealism (Magritte) Research Explanation: 4. Pass out art genre and artist worksheets. Explain to students that they will be able to use the Scholastic Art Magazines to answer the questions on the worksheet. Students should start their research during this class period and continue it whenever they have extra time throughout the completion of the project. Sketching Demonstration and Student Work Time: 5. Obtain a print out of a master painting to be copied. Explain to students to look at how the painting has been divided into four sections. Each student will be responsible for painting one section of the entire artwork. Students will need to assign sections at their table and then sketch out their section using pencils. Students should collaborate with one another to make sure that their drawings line up exactly on the edges of their paper. Students will need to work with paper that is proportionate to their assigned master painting. Students will also need to make sure that they have their paper turned in the correct position when sketching and painting. Due to this fact, papers will be pre-cut and clearly sorted and labeled for each individual group. 6. Allow students to use the remainder of the class period to complete research and finish their sketches. Student Clean Up: 7. Have students return all supplies to their proper locations. DAYS 2-4: Anticipatory Set: 8. With their tables, have students line up their sketches and make any necessary adjustments so that the projects work together to form a cohesive whole 9. With their tables, have students discuss how they plan on painting their projects so that the painting techniques will be similar Lesson Sequence: Painting Demonstration and Student Work Time: 10. Mix necessary colors that will be needed to paint. Each student will be responsible for mixing his or her own colors. However, they may wish to ask others at their table what color combinations they used as to create a consistent color palette for the overall painting 11. Use the paintbrush and paints to paint the sketch. Pay close attention to the colors and mark making on the print of the master copy being painted. Students should try to match what is

Watkins 4 depicted in their quadrant of the painting as best they can within their project. Recommend that students paint the background first, then the middle ground, and foreground. Details should be saved for last. Students may paint wet-on-wet or allow areas to dry before adding more paint. Students should be referencing not only the master copy print, but also one another as they work. 12. In addition to painting, students should continue using the Scholastic Art magazines to continue working on their research for the presentation. Student Clean Up: 13. Have students rinse paintbrushes and return all supplies to their proper locations. DAY 5: Anticipatory Set: 14. With their tables, have students briefly discuss what information each student will present to the class. 15. Have each group assemble their finished paintings together in order to create a completed master copy painting Lesson Sequence: Project Display and Group Presentations: 16. Have each group present their completed painting and research to the class Closure: DAY 1: 17. Have each group share one interesting piece of research they discovered with the rest of the class. DAYS 2-4: 18. Have students piece together their paintings with their groups. Have students evaluate what elements of the projects are working well and those which are not. 19. Have students discuss with the rest of the class things they like and do not like about the genre or artist their group was assigned (subject matter, technique, mark making, colors, etc.) 20. Have students write an exit slip to share what creating their section of the master copy painting taught them. (Did they learn about how to paint in a different way? Did they learn more about their genre of art or particular artist? Did they learn how to work better with others? etc.) DAY 5: 21. On their rubric sheet, have students compare and contrast two genres of art other than the one their group researched.

Watkins 5 Evaluation: Students will be evaluated on the completion and accuracy of their color mixing worksheets, their master copy painting (both individually, and as a group), as well as their research and group presentations (both individually, and as a group).

Assignments: Students may complete additional research for this project outside of class if necessary. Cooperating Teacher Reflection:

Student Teacher Reflection: Resources: -

Definitions: www.artincanada.com/arttalk/artttermsanddefinitions.html#g. Scholastic Art Magazine issues

Watkins 6

Name: _______________________________________ Period:______

Master Copy Paintings & Research Presentations

Basic High 8 Proficient 9 Advanced 10

1. Color Mixing Worksheets: Color wheel worksheet is complete and accurate with primary, secondary, and tertiary colors Color mixing worksheet is complete and accurate, featuring value scales of shades, tints, and intensities of a particular color

Not Done 0-5

Below Basic 6

Basic Low 7

2. Individual Master Copy Painting: Painting accurately depicts chosen section of original master painting (image, color, style) Student mixed his or her own colors of paint

0-5

10

3. Group Master Copy Painting: Each student painted a different section of the original master painting Each individual section combines to create an accurate copy of the original master painting Each painting section is consistent with one another, as well as the original master painting (image, color, style)

0-5

10

4. Individual Research and Presentation: Student completed individual research on their assigned genre and artist Student accurately completed genre and artist worksheet Student shared knowledge with class by presenting research

0-5

10

5. Group Research and Presentation: Each group member helped to complete research for the presentation Presentation clearly described assigned genre and artist with accurate research Presentation covered all topics included on the genre and artist worksheet Each group member participated within the presentation

0-5

10

______/ 50 Points

Watkins 7 Name: _______________________________________ Genre and Artist Research Genre 1. What is your assigned genre of art? What are some characteristics typical to this movement, or style, of art? Consider things such as subject matter, painting technique, mark-making, color, etc. Period:______

2. During what time period does was the genre of art most relevant? If possible, list specific years.

3. Why did this art movement begin?

4. List some artists who are associated with this genre of art.

Artist 1. Who is your assigned artist?

2. Where and when was the artist born? When did the artist die?

3. What sort of subject matter did the artist paint? How did the artist paint these subjects? Consider painting techniques, mark-making, color, etc.

4. List at least 2 additional and relevant facts about the artist.

5. What is the title of the painting your group was assigned to paint? What characteristics of this painting show that it belongs to the genre you were assigned? What characteristics of this painting let you know that it was painted by the artist you were assigned?