Lesson Plan 1
|ART II: Intermediate (Draw/Paint) |
|Lesson Plan |
|Lesson Plan Title: Student Twist on Famous Artwork – 20th Century Artists (One Interim assignment) |
|Concept / Topic To Teach: Students will explore how past art is still relevant today by recreating famous artwork from the 20th century and |
|transforming it to be pertinent for today. Students will become familiar with ten 20th century artists and the art movements they were apart |
|of. The students will discover the contemporary artist Kehinde Wiley. |
|Standards Addressed: SOL AII.1, AII.3, AII.5, AII.7, AII.8, AII.12, AII.13, AII.20, AII.21, AII.24, AII.28, AII.29, AII.31 |
|SOL AII.1 |
|The student will expand the use of a sketchbook/journal by adding preliminary sketches, finished drawings, critical writings, and class notes. |
|SOL AII.3 |
|The student will demonstrate effective use of the elements of art and the principles of design in a variety of art media. |
|SOL AII.5 |
|The student will demonstrate proficiency in the use of an expanded range of art media. |
|SOL AII.7 |
|The student will employ the visual problem-solving process in the production of original works of art. |
|SOL AII.8 |
|The student will adhere to ethical procedures when producing works of art. |
|SOL AII.12 |
|The student will demonstrate an understanding of an art career through oral or written |
|communication. |
|SOL AII.13 |
|The student will identify works of art and artistic developments that relate to historical time periods and locations. |
|SOL AII.20 |
|The student will describe, analyze, interpret, and judge works of art using an expanded art vocabulary. |
|SOL AII.21 |
|The student will use an expanded art vocabulary to assess personal works of art in terms of effectiveness in the communication of ideas. |
|SOL AII.24 |
|The student will participate in class critiques and criticisms based on one or more established models (e.g., Feldman, Broudy, Barrett). |
|SOL AII.28 |
|The student will demonstrate the ability to reflect on and analyze personal responses to works of art and artifacts. |
|SOL AII.29 |
|The student will support opinions by reasoned processes using an expanded art vocabulary. |
|SOL AII.31 |
|The student will research and investigate the intentions of those who created specific works of art. |
|General Goal(s): Intermediate Art – Art History (Artists, Art Movements, Context) |
|The students will be able to describe stylistic features of ten of the most famous 20th century artists, and the art movements they were |
|affiliated with. The students will gain a clear understanding of how past artwork is still relevant to today (context), because history repeats|
|itself and art influences popular culture. The students will examine the works of contemporary artist Kehinde Wiley. |
|Specific Objectives: |
|The student will investigate and become familiar with the following 20th century artists, and the art movements they were affiliated with: |
|Henri Matisse (Fauvism) |
|Andre Derain (Fauvism) |
|Edvard Munch (Expressionism) |
|Egon Schiele (Expressionism) |
|Pablo Picasso (Cubism) |
|Salvador Dali (Surrealism) |
|Rene Magritte (Surrealism) |
|Marcel Duchamp (Cubism/Dada) |
|Andy Warhol (Pop Art) |
|Roy Lichtenstein (Pop Art) |
|The students will discover that past art is still relevant today based on context (history repeats itself). |
|The students will discover that past art influences popular culture, with examples from the artist Kehinde Wiley. |
|Required Materials: |
|PowerPoint on project |
|Handout related to PowerPoint |
|PowerPoint on acrylic paint |
|Artist quality paper (Canva Paper if available) |
|Pencils and erasers |
|Sketchbook |
|Paint brushes (varying in size and shape) |
|Acrylic paint (yellow, orange, red, violet, blue, green, white, black) |
|Palettes |
|Small containers for water |
|Printouts of the ten chosen artist’s artwork |
|“Project evaluation” worksheet |
|Paper towels |
|Saran wrap (for preserving paint) |
|Assignment description handouts |
|Project plans handouts |
|Handout on 10 artists’ styles |
|Anticipatory Set (Lead-In): |
|Show the students the PowerPoint for this assignment. |
|Ask students questions to spark their interest such as: |
|Do you know of any other contemporary borrowed and/or influenced artwork from the past? |
|Can you think of any other current connections to past artwork’s context, in addition to what has already been discussed? |
|What ideas do you have for this assignment? |
|Step-By-Step Procedures: |
|Show a PowerPoint for this assignment (PowerPoint will include: ten famous artists from the 20th century, art movements from the 10th century, |
|examples of famous artworks with a twist). |
|Have the student fill out the worksheet that correlates to the PowerPoint (this is to be done at the same time as the PowerPoint presentation),|
|and turn it in to be graded at the end of class. |
|Have each student draw three thumbnail sketches for the assignment in his of her sketchbook. |
|Give a short demo on how to use acrylic paint. |
|Have each student draw out their chosen thumbnail sketch. Encourage the students that are having difficulty to use the grid method. |
|Have the students paint their assignments |
|Instruct each student place their finished painting on one of the drying racks to dry before submitting it. |
|Instruct the students to complete their “Project Evaluation” worksheet. |
|Instruct the students to keep all of their handouts in their sketchbooks (after they have been graded by the instructor) to study before their |
|examine. |
|Give a short-guided critique on all of the finished paintings. |
|Have each student paper clip their “Grading Criteria” slip and their “Project Evaluation” handout to their completed painting and turn it in |
|(for grading). |
|Kinesthetic Learners: Have them complete three thumbnail sketches of assignment ideas. Have them complete the assignment. |
|Visual Learners: Show a PowerPoint that includes artwork that demonstrates this assignment’s objectives. |
|Plan For Independent Practice: Have the students complete three thumbnail sketches, in their sketchbooks, of their potential paintings. |
|Closure (Reflect Anticipatory Set): |
|Students will pin-up and share their completed paintings. |
|Have students check their vocabulary and knowledge by participating in an instructor guided critique. |
|Have the students fill out their “Project Evaluation” worksheet. |
|Assessment Based On Objectives: |
|Check for three thumbnail sketches in the students’ sketchbooks. |
|Place the student’s paintings on the “critique” board (chalkboard). Have students participate in an instructor guided critique using proper art|
|terminology and vocabulary from this lesson. |
|Make sure that each painting includes: |
|Context that is relevant to the student and/or current pop culture. |
|Clear borrowed style and subject matter from one of the ten artists from the 20th century. |
|Quality craftsman ship clearly exhibited. |
|Technical skills |
|Image development/originality |
|Check/review student’s “Project Evaluation” worksheet. |
|Check/review worksheet from the PowerPoint presentation. |
|Adaptations (For Students With Learning Disabilities): |
|Provide assistance in choosing a piece of artwork, and possible ways the artwork could be made pertinent to the students or to today. |
|Allow the students to use one of the examples I came up with, from the PowerPoint. |
|Extensions (For Gifted Students): Allow students to research artwork they would like to recreate, as long as it is by one of the ten famous |
|artists required. |
|Possible Connections To Other Subjects: Art History, Vocabulary, Math/Geometry (if a grid is used). |
|Notes: |
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