Grade Level: 8th Grade Art
Unit: Impressionism/Post Impressionism
Art History: Claude Monet and Vincent Van Gogh
Project: Painting/technology "And you were there!"
OBJECTIVES: Students will:
Learn about Impressionism through the works of Claude Monet via Internet
Gain an understanding of the Impressionistic movement in art
Create an Impressionistic/post-Impressionistic painting (inspired by style of Claude Monet or Vincent Van Gogh)
Students will do a self-portrait (through the aid of technology) in front of their landscape
Students will compare the work of Claude Monet to that of Vincent Van Gogh – will critique their own work
CORRELATION(S):
Life lessons - how art can effect emotions – Mental health (Discuss Van gogh’s illness)
History - the French Impressionism movement in history – impact of photography (now artists were trying to do something new)
Resources:
DVD: In a Brilliant Light: Van Gogh in Arles
Introduction:
Display several paintings (prints) by Claude Monet and Vincent Van Gogh
Explain the Impressionism movement in art and its importance (artists who were influenced by it)
Ask students to look at scenes around them, studying how light and shadow are related; to think about a scene that they would like to recreate in paint
Discuss with the students what thoughts the paintings bring to mind, what emotions they evoke. Start by modeling with your thoughts of these works of art. Explain to the students how different paintings can stir different thoughts and emotion.
Video: "In a Brilliant Light: Van Gogh in Arles
Procedures:
Beginning of art making session – Pass out small art reproductions of Impressionistic and post-Impressionistic landscapes. Students select one for 12x18 composition. Draw on 12"x18" newsprint
Take digital photographs of students--calling up one at a time –include hand in photo (maybe holding a paint brush? sunglasses?)
Gesso corrugated cardboard (students will work on skills lesson while waiting for Gesso to dry—skills lesson began second day of class)
Transfer landscape drawing to Canvas Panels
– transfer digital portrait – Use Saral transfer paper.
Begin painting in large area of color—use color picture of painting as a guide—Try to imitate brush strokes of impressionists/post-Impressionists
Continue with painting—try to use color to show mood – time of day etc.
Materials:
12"x18" (30.5 x 46 cm) Newsprint
Prints
ENDING THE CLASS PERIOD:
Ask students what they think about Impressionism, how do the paintings make them feel, do they like this style of artwork (remember there are no wrong answers here) Ask questions about what was learned.
EVALUATION:
Observation and questions
Students will be assessed on composition—color plan—painting skills—highlights and shadows on portrait—Essay on Impressionism – comparison of work of Monet and Van Gogh.
Submitted by: Bunki Kramer
(Bunki passed away in May, 2014)
Grade Level: Middle School
Lesson: Broken Mirror Self Portraits
Procedure
This is a final project in my class. I bought two large door mirrors and broke them into many odd-shaped pieces ($10). Using masking tape, tape all edges for protection.
Next, students are each given a piece of a broken mirror. They will draw their self portrait in the broken mirror. The outside shape of the drawing would stay in the same shape as the piece of mirror.
Students are told to pay attention to facial feature placement. Students were asked to incorporate at least one eye, nose and mouth into the drawing and the background should show their self-interests. They could use any medium we had used so far. Students were told that they must show some contour shading. When finished, using 12 x 18" (30 x 46 cm) colored construction paper, students must "present" their portrait in a unique way... other than a simple frame. The construction paper would be in the general shape of the mirror or other shapes as shown in the example below:
Materials
Broken mirrors
12 x 18" (30.5 x 46 cm) colored Construction Paper
– transfer digital portrait – Use Saral transfer paper.
