Submitted by: Gloria Rabinowitz,
North Shore Hebrew Academy HS, Great Neck, NY
UNIT: Painting - Art History Research
Lesson: Painting with and Learning From Art History - Extend
the Composition
Grade Level: High School (adaptable to middle school)
Objectives:
To create a painting based on the style of an artist from a
particular art period in history. Research a modern artist and
present critique of one major work.
Materials:
Acrylic Paint
, Acrylic gloss medium
, Stretched Canvas
(or Canvas Board),
a small reproduction of the artist's painting. (can use Gesso
on corrugated cardboard). Handout for artist research (adapt
this to your needs) Fine Art reproductions (about 5" x
7" (12.7 x 17.7 cm) to 8" x 10" (20 x 25.5 cm)
Dali Magritte Manray Thiebaud
Preparation:
Collect a number of reproductions from
magazines, post cards and calendar prints. Prepare a list of
artists for students to research based on your collection - or
have students find image on line (or scan in from book)
Motivation/Instruction:
- Present a PowerPoint overview of the
modern art styles students will be focusing on - just a brief
introduction as students will go more in depth. Alternate:
Show video of modern art styles.
- Talk about copyright issues with this
lesson. Students are appropriating an image. Discuss Fair Use
and whether or not this lesson falls under Fair Use
guidelines. (Students could look up Fair Use guidelines - then
give their responses based on what they read).
Procedure:
- Students select an artist for study -
find an image that appeals to them. They will use the entire
image or a cropped version.
- With acrylic polymer medium, paste the
artist's reproduction in the center of the canvas to be
painted on.
- Place tracing paper on top of the entire
canvas and have students sketch out a composition. Think about
similarities and differences, large and small, near and far.
- When the students are pleased with their
tracing sketch, have them transfer the drawing to the canvas.
- Have the students paint in the style of
the artist's work while making a relation to their own
composition. Title works "After (name of artist)"
- Students present their research to the
class (students may choose to do a poster, PowerPoint or
written report). Class critique of finished work.
Evaluation:
- Is the composition unified?
- Did students relate their composition to
the artist's work?
- Did the students paint in the technique
and style of the artist they chose to copy?
- Did the students create a good work of
art utilizing the elements of art and principles of design?
Extending the Composition - Lesson
Variation from Melissa Speelman
It might be fun to have the students take
digital photos that concentrate on one of the elements of art
without letting on that they will be using it later. Attach
the photo to the canvas and extend the composition to include all
or some of the remaining elements/principles.
Rubric
(Revised from
Marianne Galyk)
|
Assessment
Rubric
|
|
Student Name:
|
Class Period:
|
|
Assignment:
Art
History Research Painting
|
Date Completed:
|
|
Circle
the number in
pencil that best shows how well you feel that
you completed that criterion for the assignment.
|
Excellent
|
Good
|
Average
|
Needs
Improvement
|
Rate
Yourself
|
Teacher’s
Rating
|
|
Criteria 1 – Student's composition
shows relationship to original work
|
10 - 9
|
8
- 9
|
7
- 8
|
6
or lower |
|
|
|
Criteria 2 – Composition
shows understanding of elements and principles of
design
|
10 - 9
|
8
- 9
|
7
- 8 |
6
or lower
|
|
|
|
Criteria 3 – Painting technique reflects
style of original artist through use of color and
brush strokes.
|
10 - 9
|
8
- 9 |
7
- 8 |
6
or lower |
|
|
|
Criteria 4 – Effort: took time to
develop idea & complete project? (Didn’t
rush.) Good use of class time?
|
10 - 9
|
8
- 9 |
7
- 8
|
6
or lower |
|
|
|
Criteria 5 – Craftsmanship – Neat, clean & complete? Skillful use of
the art tools & media?
|
10 - 9
|
8
- 9
|
7
- 8
|
6
or lower
|
|
|
|
Total:
50
(possible
points)
|
Grade:
|
|
|
|
|
Your Total
|
Teacher Total
|
Student
Comments:
Teacher
Comments:
National
Standards:
| 1.
Understanding and applying media, techniques, and
processes |
2.
Using knowledge of structures and functions |
4.
Understanding the visual arts in relation to
history and cultures |
5.
Reflecting upon and assessing the characteristics
and merits of their work and the work of others |
| Students
apply media, techniques, and processes with
sufficient skill, confidence, and sensitivity that
their intentions are carried out in their artworks |
Students
demonstrate the ability to form and defend
judgments about the characteristics and structures
to accomplish commercial, personal, communal, or
other purposes of art |
Students
differentiate among a variety of historical and
cultural contexts in terms of characteristics and
purposes of works of art |
Students
identify intentions of those creating artworks,
explore the implications of various purposes, and
justify their analyses of purposes in particular
works |
| Students
conceive and create works of visual art that
demonstrate an understanding of how the
communication of their ideas relates to the media,
techniques, and processes they use |
Students
evaluate the effectiveness of artworks in terms of
organizational structures and functions |
Students
describe the function and explore the meaning of
specific art objects within varied cultures,
times, and places |
Students
describe meanings of artworks by analyzing how
specific works are created and how they relate to
historical and cultural contexts |
| |
Students
create artworks that use organizational principles
and functions to solve specific visual arts
problems |
Students
analyze relationships of works of art to one
another in terms of history, aesthetics, and
culture, justifying conclusions made in the
analysis and using such conclusions to inform
their own art making |
Students
reflect analytically on various interpretations as
a means for understanding and evaluating works of
visual art |
|
