 |
 |
The
Peaceable Kingdom
by Jeannette Smith Anthos (submitted
Feb 7, 2003)
J. H. House Elementary - GA, United States
Grade level: Elementary (these are 4th grade) |
Objectives: The Student Will (TSW) learn
about artist Edward Hicks. TSW look at paintings of "The
Peaceable Kingdom" and create their own Peaceable Kingdoms.
TSW compare the work of two artists. TSW learn how to layer with
color pencils (or whatever drawing material you select. Crayon
resist might also be nice)
| Materials
(what you need) |
8"x8" drawing paper (12" x12" would also be
a good size)
pencil. eraser, rulers
Black Sharpie Marker
Colored Pencils (crayons, markers or oil pastels could be
substituted)
1. Look at different
"Peaceable Kingdoms" by Edward Hicks. Describe what is
seen. Discuss what feelings the picture gives. Brainstorm about
what kinds of animals the students could draw
2. Create a border around picture
3. Draw a pattern within border
4. draw various animals using pencil
5. Trace entire picture with Black Sharpie
6. Start coloring using colored pencils--emphasize layering of
colors, discuss various colors seen in sky, etc.
7. color a pattern around border, emphasizing the use of
"natural" colors--colors found in nature
What do you see? How does it make you feel? Why do you think he
painted this? How does this work by Edward Hicks compare to that
of Henri Rousseau? Which artist's work do you like better and
why?
Prints and transparencies of Edward
Hicks' "Peaceable
Kingdom"
Prints of jungle paintings by
Henri Rousseau Know
the Artist: Henri Rousseau
A Quick entry in their art portfolio (they bring to art class
each week) about their "Peaceable Kingdom Experience"
. How did it make them feel/ Did they like drawing like this?
Basically a brief reflection on what they had created. Write
some comparisons between Edward Hicks and Henri Rousseau.
Elements: color, space
Principles: balance, rhythm
Perspective: Overlapping, scale
Art History: Edward Hicks, Henri Rousseau
1-C (PK - 4) Students use different media,
techniques, and processes to communicate ideas, experiences, and
stories
2-C (PK - 4) Students use visual structures and functions
of art to communicate ideas
3-B (PK - 4) Students select and use subject matter,
symbols, and ideas to communicate meaning
5-B (PK - 4) Students describe how people's experiences
influence the development of specific artworks
- Did students successfully show
perspective space by using overlapping and scale?
- Did students effectively use the
elements and principles of design to create a strong
composition of plants and animals? Does the composition show
unity?
- Did students gain and understanding of
the work of Edward Hicks and Henri Rousseau?
[IAD HOME] [BACK
TO ELEMENTARY PLANS]
|
