Submitted by: Stephanie Corder,
AZ Academy, U.S. Virgin Islands
UNIT: Chagall - Drawing
Lesson: Nature of Chagall - Oil Pastel Drawing - "I and
the Village"
Grade Level: Elementary (primary grades)
click images for larger views
Objective:
Materials:
By studying the art and style of Marc Chagall, students will create a surreal piece of art
representing themselves and their surroundings and illustrating Chagall’s quote, “Great art picks up
where nature ends”. |
18”X24” Paper
Oil Pastels |
Resources:
Chagall's
I and the Village and a variety of examples of
Marc
Chagall's work emphasizing his use of color and emotion.
Content Vocabulary:
Elements:
color, form, shape, value
Principles:
balance, contrast
Other:
2-dimensional, culture, historical period, fantasy, surreal
Procedures:
1. Introduce students to the art and style of Chagall, engaging them in discussion about his work, and use of intense color to create a dreamlike effect.
2. Instruct students to write “Great art picks up where nature ends” around the perimeter of their papers.
3. Using black oil pastel, have students draw a house, then turn their papers, and draw themselves holding something they like, turn the papers again and draw trees and/or flowers, have them include a sun or moon with a face.
4. Once their paper is filled, they may render their illustrations with oil pastels taking care to use lots of intense color just like Chagall.
Curriculum Standards:
1-A
(PK - 4)
Students know the differences between materials, techniques, and processes
1-B
(PK - 4)
Students describe how different materials, techniques, and processes cause different responses
1-D
(PK - 4)
Students use art materials and tools in a safe and responsible manner
2-B
(PK - 4)
Students describe how different expressive features and organizational principles cause different responses
2-C
(PK - 4)
Students use visual structures and functions of art to communicate ideas
3-A
(PK - 4)
Students explore and understand prospective content for works of art
5-B
(PK - 4)
Students describe how people's experiences influence the development of specific artworks
6-B
(PK - 4)
Students identify connections between the visual arts and other disciplines in the curriculum
Sample Rubric:
Project:
________________________________ Name____________________
Class
|
Criteria
|
Goal
|
Mastery
– 3 pts
|
Advancing
–2pts
|
Novice – 1 pt
|
Score
|
|
Developing
skills at grade level – Shows growth -
takes risks to discover
|
I
produce high quality, creative work. I show originality
and take risks to learn new.
|
|
|
|
|
|
Understanding
and application of Art Concepts and lesson objectives
|
I
apply all art concepts, especially those stressed for the
project. I solve problems myself.
|
|
|
|
|
|
Participation
and effort
|
I
always participate in class and always use class time well
|
|
|
|
|
|
Use
and care of Materials
|
I
used all materials appropriately with no reminders. I
always clean up
|
|
|
|
|
Behavior
|
I
always follow all classroom rules and never cause a
classroom disturbance. I am Always helpful.
|
|
|
|
|
|
S+=15-11
S=10-6
NI=5-0
Total
|
|
Art
Concept (s):
Artists use
color for emotion - Artists use their imagination - Surreal art is
fantasy (beyond real).
Lesson
Objectives:
Create a surreal piece of art representing themselves and their surroundings and illustrating Chagall’s quote, “Great art picks up where nature ends”.
Show
effective use of color - use design principles.
Teacher’s
comments:
[ELEMENTARY
LESSON PLANS]
|
