Presented by: Jan
Hillmer, Visual Arts Specialist Berkeley Preparatory School
Unit: Art of Africa - Egyptian Art - math integration
PROJECT Paul Klee
goes to Africa
Grade Level: Elementary (5th
grade adaptable
to middle school)
Lesson is adapted from: #292
Thematic Unit, Copyright 1992, Teacher created materials
Inc.
Alternate Lesson: Sinbad the Sailor
- (shown for
2nd grade) Drawing with watercolor
Alternate Lesson: Illustrated
Poem - from Stephanie Corder
Objectives:
Students will explore Paul Klee’s cubist works
-
Students will create
a project combining Egyptian symbols and a grid work.
- Gain an understanding about the work of Paul Klee
- Understand
meanings/reason for Egyptian art
- Transfer
an image using a grid (math skills)
Objectives:
Students will explore Paul Klee’s cubist works
-
Students will create
a project combining Egyptian symbols and a grid work.
-
Gain an understanding about the work of Paul Klee
-
Understand
meanings/reason for Egyptian art
-
Transfer an image using a grid (math skills)
Materials:
- 9x12
paper
- pencil, ruler
- picture of Egyptian symbols or monuments
- colored pencils
- watercolor
- marker or crayon
Instructional
Resources:
Resources:
Biographical information: Web
Museum and images
"A turning point in Klee's career was his visit to Tunisia
with Macke and Louis Molliet in 1914."
Paul
Klee Ad Pernassum possibly inspired by Klee's
trip to Egypt in 1928
Red and White Domes Southern
Tunisia Gardens Ancient
Sound Abstract on Black Dream
City
Paul
Klee Essay and image links - Mark Harden's Archive
Paul
Klee Online - Artcyclopedia
Carol Gerten
Fine Arts Biography
from Carol Gerten
Non-objective
image (with grid) Non-objective
image
Vocabulary:
Cubism, grid, proportion, scale
Instruction/Motivation:
-
Show various works
of Klee and Africa (Sinbad, Tunisia, etc)
Discuss the squares/grid overlay.
-
Show
segment of video and/or PowerPoint of Egyptian art - discuss
meanings behind the art. Discuss Egyptian proportion.
-
Demonstrate
steps of lesson
Summary:
For
part of the 5th grade study of Egypt, students were
asked to draw some aspect of Egypt – from an important symbol
to Pyramids of the Kings. Then,
by way of introduction to Paul Klee and cubism, a grid was
overlaid and the drawing was colored in a nonrealistic manner.
Procedures:
-
Have students copy
picture of Egyptian monument or Egyptian symbol. This
could be done freehand - OR by laying a transparency grid
over the photocopies and student transfer to a gridded
drawing pare (1 inch grid).
-
Draw 1 inch grid on
top of Egyptian style drawing.
-
Color or paint with
bright colors (no black or brown).
Colors should change from square to square. Notice
the two distinctly different styles shown in the student
examples. Allow for some exploration of materials.
-
Outline important
areas with dark marker if necessary.
-
Write a paragraph
about your work - Hold class critique.
Closure:
Compare
and contrast original picture of symbol or monument with newly created
works.
Evaluation:
-
Did student change
colors of design from one square to the next?
-
Is artwork neatly
painted/colored?
-
Does focal point
still show through background?
-
Did
student explore medium to develop their own style?
Submitted
by Denise Pannell, Fairview Elementary in
Sherwood, OH
UNIT: Paul Klee - Warm and Cool colors - Watercolors - Drawing
Lesson: Fantasy Line Drawing on Patterned Background
Grade Level: Elementary (shown for second grade)
Materials:
12" x 18"
drawing paper, watercolors, brushes, pencils, fine point black
markers
Resources:
Paul Klee Sinbad the
Sailor - and other prints showing pattern
Procedures:
"Checker
board" painting. Fold paper into boxes to mark off blocks.
Paint half in various warms colors
on top. Paint half in various cool colors. (See
example) Decide which is to be top half and which is to be
bottom half. Warm skies with blues/cool water.... or warm desert
landscape with cool sky. Plan fantasy sea scape or landscape
with pencil. Trace over all lines with fine point black marker.
Submitted by
Stephanie Corder
UNIT: Paul Klee - Poetry - Color Theory
(Warm/Cool colors)
Lesson: Illustrated Poem with grid pattern
Grade Level: Elementary (example is fifth grade)
Lesson was inspired by a project by Christy Dillard. See
her Artsonia
site. |
Materials:
11 x 28 poster board (you
can make any dimension)
Variety of warm and cool color markers
Newsprint, pencils, erasers
Black Sharpies Permanent markers
Books of children's poem (or student original poems)
Rulers
Objectives: Students
will
- Illustrate a short poem
- work with warm and cool
colors
- appreciate the work of
Paul Klee
Resources:
Once Emerged from the Gray
of Night, 1918, watercolor on paper mounted on cardboard,
Kunstmuseum, Bern. See Carol
Gerten Fine Art
Procedures:
- Have students choose
poem to illustrate, explain that they will also be
copying the words of the poem, to help them choose one
that's not too long!
- Sketch illustrations,
remind them that simple works best!
- Count out how many lines
they need and help them draw them out on paper
(students used poster board cut in half making
it 11" X 28"). Draw lines with Sharpie and
ruler - evenly space
- Have them copy the words making the
letters touch the tops and bottoms of each line, from
their poem onto the poster board (or paper).
- Outline the
illustrations in bold sharpie, and have them color
them with markers choosing between cool or warm
colors for the illustrations.
- With broad Sharpie,
outline the lettering and lines.
- have them color the
shapes (created between the letters) outside the
drawings in cool or warm colors; choosing the
color family that was NOT used in the illustration
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