Submitted by: Carolyn Brown,
Lynnhaven Middle School, Virginia Beach, Virginia
UNIT: Painting - Fauves
Celebrating Nature: The Landscape
Concept:
Changes: From Usual to Unusual!
Theme:
Exploring Painting With the Fauves
Grade
Level : 8 ( adaptable to most levels)
Pacing:
3 to 4 days
 
OBJECTIVES:
Students will be able to:
-
Identify
and describe the painting style of the Fauve artists.
-
Understand
why the works of Matisse and Derain outraged critics and labeled
them as
“wild beasts”.
-
Discuss
the non-traditional use of color in Fauve paintings.
-
Explore
color mixing, and identify emotion expressed through color.
-
Create
a spontaneous landscape painting representing an explosion of
color.
-
Paint
like the Fauves!
Introduction:
Display a variety of
Fauve landscape paintings
by Matisse, Derain, and other Fauve artists.
Include . (Resource: SCHOLASTIC ART: The Fauves,
Sept./Oct. 2006)
Before a discussion
of these works, ask students to “react” to the paintings with
descriptive words in their journals.
Students can share their writings.
Then establish the place in time for the Fauve movement in
20th century painting.
Observe and discuss
the style, technique, and color used by Matisse and Derain. Why were there paintings described as unusual and unnatural?
Sketching the Composition
Materials:
Painting surface (mat board scraps in a variety of colors
and small sizes), India ink, Brushes
Students will gather ideas for a
landscape painting. Students
will make thumbnail sketches and choose favorite for composition.
A simple outline sketch the of
painting plan will be drawn with brush and ink on mat board or
other painting surface. Drawing
with ink encourages students to be simplify and loosen up!
Painting:
Guided Practice
The Fauve landscape painting is our
first painting experience of the year.
Spending a day to explore color mixing is important to
painting success.. I
designed a worksheet called “dabble sheet” that walks the kids
step by step through color mixing exercises.
(See example)
We start out playing “paint along
with me” as I guide them through simple painting basics.
After a short introduction, they are ready to continue on
their own. When finished, the kids have explored an arsenal of
color mixing and are ready to continue their “color explosion”
while painting like the Fauves.
Paint Like the Fauves
Materials:
Acrylic
paint (or tempera)
Palettes
Brushes
Water
containers
Landscapes
sketched in ink on mat board
The classroom is set up for painting.
These are the simple directions that are
read aloud to the students: “You
are going to paint like the Fauves.
Have fun with color. Painting
the green grass and the sky blue would be too ordinary.
Be original in your color choice!
Be as wild as the “Wild Beasts”.
Today is your day to have fun and be free with your choice
of colors! EXPLORE!”
These directions are repeated as they paint.
Students can usually complete a painting in
one class period. Offer
students the opportunity to create a second painting.
It is usually more original, daring, and expressive than
the first!
Have
class critique. Compare and contrast finished work to that of the
Fauves.
ART Assessment
Name:
______________________________________
Bell: ___________
Grade :
2006-2007
C. Brown
|
PRE LESSON Activities
|
Exceptional
|
Advanced
|
Average
|
Needs Work
|
|
1.
Brainstorming Ideas
2.
Planning/sketching
3.
Guided Practice
4.
Art History Concepts
5.
Vocabulary
|
4
4
4
4
4
|
3
3
3
3
3
|
2
2
2
2
2
|
1
1
1
1
1
|
|
STUDIO LESSON
|
Exceptional
|
Advanced
|
Average
|
Needs Work
|
|
1.Understanding
of Unit Concepts
2.
Expression of Ideas
3.
Originality of design
4.
Unity / Visual Impact
5.
Problem Solving
6.
Mastery of media/technique
|
4
4
4
4
4
4
|
3
3
3
3
3
3
|
2
2
2
2
2
2
|
1
1
1
1
1
1
|
|
WORK HABITS
|
Exceptional
|
Advanced
|
Average
|
Needs Work
|
|
1.
Participation
2.
Commitment to Learning
3.
Time and Effort
4.
Organization
5.
Homework
6.
Craftsmanship
|
4
4
4
4
4
4
|
3
3
3
3
3
3
|
2
2
2
2
2
2
|
1
1
1
1
1
1
|
Nationals Standards
| 1.
Understanding and applying media, techniques, and
processes |
2.
Using knowledge of structures and functions |
3.
Choosing and evaluating a range of subject matter,
symbols, and ideas |
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
select media, techniques, and processes; analyze what
makes them effective or not effective in communicating
ideas; and reflect upon the effectiveness of their choices |
Students
generalize about the effects of visual structures and
functions and reflect upon these effects in their own work |
Students
integrate visual, spatial, and temporal concepts with
content to communicate intended meaning in their artworks |
Students
know and compare the characteristics of artworks in
various eras and cultures |
Students
compare multiple purposes for creating works of art |
| Students
intentionally take advantage of the qualities and
characteristics of art media, techniques, and processes to
enhance communication of their experiences and ideas |
Students
employ organizational structures and analyze what makes
them effective or not effective in the communication of
ideas |
Students
use subjects, themes, and symbols that demonstrate
knowledge of contexts, values, and aesthetics that
communicate intended meaning in artworks |
Students
describe and place a variety of art objects in historical
and cultural contexts |
Students
analyze contemporary and historic meanings in specific
artworks through cultural and aesthetic inquiry |
[MIDDLE
SCHOOL LESSON PLANS]
|
