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Artists convey cultural,
social, and historical meanings in their works. Understanding of
history can inform our interpretation of art, and works of art
can inform our interpretation of history.
Objectives:
The students will:
1.
Explore how artists express ideas, values through art
(Artist: Romare Bearden)
2.
Distinguish commonalities, characteristics of artistic
styles of expression
3.
Discover relationships among art disciplines
(art/music/dance)
4.
Perceive the environment and develop personal ideas
around a theme to create original works of art
5.
Produce a work of art using established criteria:
·
Contour drawing from life –musical instrument
·
Explore color planning – develop unity
·
Add interest with line and pattern
·
Demonstrate color blending - color planning
6.
Describe and analyze the distinguishing characteristics
and qualities of art
7.
Interpret the meanings, beliefs, themes, and moods
perceived in arts forms
8.
Evaluate art using appropriate criteria
9.
Recognize and compare the roles of artists, historians,
critics, and aestheticians in evaluating art
10.
Reflect on the nature and meaning of art
Instructional
Resources:
Shorewood prints:
Romare Bearden, Stuart Davis
Personal prints (color
photocopies): Romare Bearden, "The Block"
Scholastic Art: Romare
Bearden
Biography: Romare
Bearden
Internet: http://www.princetonol.com/groups/iad/lessons/middle/bearden.htm
I live in Music (book/poem- illustrations by Romare Bearden)
Video:
Romare
Bearden: Visual Jazz
Music: Jazz Greats
(various CD's)
Don
Hurless “Lima Land”
Materials:
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Assorted musical
instruments (band)
12x18 newsprint
pencils
Seral graphite
transfer paper
assorted magazines
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12x18 pastel paper
- asst colors
black permanent
markers
oil pastels,
metallic pastels
scissors, pencil
erasers.
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Instruction:
1.
Show video “Visual Jazz” Share information
about Bearden's life and art throughout the lesson, as the class
discussion suggests. Play samples of music related to
Bearden's life.
2.
Introduce the concept of visual symbols by eliciting
examples from students, such as a red cross, skull and crossed
bones, automobile symbols, sports team symbols, or others with
which they are familiar.
3.
Introduce the idea that artists often use visual symbols
in their work, and Romare Bearden was such an artist. Ask
students to look for symbols in Bearden's works and speculate
about meanings. Ask students to give reasons for their
interpretations. Focus
on the train symbol in several of Bearden's works and help
students relate it to their studies of the Black migration from
the rural South to urban centers in the North. Focus on
Bearden’s representation of “sound” in his works
4.
Demonstrate drawing techniques for unit -
demonstrate planning compositions.
Procedures: Week
One
View/discuss
video -- Romare Bearden: Visual Jazz -- Make connections between
art and music -- relate Bearden's work to Jazz/sounds/music
Critique
works by Romare Bearden
Internet
Lesson: http://www.princetonol.com/groups/iad/lessons/middle/bearden.htm
http://www.princetonol.com/groups/iad/lessons/middle/lawrenc.htm
Draw
musical instrument from observation - draw a minimum of two -
fill the page (one on each page) -- Cut out instruments to plan
composition - enlarge with photocopy machine if necessary.
Music
appreciation –Listen to jazz music
Drawing
techniques with fine point markers- transfer drawing to pastels
drawing paper using Seral transfer –outline with Sharpie
permanent marker
Procedures:
Week two
1.
Demonstrate drawing techniques with oil pastels -
blending colors.
2.
Color in shapes of drawing - repeat colors for unity and
eye movement.
3.
Self assessment.
Evaluation:
1.
Group discussions, students' answers to questions for
video
2.
Drawings – Musical instruments.
Shading using line
3.
Color planning –unity
4.
Craftsmanship in coloring
5.
Daily participation and effort
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