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Hands-On Project Ideas
for
Meet the Masters
These lesson plans are to be copied strictly for educational purposes only.
Use for profit must have author's permission.
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| Collaborative Projects are FUN! |
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| Jackson Pollock Pizza - YUM!! |
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| A Visit from Two Paleolithic Artists |
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| A Work of Edible Art - Cut it up and Eat! |
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| Presenting is a Two-way Discussion |
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| Encouraging Young Artists One-on-one |
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Pictures of Meet the Masters Classroom Activities
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For a great activity using technology in the classroom
to study lines, shapes, and color,
here is a great website to have the students try out
for "hands-on" fun:
http://www.jacksonpollock.org
Try it yourself, it's addicting!
How to: Move your mouse around. Left click to switch colors.
Right click to print. Space bar to erase.
Hint: Let the teacher try it out a few days in advance to be sure
it will work on the classroom computer.
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LESSON PLAN IDEAS
FOR
FOR HANDS-ON ACTIVITIES
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HOW TO GET KIDS TO DO WRITING ACTIVITIES
FOR
MEET THE MASTERS
Make it FUN!!
Here are two fun projects that can be done along with a writing activity.
They combine Art Appreciation, FCAT Writing Practice, Research Practice,
and fun "hands-on" Art Projects.
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Students research and write a report about an artist and artwork they select, create a project, and do a presentation to the class. This can be done as a Meet the Masters activity (over a few sessions) or as a regular classroom lesson for a grading by the teacher.
Click on the video link to the LEFT to see a demonstration video of the
"Artist Fortune Teller" Project.
(Please be patient, the video takes some time to load).
Look to the RIGHT for photos of student samples of the "Who's Inside the Box" Project.
(You will need to copy, or email to me for the template of the Box project.)
Below, you will find the outline used for the Artist Report. You can print that for the students and they can write their report on that sheet or use it as a guide.
A cute display idea is to make the report into a tiny booklet that fits inside the Box.
The report will be written in three segments right on the Fortune Teller project itself,
so it is project and report in one.
ENJOY!
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Artist Research Project
“Art Fortune Teller” - or - “Who’s Inside the Box”
Written Artist Report
Directions: Complete a four paragraph report from your teacher's pre-approved artist. Follow the directions carefully. Use art books found in your classroom, home, library, or the Internet for your research. Please cite the source (give the name and author of the book or a link to the website).
Description - paragraph one
Write a brief biography on the artist. Be sure to include information on where and when he or she was born. Also, include information on the style of artwork. Select ONE (for the Box project) or TWO (for the Fortune Teller project) of the artist’s works and give the title.
Analysis - paragraph two
Explain how the artist used the art elements in the artwork you selected. The art elements are line, color, shape, texture and space.
Interpretation - paragraph three
Tell a story about the artwork or explain what message the artist is trying to convey in the work(s).
Judgment - paragraph four
Give your opinion of the work(s) you selected. Explain why you selected this work for the focus of your project.
Be sure to include the following in your report:
Your name & Date
The artist’s name
A picture of the artwork
Titles of the works
Period (or Art Movement)
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Artist Presentation Rubric
(Report 50 pts., Project 50 pts.)
In case grading is desired by the teacher, the student can give a class
presentation of their report and project.
Name _________________________ Period ___________ Date ________
Artist Research - Project Presentation
Introduce the artist and paintings. Include the date or period of time when the
artist was alive. Give a very brief biography. (15 pts)
Describe
Describe the paintings on your project. Include the media, genre &/or art movement,
and period or date when the artwork was done. (10 pts)
Analyze
Using the art elements, explain how the artist used line, shape, color,
texture, and space, in the artworks you selected. (10 pts)
Interpret
Tell a brief story why you selected this painting for your project and
explain what is happening in the painting. (10 pts)
Judgment
Are you happy or unhappy with the results?
What problems did you encounter? Why? (5 pts)
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Total Points______________
Teacher Comments ___________________________________________________
____________________________________________________________________
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| Teller - Click to Enlarge |
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| Box - Click to Enlarge |
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| Click Here to Enlarge Image - Dali |
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"Columbus sailed the ocean blue in fourteen hundred and ninety two"......
Here's how you can incorporate holidays and history lessons into your Meet the Masters presentations.
This lesson comes to us from the great minds and hands of our MTM volunteers, Stephanie Kanter and Alissa Alfonso. Thanks, ladies!!
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The Nautical Works of Salvador Dali, Surrealist and
John Mallord William Turner, Romanticist
(Background information given here is for adult volunteer study. Please tailor your notes to be age and subject appropriate.)
Print Information: “The Discovery of America by Christopher Columbus”, Salvador Dali, (1958-59), Oil on canvas, 161 1/2 x 122 1/8 inches
Three major influences (other than Gala, who was always Dali's chief muse) inspired Dali to create this Masterwork, which is more than 14 feet tall. The first of these was the approaching 300th anniversary of the death of Velazques, who was very important to Dali. The second was that there was considerable academic debate at the time regarding the true nationality of Columbus. Some were asserting that Columbus had been Catalonian (from a region of Spain that borders France) rather than Italian, and Dali seized upon this opportunity to further glorify his wondrous Catalonia. Finally, the gallery which commissioned Dali to paint this work, the Huntington Hartford Gallery, was situated on Columbus Circle in New York City. The combination of these 3 things was enough to inspire Dali to wondrous heights of creativity.
I didn’t choose to discuss the religious aspect of the painting but focused instead on that fact that he painted Columbus as a young boy as opposed to the middle age man that he was because America was a young country and had its best days ahead of it. Also, there is a sea urchin in the foreground — it symbolizes other planets and discoveries that our young America is yet to discover. He painted his wife, Gala as the Virgin Mary on the sail and used himself as the monk kneeling down on the right side of the ship, but I didn’t mention that.
Print Information: “Venice Grand Canal” By JMW Turner, 1835; Oil on canvas, 91.4 x 122.2 cm; The Metropolitan Museum of Art, New York
Turner first views of Venice are much more detailed than later freely painted views. This is one of Turner’s most beautiful, but at the same time least imaginative, views of Venice. He has given us the full view of the broad breast of the Canal, filled with gondolas and shipping. On the right is the Church of Santa Maria della Salute, with its grand flight of steps. and beyond these the Custom House; in the distance is a forest of masts; and, on left, beyond a line of Palaces, the bell-tower of St. Mark and the Doge’s Palace. In other pictures of Venice Turner has represented more of the beauty of its architecture, has invested it with a greater charm of dreamy poetry; here he seems to have meant to paint principally the Canal, the highway of commerce and gaiety—the human work-a-day Venice, full of business and pleasure, unglorified by any beauty but that of its sun and water. Most prominent of all things, placed at such an angle as to display most characteristically its peculiar shape, is the black gondola, with its sharp, curved ends and solitary oarsman; in the centre is a displaying gaily-coloured flags upon its sailless mast; in the distance the busy Custom House and the glories of St. Mark’s Square; but all things buildings, shipping. flags, and sailors, even the sky itself—contribute to the glory of the all-reflecting Canal.
Artist Information:
Salvador Dali — Give a brief background on Surrealism and his art. After about 20 years of doing his typical surrealist work like the melting clocks and burning giraffes, he channeled his new found interest in science, religion and history into some very large scale canvases. He used a lot of examples in his work from popular science magazines. He began such work in the mid-20th century and was inspired to do “Discovery of America by Christopher Columbus” because there existed a much debated controversy at the time as to whether Columbus was an Italian, as everyone thought, or was Catalonian. Since Dali was Spanish, he decided to paint Columbus in all of his Catalonian glory. The other inspiration was the art gallery that commissioned his work resided on Columbus Circle in New York City. The painting is 14 ft. tall and hangs in the Dali Museum in St. Petersburg, Florida. Dali is the only artist that had 2 museums dedicated to his work during his lifetime.
John Mallord William Turner — Turner was the greatest and most prolific landscape/marine artist in England. He was one of the only artists successful during his entire career as an artist. At a very young age, before 20 year old, he was selling his work for the benefit of mass production of his prints. He really never sold his work other than for the purpose of prints, and if he was convinced to do so, was usually depressed for days. When he died he left all of his work to his country and money for the benefit of struggling artists. He is said to have laid the foundation for the Impressionism in France. Claude Monet studied his technique very carefully. He used his oils in a water color way — he was known as “the painter of light”. A trip to Venice, Italy inspired his love of painting ships and the sea. He is said to have tied himself to a mast of a ship so that he may experience a storm at sea (not confirmed if true). A recent sale of one of his paintings to casino magnate, Stephen Wynn, in 2006 broke all art sale records — 35.6 million dollars. I didn’t mention it to the kids, but I think the William Turner character in “Pirates of the Carribean” might have been used in the painter’s honor — they were all English (Romanticism) Romanticist Artist J.M.W.Turner 1775 – 1851 is perhaps the most famous English Romantic landscape artist. He became known as 'the painter of light'. Art history in the making for all modern art can be said to derive from Romanticism.
Project:
Canvas Flags - We used canvas — cut into rectangles and bought thin wooden dowels from Home Depot. My husband snipped them into about 8 inch sticks. Alissa is a seamstress, she sewed the sleeves of the canvas strips and we had the kids slip in the dowels. We bought some solid fabric from Jo-ann’s Fabric store and Alissa "stitch-witched" it to once side of the fabric. The kids traced out their shapes on the back (the "stitch-witched" side) and then cut/peeled off the "stitch-witch" backing and laid out all cut outs onto the canvas. Alissa ironed them on, ... tah-dah! The kids were super creative. I told them to imagine themselves as an explorer like Christopher Columbus, and that they were embarking on the discovery of new territiory. What would their flag look like that they would use to mark the finding of their acquired land?
Art Movement Information:
(Background information given here is for adult volunteer study. Please tailor your notes to be age and subject appropriate.)
Surrealism is a cultural movement that began in the early-1920s, and is best known for the visual artworks and writings of the group members.
Surrealist works feature the element of surprise, unexpected juxtapositions and non sequitur; however many Surrealist artists and writers regard their work as an expression of the philosophical movement first and foremost, with the works being an artifact. Leader André Breton was explicit in his assertion that Surrealism was above all a revolutionary movement.
Surrealism developed out of the Dada activities of World War I and the most important center of the movement was Paris. From the 1920s on, the movement spread around the globe, eventually affecting the visual arts, literature, film, and music, of many countries and languages, as well as political thought and practice, and philosophy and social theory.
Freud's work with free association, dream analysis and the hidden unconscious was of the utmost importance to the Surrealists in developing methods to liberate imagination. However, they embraced idiosyncrasy, while rejecting the idea of an underlying madness or darkness of the mind. (Later the idiosyncratic Salvador Dalí explained it as: "There is only one difference between a madman and me. I am not mad."
The group aimed to revolutionize human experience, including its personal, cultural, social, and political aspects, by freeing people from what they saw as false rationality, and restrictive customs and structures. Breton proclaimed, the true aim of Surrealism is "long live the social revolution, and it alone!" To this goal, at various times surrealists aligned with communism and anarchism.
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Romanticism is a complex artistic, literary, and intellectual movement that originated in the second half of the 18th century in Western Europe, and gained strength during the Industrial Revolution. It was partly a revolt against aristocratic social and political norms of the Age of Enlightenment and a reaction against the scientific rationalization of nature, and was embodied most strongly in the visual arts, music, and literature.
The movement stressed strong emotion as a source of aesthetic experience, placing new emphasis on such emotions as trepidation, horror and awe—especially that which is experienced in confronting the sublimity of untamed nature and its picturesque qualities, both new aesthetic categories. It elevated folk art and custom to something noble, and argued for a "natural" epistemology of human activities as conditioned by nature in the form of language, custom and usage.
Our modern sense of a romantic character is sometimes based on Byronic or Romantic ideals. Romanticism reached beyond the rational and Classicist ideal models to elevate medievalism and elements of art and narrative perceived to be authentically medieval, in an attempt to escape the confines of population growth, urban sprawl and industrialism, and it also attempted to embrace the exotic, unfamiliar and distant in modes more authentic than chinoiserie, harnessing the power of the imagination to envision and to escape.
The ideologies and events of the French Revolution laid the background from which Romanticism emerged. The confines of the Industrial Revolution also had their influence on Romanticism, which was in part an escape from modern realities; indeed, in the second half of the nineteenth century, "Realism" was offered as a polarized opposite to Romanticism. Romanticism elevated the achievements of what it perceived as misunderstood heroic individuals and artists that altered society. It also legitimized the individual imagination as a critical authority which permitted freedom from classical notions of form in art. There was a strong recourse to historical and natural inevitability, a Zeitgeist, in the representation of its ideas.
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| Click Here to Enlarge Image - Turner |
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| Spanish Surrealist Artist: Salvador Dali |
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| English Romantic Artist: JMW Turner |
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Subject: Snow Art Project Ideas
3-D Iceskating Ponds
(good for grade 2/3, maybe K/1, possibly Pre-K if lots of adult guidance)
You will need:
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Construction paper (pale blue, brown/tan, grays)
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"Ponds" of aluminum foil (give each student a 1’x1’ piece to cut up)
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Glue
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Cotton balls (give each student an individual baggies of 40+/- balls each)
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Clip art printed people
Directions:
Search online or in MSWord for clip art of ice skaters. In MS Word, go to “insert” pull down menu, “from clip art”, search: “winter” (or skating). Otherwise you can go to www.microsoft.com for free clip art for MS Word.
Print up clip art of all kinds of skating people. Trim each one (while watch tv the night before), leaving a ¼-1/2” tab of extra paper on the bottom of the feet of each figure.
In class, distribute sheets of construction paper (1 sheet each student), baggies of cotton balls, and glue. Put out trays of trimmed clip art people on each table for them to squabble over.
Students cut out and glued down "ponds" of aluminum foil (ovals, kidney shapes, river-shapes, be creative) on construction paper base. Then cover the rest of the paper with glued on cotton balls, being careful to line the edges of the pond – and be sure to show students how to s-t-r-e-t-c-h each cotton ball before gluing to get more coverage.
Select a few skating figures. Fold the tab at the feet 90 degrees and add a DROP of glue to the tab. Tack down on pond, so figure stands upright (3-D).
The kids should show creativity by doing different shaped ponds and different winter activities of their liking (ie. hockey game*, figure skating, ice ballet, speed racing, etc.).
* they can make their own goal nets.
Modification:
Home Depot, Walgreen's etc. also sell bags of plastic snow (shaved plastic), that could be fun to sprinkle on, but you will need to bring your vacuum cleaner to school with you!!! Be careful to warn them not to eat it or throw it.
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Snow Splatter Painting
(good for grade K/1, 2/3, 4/5, maybe Pre-K if lots of adult guidance)
You will need:
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Black, blue, or gray construction paper
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White (washable) tempera (or water color, or liquid chalk)*
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Toothbrushes (cheap in multi-packs at a Dollar Store or Big Lot)
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Metal or rubber window screening (Home Depot)
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Duct tape
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Cardboard or pre-cut picture mats
*Washable tempera is available cheaply at Michael's Crafts.
Directions:
Prep work at home: cut up 4"x 4" squares of screen material (to rub the brush on). Metal screen is a little harder to cut up than rubber and will need duct tape trimming the edges, so no one gets cut. Plastic or rubber screening is easy to cut up, but will need to be taped to cardboard frames to stiffen it. So you will need to get cardboard or mats and tape screen to these frames. You don't need one for everyone. Think of having them share in groups of two or three students.
In class: Have kids do crayon or marker drawing of winter scene (if black paper, use white crayons or oil pastels).
Warning - do not allow students to apply paint by flicking the toothbrush with fingers. If they do that, they are very likely to flick the brush the wrong way and splatter their clothing and faces or someone else.
Dip brush in moderately watered down white paint (not too watery, not too thick). Hold screen about 1 - 3” above paper and gently rub the brush on the screen to make “snow”. Move the screen around picture so as not to get too much in any one area.
Hint: Younger kids may need adult helper to hold the screen while they brush.
Good Luck, have fun - - - and Happy Holidays to you!!!
Lisa
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Title - Stained Glass Rousseau Jungles
By - Kristin Wisnewski Primary Subject - Art Grade Level - 3rd-5th
Introduction:
This is a favorite project of all my 3rd grade artists and the younger students all look forward to the day they
get to make their own! Students of all abilities will be able to make spectacular pieces of art. These stained-
glass jungles are absolutely beautiful!
Materials:
silk flowers and leaves or pictures of flowers and leaves
pencils
Black construction paper 12x18
gel glue (white glue will not work!)
oil pastels
Objectives:
- The students will become familiar with Henri Rousseau.
- The students will demonstrate their creativity and imagination by embellishing backyard flowers to
- make them appear jungle-like.
- The students will blend colors to give their works interest and life.
Procedure:
1. I begin this lesson by introducing the students to Henri Rousseau, including his unique ability to use
imagination while creating his masterpieces. A major focus is on the fact that he never actually went to the
jungle to paint, rather observed ordinary foliage and used his imagination to create beautiful jungle plants.
2. Next we observe art by Rousseau and discuss the qualities:
a) dream-like effect
b) the layering of background, mid-ground and foreground
c) his frequent use of an animal and sun or moon
d) use of overlapping etc.
3. I then display and describe the project as follows.
Project Instructions:
1. While observing silk plants or pictures of plants, students will sketch a rough draft of flower and leaf
ideas (about 10 plants or more).
2. Placing the black paper in the landscape position, students will draw a pencil horizon line 1/4-1/3 of the
way from the top of the paper.
3. Draw a sun or moon above the horizon line. (It may be in the sky or in the setting position.)
4. Draw plants in the foreground, mid-ground and background. Make sure flowers overlap.
Some in the background should overlap the horizon line and may even slightly overlap the sun or moon.
Plants should be no smaller than a golf ball - larger is better - and should not include much detail.
5. The teacher will then need to outline all pencil lines with the gel glue. Try to keep the lines as neat as
possible by squeezing the glue constantly (avoiding air bubbles) and keeping the tip slightly above the
paper. If some lines are so close that the glue will spread too much, do not outline. The students can
always add the little details later. Let glue dry for at least 24 hrs.
6. When the glue is completely dry, the students will color their jungles with oil pastels. Encourage them to
blend color and to try combinations of color on every leaf and petal. Do not leave any areas uncolored.
Color evenly so that no black shows through. You want to have a nice thick layer so that it doesn't look like
"crayon coloring".
7. Polish the hardened glue with a tissue so that there isn't any oil pastel on it. The result is a beautiful
stained-glass effect. A favorite of every student!
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Title - Picasso's Faces
By - Jennifer Dalke Subject - Art, Social Studies Grade Level - 3-5
Learning Standards: 25.A.2d, 25.B.2, 26.A.2f, 26.B.2d, 27.B.2
Integrated Subjects: Art, History
Objectives (Instructional Goals):
* Students will learn about Pablo Picasso: getting to know him by reading stories about him
and looking at his works
* Students, by reviewing Picasso’s style, will produce their own Picasso-style picture
Materials:
* Books/stories about Picasso
* Books containing his various works
* Large pieces of construction paper
* Markers
* Crayons
Plan of Action:
1. The teacher will show one of Picasso’s famous paintings and ask the students what they
think about it. The teacher should be sure to point out the colors that are used and the
elementary approach to making faces.
2. Next, the teacher will introduce students to Pablo Picasso by reading stories about
him and showing his works.
3. The teacher will ask the students to brainstorm all the different kinds of faces
that one could make (i.e. clown, alien, person, animal, etc.) The teacher will tell the
students that they will have the chance to make their very own Picasso-inspired picture.
Procedures:
1. Each child should pick up two pieces of construction paper to make two very different
faces on (one face per page). The teacher will pass out markers and crayons for the
children to color them with.
2. After about 15 minutes, when the faces are complete, the teacher will pass out one
more large piece of paper to each student. The students will, then, be instructed to
cut out the pieces and parts of the two different faces that they had created and to
glue then down to make a new Picasso face. The children should be encouraged to mix
and match, and then add any details they wanted- As long as they are creative and silly!!
Teacher’s Role:
The teacher’s role is to introduce the children to the person Pablo Picasso, as well as the
art style Pablo Picasso. The teacher needs to encourage the students to appreciate all
kinds of art, and to find beauty in everything.
Creative Question Suggestions:
1. What style does he use? Why do you think he uses the colors he does?
2. How could he rearrange the faces to look interesting or silly?
3. Do you see any sort of pattern that he seems to use in his paintings?
4. Why do you think Picasso chose to represent his figures in this manner?
Troubleshooting:
* There shouldn’t be too many problems with this activity. The teacher should just
encourage creativity and let the children enjoy the results!
Evaluation:
1. This is designed to be a fun activity that introduces children to a style of art with
which they probably are not too familiar. There should be no structured form of
evaluation, just observe the children and be sure that they are creative as possible.
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Title – Portrait Studies
By Crayola (Binney-Smith Corp.)
.............................Why?..........................
Portrait studies lead a journey in self-awareness and appreciation of diversity.
...........................Benefits.....................
* Children study portraits by artists from various cultures, styles, and time periods to see how art elements and principles of visual organization are used.
* Children observe their unique facial features, draw a detailed self-portrait, and write a description of themselves using the letters in their names.
* Students increase self-awareness, better appreciate diversity, and further develop social skills by playing together and sharing their creations with each other.
...........................Directions.....................
1. Look at portraits created by different artists. What does each person's face tell
about them? How do artists use color, space, and line to make a face stand out? In
a mirror, study your facial features.
2. With Crayola® Scissors, cut a large circle from manila or white paper. Draw a self-portrait with Crayola® Crayons and Multicultural Crayons. Include lots of details, and try to match your skin, eye, and hair colors. Add collage materials and yarn to complete your portrait.
3. On white paper, use Crayola® Colored Pencils to write your name with the letters going down the left side of the page. Write a description of yourself-your favorite things, people in your family, your interests-using letters in your name to start some of the words.
4. Glue your portrait to the description of yourself with Crayola® Glue Sticks.
...........................Adaptations.....................
Add your own suggestions or solutions here….
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Introduction:
In this activity, students will create a work of art in the style of Miro's
"The Gold of the Azure," which Miro painted in 1967. Joan Miro (1893-1983) was a Spanish painter and sculptor who produced vivid abstract and surrealistic works of art during much of the 1900s. His works often have very descriptive titles. Joan Miro's name is pronounced: hoän mro.
Supplies:
A piece of paper (colored construction paper or even paper
cut from a brown paper bag will work)
Paint
Brushes
Markers
A pencil (a charcoal pencil works best, but is not necessary)
Optional: stickers Instructions: 1. Show the student Joan Miro's "The Gold of the Azure," "Blue 1," "Blue 2," or another one of his simpler works (check your local library for a book of his works, or visit the Miro Museum website ( http://www.bcn.fjmiro.cat/angles/_obra/home-obra.html) where you can view many of Miro's works).
2. Explain that Miro's works were often playful, spontaneous, and dreamlike.
His surrealistic pictures often consisted of large areas of bright colors,
and contained many elements, including simple representations of everyday
objects, abstract symbols, and vivid imagery. Miro usually gave his works
interesting and evocative titles.
3. Procede to the hands-on project. Create a work of your own in the style of
Miro. Pick one of his pictures to give you inspiration.
Procedures:
1. Have students look carefully at the colors, the design, and the
imagery in Miro's painting.
a. What colors did Miro use in that picture?
b. What shapes did he draw, and what did they represent
(if anything)?
c. Is most of the canvas empty, or are there areas of pure color?
d. What type of feeling did you get from the picture?
e. Where does your eye go first when you look at the picture?
2. Now have students think about what they'd like their picture to portray.
a. They can carefully pick the colors.
b. They can decide where the focus of their picture is to be
c. What they want it to look like.
3. Tell them to use their imagination and paint!
4. Tell them to give their work an interesting title (and sign their work).
Background Information on the Artist:
Joan Miro (1893-1983) was a Spanish painter and sculptor who produced vivid abstract and surrealistic works of art during much of the 1900s. His works often have very descriptive titles. Joan Miro's name is pronounced: hoän mro.
Miro was born on April 20, 1893, in Montroig, Spain, which is near the city of
Barcelona. His father was a goldsmith and watchmaker. Miro studied art at
the School of Fine Arts at La Llotja and at the Academy of Francisco Gali, in
Barcelona, Spain. He had his first show at the Dalmau Gallery in 1918; he was
24 years old.
In 1919, he traveled to Paris, France, which was then the center of the art
world. He was friends with many surrealist and abstract painters, including
Pablo Picasso, Andre Masson and Max Ernst. In France, Miro developed his
individualistic and recognizable style and eventually became famous.
After Miro returned to Spain in 1940, he lived mostly in Majorca. He painted,
sculpted, worked in ceramics, produced many mosaics and murals, and
illustrated over 300 books. Miro lived to be 90 years old, dying on
December 25, 1983.
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| The Gold of the Azure, 1967, Acrylic on canvas, ........ 205x173.5cm............ This painting shows Miró's continued use of the signs and symbols of the forties as an expression of his poetic concept of painting. Stars, planets, the elementary configurations of the ever-present figures (man and woman, the masculine principle and the feminine principle) and on top of them a curving line - probably a bird that reinvents the horizon - all contribute to the definition of this space and offer a new vision of Miró's cosmology. |
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| PROJECT FOR EARLY GRADES |
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Chalk Talk......
......is a strategy used in reading and is easily adapted to the art setting. Usually Chalk Talk is a “silent discussion” that can be done to begin studying a new topic, to activate prior knowledge, or to summarize and review a unit of study. A student writes a comment about a topic on the chalk board or chart paper that other students can easily view. Each student can read and respond to the comments being written or add individual ideas about the topic to the chalk talk board. In the art classroom, instead of writing comments, students draw sample artwork to reflect their personalized expression of an art concept. As this is a silent activity, a nice touch is to play soft music while the students are participating in the Chalk Talk.
Materials:
Mural paper
12" x 18" manila or white paper (for individual use)
Large crayons stripped of paper
Broken crayons
Markers
Wet chalk
Pencils
Damp paper towels for clean-up
Tape or CD player with a variety of music (optional).
Procedure:
Show a variety of different kinds of lines to the students. Use the white board, overhead projector or easel for modeling. Show students books with lots of lines (Lines by Philip Yenawine or The Very Busy Spider by Eric Carle). Place large mural paper on all the art tables. Provide primary students a variety of art materials with which to draw (marker, pencils, crayons or wet chalk). Let the students at the tables fill in as many places as they can with a variety of line. This mural paper can be used for individual groups or throughout the day for all classes. It’s a great way for students to view other student work or for sketching an art idea.
After the students have completed the “Chalk Talk” ask questions about the activity. For the concept of line, appropriate questions might include, “How do you feel when you make lines to music?” “Can you draw a line in the air?” Explain to the students that lines can show feelings and mood. Ask the students, “What does a happy line look like?" "How can you make a sad picture with lines?”
Some Higher Order thinking Skills Questions to consider asking the students about line include: “What is the theme of your line design?" "Why do you think you chose the lines you did?" "What would happen if you had no art materials to make lines?" "Based on what you know about lines, what could say to someone who wanted to know about them?”
A variation of Chalk Talk is to tape large mural paper to the walls around the art room. Place no more than four students at a mural center. Provide markers and large crayons to give the students an opportunity to draw large lines, spirals, etc. Students can also place themselves in front of the paper and have their outline drawn.
Center Activity for Line: Provide a wide flat bowl of wet sand for the students to experiment with lines using their fingers.
Hint: Primary students love to know how to make flat crayon bows and butterflies with broken, flat crayons. They can also spin crayons to make circles.
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The Very Hungry Caterpillar is just one of the books that
children love to read and to see the illustrations of Eric
Carle. Read the story to the students (most have heard
it already). Discuss the importance of the illustrations to
a story. Do you always read a book that has good
illustrations? What if the book only had words, would
you like to read it?
Materials:
white, green, and blue paper
container lid (optional)
crayons,
markers,
colored pencils,
or oil pastels
Procedure:
This is a good lesson in tearing for the students ages 4 and 5.
It doesn’t matter if the shapes they tear do not look like circles
to form the caterpillar. They can tear about 6-8 shapes that
they will overlap and place on a light blue or royal blue color
construction paper.
*You can give the students a pre-cut circle or container lid to
trace on green paper instead if you wish. Have the students
use a glue stick to put the circles/shapes on their paper.
Discuss what would occur in nature around where the
caterpillar lives.
Have the students finish the picture with a background!
They can use crayon, marker, colored pencil or oil pastel
for this lesson.
This lesson can be modified for older students ages
6-8 with more detail in discussions and art materials.
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| "The Very Hungry Caterpillar" by Eric Carle |
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Bird House
This is also a good lesson for all primary age students.
Discuss primary colors and how the students will be
using them in this project. A sample of primary colors
to share with the students is
Alexander Calder's Untitled 1970.
Materials:
9" x 6" red paper
9" x 6" blue paper
9" x 6" yellow paper
light blue construction paper
crayons,
colored pencils,
markers,
oil pastels,
or wet chalk
Procedure:
Give each student three pieces of 9” x 6” paper
— yellow, red and blue.
Tell the students to tear or cut out a bird and
birdhouse using any of the colors.
Have the students glue the cut-outs to a piece
of light blue construction paper and create a
scene for the rest of the picture. They can use
any medium: crayon, pencil, colored pencil,
marker, oil pastel, or wet chalk to finish the
background.*
*Background is a hard concept for students
at the primary ages to understand.
Explain this concept by using examples of
backgrounds in art reproductions before
expecting the students to know what you
are talking about. When you say
“background,” you may see the students
turn their paper over and think they have to
draw on the back of their paper!
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| "Untitled", 1970, by Alexander Calder |
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| Student Sample |
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Japanese Folktales are great for kids.
The website to order these story cards appears in the
Resource section of this course. This lesson is a good
way to use measurement and art in an art lesson.
Summary:
An old, childless couple prays for a child.
A one-inch son is born to them, but he never grows any
larger. His parents name him Issun-boshi, which means
“one-inch boy,” and care for him very tenderly. When he
reaches maturity, Issun-boshi leaves home with his
parent’s blessing and goes to the capital city. This is the
story of his wonderful adventure.
After reading The One Inch Boy, discuss what it would
be like to be an inch tall. How would you get around?
Do you think Issun-boshi was a clever boy? You can use
the discussion questions and packet that come with each
story for this lesson.
Themes in the story: Bravery and Cleverness
To integrate mathematics in the lesson, use a ruler to
show the students how small an inch is. Have the students
show you with their fingers. Imagine being this small!!
The boy grows taller…..how tall do you think he gets?
What would a picture of the boy look like 1 inch tall and 5
feet tall?
Cut inch squares out of construction paper. Place the
squares on each table in a container for the students to
share when creating their artwork (this could be a collage
/mosaic). Provide squares in a variety of colors or use a
color scheme (primary, secondary, neutral, etc.).
Have students create a work of art by using these inch
squares.
Use a glue stick to glue them down.
* For the older students, you could introduce Japanese
origami at this time or a simple paper folding technique
to them.
* Another idea would be to choose a story card and
have students reproduce/interpret what they see in a
work of art using watercolor paints or tempera paints.
You could also use this lesson to teach the human
figure and body parts. You are only limited by your
imagination!
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| "The One Inch Boy", A Japanese Folktale |
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Collage means to glue down or attach. Collage
is a great way for students to explore materials and
experiment! Show works by Faith Ringhold and
Romare Bearden as examples of collage. Collage
is an excellent method to teach the element of art:
texture.
Students learn that a raised surface is called texture.
Materials:
yarn
variety of construction paper pieces
corrugated cardboard
ribbon
magazines
newspaper
old postcards or greeting cards
sequins
glue sticks/glue bottles
scissors
Procedure:
Introduce the collage work of artist Stuart Davis,
Swing Landscape.
Have students recreate a cityscape
based on his work.
Demonstrate how to cut ladders,
buildings, towers, domes, spires, roofs, windows,
balconies, etc.
Put a variety of materials in the middle of the art tables
and let students choose whatever they want to create
their work.
Have the students begin with the large shape building
objects and continue until the entire page is filled.
They can create artwork in 2-D or 3-D.
Be sure to have Elmer’s glue and a glue gun if
necessary to put pieces together.
*Another idea is a recycled collage sculpture.
These sculptures appear life sized and can be
used as an art center project or a cooperative class
art project with four students at each art table.
The base would be created with three sizes of various
cardboard boxes stacked and hot glued together prior
to the beginning of class.
Provide a variety of materials for the students to use
to create their sculpture—paint, paper tubes, scrap
paper, yarn, plastic lids and bottle tops, etc.
Once completed, place in an area to be displayed in
the school media center, office corner, or cafeteria.
The sculptures could have a theme or just be freely
designed by students! To integrate Language Arts
into this project the students could write about their
creative experiences constructing the sculptor.
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Space Galaxy Art
Art & Science Tie-in Lesson
Vocabulary:
• Comet – A small bright celestial body that develops a long tail when near
the sun.
• Galaxy – A very large group of stars, gas, and dust
• Watercolor – A transparent paint made by mixing powdered colors with a
binding agent and water.
Materials:
• Watercolor paper 9” x 12”
• Black construction paper 12 x 18”
• White tempera paint, water, and spray bottles
• Safe compasses and/or a variety of circle shapes
• Watercolor paints, brushes, old toothbrushes, and water tubs
• Jar lids, plastic tub lids, coins
• Pencils
• Scissors
• Glue
Procedure:
1. While half of the class works on their starry night background, the
other half can work on their planets.
2. To create the starry night background, distribute a piece of 12” x 18”
black paper to each student. Instruct students to create the stars and
galaxies by spraying the paper with diluted white paint. Additional
white paint can be dribbled on the paper or the students can use a
toothbrush and flick the paint (this method may be a bit messy!).
Let the paper dry.
3. To create the planets, tell the students to draw circle shapes of
different sizes for their planets on watercolor paper, either by using
"safe compasses" or by tracing a variety of easily found items (i.e.,
jar lids, plastic tub lids, quarters, etc.)“Safe compasses”, are plastic
compasses that do not have a sharp point in the design. Borrow the
compasses from an upper grade classroom teacher if possible or they
can be found in the mathematics section of educational stores/catalogs.)
4. Instruct the students to paint their planets with watercolors because
this medium allows more freedom in bleeding the colors together and
creates awesome “atmospheric effects”.
5. On the second class, students should complete their paintings by
cutting out the planets and gluing them to their starry nights.
Comets and asteroids can be added.
6. A third art class may be necessary for the students to complete
what was not finished earlier.
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Endangered Species Mandalas
Art & Science Tie-in
VOCABULARY:
• Arbitrary Color – Color that is used in an unusual and imaginary way.
The artist’s choice of color is based on an emotional response.
• Balance – A principle of design that describes the arrangement of parts of an
artwork to create a sense of equality in visual weight, interest or stability.
Major types of balance are symmetrical, asymmetrical and radial.
• Endangered – Threatened with extinction
• Space – Element of art referring to the empty or open area between,
around, above, below or within objects. Shapes and forms are defined
by space around and within them.
• Variation – A change in form, shape, detail, or appearance that
makes an object different from others. The use of different lines,
shapes, textures, colors, and other elements of design to create
interest in a work of art.
MATERIALS:
• 12” x 12” white paper
• Circle pattern - 12” diameter
• Markers
• Crayons
• Pictures of animals
• Scissors
• Pencil
PROCEDURE:
1. Let the students choose an endangered specie for their design.
2. Instruct the students to trace a large circle on 12” x 12” white paper
and cut it out.
3. Tell the students to draw a second circle approximately two inches
inside the cut-out circle creating a border. This space can be filled
in with items that surround the animal’s habitat.
4. Have the students draw a third circle approximately one-half to one
inch inside the second circle. This space can be used to create a
geometric pattern design for variety and contrast.
5. The endangered animal should be drawn in the middle of the third
circle.
6. To add contrast, have the students outline the cut-out circle with
black markers. Suggest to the students that they use arbitrary
colors* to decorate the "mandala" with crayons and/or markers.
*The endangered species do not have to be colored realistically!
Dolphins and manatees do not have to be colored gray
— they can be purple or blue!
BACKGROUND INFORMATION:
Florida has a unique inhabitant, the burrowing owl. You may have
seen them in vacant lots, parks, or in open, sandy fields. These
tiny owls make their habitats in the grasslands of central and
southern Florida. Another type of the burrowing owl lives in the
western United States, Mexico, and Bahamas. Burrowing owls
dig the burrow themselves with their long, powerful legs. They
decorate the entrance to the burrow with gum wrappers, scraps
of paper, and other “litter” items. The nest chamber at the end of
the 6 - 8 ft.; the tunnel is 3 - 4 ft deep.
The nesting cycle begins in the fall (October), running through
March because it is the dry season in Florida; otherwise, rain
would flood the burrows. The young birds stay in the burrow for
10 days then emerge occasionally, until they learn to fly at six
weeks of age. We see more burrowing owls than other owls
because they are active during daylight and we can observe
them in their habitats up close.
Visit www.nsis.org/gallery/brd-owl-bur.html to see a picture of a
burrowing owl. Connect your laptop to the classroom television
to show your students this fascinating bird.
Introduce your students to artist, John James Audubon
(1785-1851) and his work. Audubon is famous for his paintings
of birds from all over the world. Born in Santo Domingo, he was
raised in France and later moved to the United States in 1802.
He made it his life’s work to paint a picture of every species of
birds in America, traveling from Florida to Texas to northern
Canada. He painted 435 watercolors of birds.
Your students will be painting a burrowing owl on the top half
of their paper and drawing its habitat, the burrow, on the bottom
half of their paper. It will be interesting for the students to see
how the burrow looks from a cross section view. It will also
sensitize them to plight of this bird, especially when they
encounter a burrowing owl in their everyday surroundings,
the baseball field, the park, or any grassy, open area.
Visit the following website for more information on John James Audubon:
www.audubon.org/nas/jja.html.
The benchmarks for this lesson are VA.A.1.2.3, and VA.B.1.2.2.
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Jacob Lawrence's Painted Stories
Classroom Supplies
· Crayons
· Colored Pencils
· Washable Watercolors
· Watercolor Brushes with Plastic Handle
· recycled newspaper
· white paper
· paper towels
· container(s) of water
PurposeStorytelling meets visual arts in the style of Jacob Lawrence, African American artist and storyteller.
Procedure1. Jacob Lawrence was an African American artist whose work was known for its emphasis on storytelling. He was born in Atlantic City, New Jersey, on September 7, 1917, and spent portions of his life in both Easton (the home of Crayola®) and Philadelphia, Pennsylvania, before moving to Harlem in New York with his mother and sisters at age 13. He received his artistic training at community art centers in Harlem, the easel project of the Works Progress Administration, and the American Artists School in New York.
2. Jacob Lawrence's work focuses on the history of African Americans in the United States. Many of his screen prints, which are bold and graphic, include several panels that tell the same story, each in a different way. He includes scenes of everyday life, historical events, and the lives of African American heroes and heroines in his work.
3. To create your own storytelling artwork, begin by thinking of a significant historical event in your life or to your ethnic group or family heritage. Write a story about this event with Crayola Colored Pencils. Include details such as important names, dates, and circumstances.
4. Use Crayola Crayons on heavy paper to draw a portrait of the person featured in your story. Surround the main portrait with other story images, using bold colors and firm strokes. Fill in your drawings with color.
5. Cover a table with recycled newspaper. Use Crayola Watercolors to fill in the background of your drawing. Dip your brush into water, then collect a small amount of paint on your wet brush. Apply this diluted wet paint to the background for a wash effect. The wax crayons will resist the paint. Dry flat.
ModificationsIn a similar manner, illustrate an important event that you are studying in history or social studies.
Create a storytelling painting about an important event in your life. Include details about the event, and write the story of the event on a separate sheet of paper.
Choose one of Jacob Lawrence's powerful works, such as a piece from his series about Harriet Tubman. Research information about the scene portrayed, and present it to classmates.
BenchmarksStudents research the work and life of African American artist Jacob Lawrence. Students draw parallels between the arts of storytelling and visual/graphic creativity. Children create crayon-resist art to tell family stories in the style of Jacob Lawrence.
Grade Levels
Grades 4 to 6 and Grades 7 to 12
Subject Ties
Language Arts, Social Studies, Visual Arts
Time
30 to 60 minutes, Multiple Sessions
Curriculum Standards Links
US: Research U.S. Standards
UK: Research UK Standards
Canada: Research Canada Standards
Safety Guidelines
Safety guidelines recommend this art project as suitable for children ages 4 years and older. Close adult supervision is required to ensure children's safety.
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Behind the Faces
Supplies
· Paint Brushes
· Erasable Colored Pencils
· Markers
· Multicultural Markers
· Glue Sticks
· Pointed Tip Scissors
· Recycled newspaper
· Paper towels
· Recycled magazines
· Access to photocopy machine
· Container(s) of water
· Eraser
PurposeExplore and respond to the work of Marcel Duchamp, creating a collage of a reworked face.
Steps (Procedure)
1. Study the work of Marcel DuChamp, in particular, the L.H.O.O.Q. (revisited Mona Lisa). Discuss the techniques and effects of reworking an image. What is your response to the reworked Mona Lisa compared to the original? Why might DuChamp have decided to rework this painting?
2. What common needs, characteristics, and ideas do people around the world share? Identify differences among people, too. For example, food is important to all people, and people around the world eat different foods. Make a chart or web to illustrate your findings.
3. Find a full-faced ad or photograph in a magazine that you can rework in DuChamp's style. Use an eraser or Crayola® Scissors to rework the face by removing parts of key characteristics, such as eyebrows, lips, and hairstyles.
4. When you have erased everything that you want to change, photocopy your picture. Use Crayola Markers and/or Crayola Erasable Colored Pencils to draw features back into your picture, creating a whole new look for your portrait.
5. Finish the skin tones of your portrait with Crayola Multicultural Markers.
6. Cover your work area with newspaper. Use a Crayola Paint Brush and water to blend the washable marker colors for a watercolor effect. Dry.
7. Cut out your drawing and glue it to construction paper with Crayola Glue Sticks.
8. In newspapers or magazines, find words and phrases that any person might think about. Cut them out and glue to the construction paper.
9. Compare the phrases you and your classmates chose. Discuss your observations.
ModificationsMake a group collage by gluing finished drawings on a mural. Add universal phrases common to the group you created. Take key words from the phrases and compose a poem using those phrases for main ideas.
Work in small groups, each in a different language. Cut words and phrases from publications in that language, or write the phrases. Compare and contrast the selections.
BemchmarksStudents explore and respond to the work of Marcel DuChamp (dada), who reworked familiar images. Students identify and appreciate human similarities and differences in appearance, feelings, needs, and other characteristics. Students create a collage with a face and phrases that represent respect for human diversity and an understanding of common traits.
Grade Levels
Grades 1 to 3, Grades 4 to 6, Grades 7 to 12, Special Needs
Subject Ties
Language Arts, Social Studies, Visual Arts
Time
Multiple Sessions
Curriculum Standards Links
US: Research U.S. Standards
UK: Research UK Standards
Canada: Research Canada Standards
Safety Guidelines
ATTENTION: The cutting edges of scissors are sharp and care should be taken whenever cutting or handling. Adult supervision is recommended with all children.
Safety guidelines recommend this art project as suitable for children ages 6 years and older. Adult supervision is required to ensure children's safety.
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Georgia O'Keefe's Bright,
Bold Botany
Supplies
· Crayons
· Washable Watercolors
· Watercolor Brushes with Plastic Handle
· Recycled newspaper
· White paper
· Paper towels
· Container(s) of water
PurposeSee flower parts through the eyes of a famous artist! Georgia O'Keeffe's florals are a young botanists' dream.
Procedure1. Georgia O'Keeffe was born in Sun Prairie, Wisconsin, on November 15, 1887. She focused on close, intense observation in her art. Her subject matter was primarily natural forms, such as bones, landscapes of the Southwestern United States, and flowers. "Shapes jump out at me," she said.
2. O'Keeffe's art, often close-ups of individual objects, sometimes crossed over from realism to abstraction because of her intense, precise way of looking at each object. She encouraged artists to "Try to paint your world as if you were the first man looking at it--The wind and the licat--and the cold--The dust and the vast starlit night...."
3. Look closely at the following artworks by Georgia O'Keeffe: Red Canna, Shell No. 1, and Sky Above White Clouds. While you can see from the titles that these artworks have their basis in actual scenes or objects, they are so closely focused and clear of other objects that they seem nearly abstract. On the other hand, some of her work, such as Oriental Poppies and her Jack-in-the-Pulpit paintings are more recognizable and realistic.
4. Identify the parts of a flower, and choose one to observe more closely. To create a floral painting in the manner of Georgia O'Keeffe, draw a large, simple outline of this flower with a Crayola® Crayon.
5. Cover your table with recycled newspaper. Use Crayola Washable Watercolors to fill both the flower and the background with color. Include bold details and focus on the form. Dry.
ModificationsYounger students and some with special needs may find it helpful to study the part of flowers before making this O'Keeffe-style painting. Find real plants or pictures that show the wide variety of colors and types of flowers. Sketch flowers and label their parts. Describe the function of each part.
Use Crayola Fabric Crayons to create an O'Keeffe inspired T-shirt. You'll need an adult to assist.
O'Keeffe also painted mountains and urban architecture. Try painting them in this same Precisionist style.
Benchmarks
Children research the bold, colorful paintings of Georgia O'Keeffe.
Students identify the parts of flowers, and select one for further study.
Children design floral artwork in the manner of Georgia O'Keeffe.
Grade Levels
Special Needs, Grades 1 to 3, Grades 4 to 6
Subject Ties
Science, Visual Arts
Time
Less than 1/2 hour, 30 to 60 minutes
Curriculum Standards Links
US: Research U.S. Standards
UK: Research UK Standards
Canada: Research Canada Standards
Safety Guidelines
Safety guidelines recommend this art project as suitable for children ages 4 years and older. Close adult supervision is required to ensure children's safety.
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Starry Night Ornaments
(van Gogh)
Crayola Supplies
· Model Magic® Fusion™
Household Supplies
· paper clips
· ribbon
· foam ball
PurposeGet inspired by the impasto technique used by Vincent van Gogh to make this sculptural keepsake! Roll Model Magic® Fusion™ coils to cover a foam ball in the style of a great masterpiece.
Procedure1. Research images and information about Dutch artist Vincent van Gogh. Van Gogh’s mental illnesses and inner-ear issues made him feel dizzy much of the time. These medical challenges most likely led him to use the thick swirling blobs of paint found on many of his most famous masterpieces.
2. Van Gogh died a pauper, but his more 700 drawings and paintings are worth millions today. One of his most famous paintings is "Starry Night." In this painting the sky is deep, dark blues and yellows swirling around stars and a moon. Van Gogh’s paint was very thick, and he used a technique called impasto. You can do something similar with varying coils of Crayola Model Magic® Fusion™ compound! It is a wonderful way to interpret this technique.
3. Begin by poking both ends of a short ribbon into a foam ball with a paperclip. Use a thin layer of Fusion background color to cover the entire ball. Fusion air-dries to the touch overnight and dries completely in 2 to 3 days so you have plenty of time to create!
4. Roll several coils in colors of objects you’d like to start with. Gently press these coils on the ball to outline each one. Fill the space with different colored coils of Fusion. Van Gogh loved to use yellow to express happiness and often added unexpected colors within others. For example, white, yellow, and orange swirls are incorporated into the blues, some very dark, of his sky. Feel free to add bits of extra colors and leave them swirled in the coils. After your first layer is filled, add extra layers of coils on these objects until you are pleased with the ornament.
5. You may want to make a series of ornaments for each masterpiece you admire!
ModificationsCulminate an entire unit of study about one artist with this project, with each student inspired by a different artwork.
Incorporate this project into an independent study of different artists and display the ornaments together.
Ask a group of students to all work from one masterpiece, but have each focus only on one object in the art. Display together to somewhat reconstruct the original scene.
Assessment: Students will be successful if they depict some of the major objects from a masterpiece on their ornaments.
BenchmarksStudents become familiar with the impasto painting techniques of Dutch artist Vincent van Gogh.
Students study one masterpiece and interpret it in a sculptural manner around a 3-dimensional geometric shape.
Students practice a coil-building technique to create a relief sculpture on a 3-dimensional geometric shape.
Grade Levels
Grades 1 to 3
Grades 4 to 6
Grades 7 to 12
Subject ties
Language Arts
Social Studies
Visual Arts
Time
30 to 60 minutes
Curriculum Standards Links
US: Research U.S. Standards
UK: Research UK Standards
Canada: Research Canada Standards
Safety Guidelines
Modeling Compounds: Keep finished product away from open flame. Do not mold into candleholders or other like items for use around flame. Do not put in oven, microwave, or kiln.
WARNING: CHOKING HAZARD-Small parts. Not for children younger than 3 years.
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Impasto Presto!
(Rembrandt or van Gogh)
Supplies
· Premier™ Tempera Paint
· Arts & Crafts Brushes
· No-Run School Glue
· Tempera Mixing Mediums
· Recycled newspaper
· Craft sticks
· Paper towels
· Bowl
· Facial tissues
· Watercolor paper
PurposeEver try impasto? Famous artists including Rembrandt and van Gogh used this 3-D technique! Create bold paintings with Crayola Texture It! Mixing Medium.
Procedure1. Find out about artists who used a technique called impasto—thick, textured paint with visible brush strokes—to create 3-D effects. How did they make textured paint? Learn more about some of their famous paintings done in this style. This is a quick, contemporary way to achieve much the same effect!
2. To create your impasto mixture, tear soft paper such as facial tissue or tissue paper into small pieces. In a bowl, use a craft stick to stir Crayola School Glue with the paper.
3. Cover your art area with newspaper. Spread the impasto mixture on watercolor paper with a craft stick or other tool. Experiment with different amounts and styles of application. Air-dry your work on a flat surface for at least a day.
4. Combine Crayola Premier™ Tempera Paints with the Texture It! Mixing Medium. Bold color combinations look great on impasto! Prepare a variety of different colors and combinations to get dramatic effects. Paint your impasto surface with Crayola Brushes. Air-dry your painting.
ModificationsVincent van Gogh is known for his impasto work. Research detailed information on van Gogh’s life and work. Experiment with different impasto ingredients. What else could you add to the glue to create texture? How will this alter your art?
Assessment
Students evaluate their work based on content, technique, and design. They write a short essay on artists who use impasto and how added texture in art can be used to express emotion and 3-D effects.
BenchmarksChildren research famous artists who used impasto techniques and identify their works.
Students recognize the differences between 2- and 3-dimensional art.
Students experiment with impasto painting and the use of texture to achieve their intended effects.
Grade Levels
Grades 4 to 6, Grades 7 to 12
Subject Ties
Language Arts, Social Studies, Visual Arts
Time
Multiple Sessions
Curriculum Standards Links
US: Research U.S. Standards
UK: Research UK Standards
Canada: Research Canada Standards
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