Students will be introduced to abstract art, the art of Amy Sillman, they will learn that it is based on things we see, they will use line, shape and color to create unity and balance in a work of art. They will listen to music and draw the tempo using line.
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THE PLAN
4 sessions; 45 minutes per session
SWBAT: understand warm and cool colors
SWBAT use color or shape to create balance
SWBAT: identify the art work of Amy Sillman
SWBAT understand and explain abstract art better
1. 20 x 20 white paper 80lbs 1 per student
2. Charcoal drawing stick
3. tempera or acrylic paint
4. oil pastels
1. Students will see the art of Amy Sillman, they will notice the art elements of color, line and shape in her work. Talk about how the elements make balance and unity in the work.
2. Students will listen to classical music and use the charcoal to draw lines on the white paper that go with the tempo of the music. Tell them to make lines go OFF the papge.
Day 2
1. Students will pick warm or cool colors to paint the shapes in with. Have them paint all but 3-4 shapes if they wish to add the opposite colors to create movement. Some may want just warm or cool, make sure they are creating a balanced work with the colors and shapes.
Day 3
1. Students will do a LINE drawing of 2-3 different still lives set up in the room (practice in sketchbooks or on a scratch paper with pencil)
2. Students will pick one still life to draw on top of their painting using oil pastels and LINE only!
Day 4
1. Students will finish the drawing (15 minutes)
2. We will do a critic. Have students share a work that they think has good balance and ask them to tell how their eye moves through the work.
Students will write in their sketch books what art elements they used and which elements lead the eye around the work, how they created movement. " I created movement by....
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[K-4] Students know the differences between materials, techniques, and processes
[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[K-4] Students select and use subject matter, symbols, and ideas to communicate meaning
[5-8] Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
[9-12 Proficient] Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[K-4] Students understand there are various purposes for creating works of visual art
[5-8] Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures
[9-12 Proficient] Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art
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