Students create a Matisse-style papercut representing a scene from "Romeo and Juliet"
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THE PLAN
5 sessions; 45 minutes per session
1. SWBAT demonstrate their understanding of the characteristics of the Fauvist movement and the story or Romeo and Juliet by creating a fauvist-style papercut of a scene from the play.
Essential Questions: How do artists create mood and feeling in their artwork? Is realism more important the expression? Why or why not?
Students should be reading "Romeo and Juliet" in LA classes.
Day 1
Students will view the PowerPoint on Fauvism and discuss the characteristics they see in the work of Henri Matisse.
Students and teacher will review and discuss rubric requirements.
As a group, students and teacher will brainstorm scenes from the play Romeo and Juliet that would make interesting papercuts.
Students will then begin rough draft sketches of their papercut in their sketchbooks.
Day 2
Students will continue rough draft sketches in their sketchbooks. Once approved, students will begin final papercuts.
Day 3-4
Work days
Day 5
Final workday and self-assessment
Attached
Attached
Copy of "Romeo and Juliet"
You could do this assignment with any story that is being read in Language Arts. They were doing "Romeo and Juliet" when I designed this lesson.
THE STANDARDS
Visual Arts Standard 1: Understanding and applying media, 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
[5-8] 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
Visual Arts Standard 2: Using knowledge of structures and functions
[5-8] Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas
Visual Arts Standard 6: Making connections between visual arts and other disciplines
[5-8] Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context
[5-8] Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts
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