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Multiple Level Lesson Plan

Extreme Close Up Paintings

Created on March 28, 2022 by KatieMorris

Students focus on composition and emphasis as they create close up paintings and apply color mixing skills to paint them.

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10+ sessions; 45 minutes per session

1. SWBAT describe how point of view affects emphasis in images.
2. SWBAT discuss the work of artists who use close up views in their work.
3. SWBAT take photos that use close up views and unusual angles.
4. SWBAT understand how to find Creative Commons photos.
5. SWBAT understand and use color vocabulary.
6. SWBAT use primary colors, black, and white to mix at least 48 different colors.
7. SWBAT plan and create a painting based on a photo that is zoomed in or cropped into an interesting composition mixing a variety of colors.

1. Pencils and erasers
2. Tempera paint
3. Canvas paper
4. Cameras/tablets

Need these materials? Visit Blick!

Day 1: Introduction
-slides presentation to discuss close up and artists who use close ups
-divide students into groups if needed to take close up photos
-pass out brainstorming sheets
Day 2: Prepare photos
-explain creative commons photos and how to find them
-show how to crop photos to a specific size and print
-start sketching on canvas paper
Day 3: Finish sketching
Day 4: Color theory/mixing
-slides presentation to go over color vocabulary
-start color mixing challenge
Day 5: Finish color challenge/start painting
Days 6-12: Work on paintings

This would work great with acrylic paint too
Doing the color mixing challenge first made a huge difference in these paintings!


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
[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 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
[5-8] Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work
[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas

Visual Arts Standard 3:
Choosing and evaluating a range of subject matter, symbols, and ideas

[5-8] Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks

Georgia O’Keeffe

Color/Value, Emphasis, Proportion/Size