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Saturday, November 11, 2017

PICASSO LA COQ CHALK ART

PICASSO LA COQ CHALK ART

Learning Target 

I can... 

  • Create a Picasso Rooster using techniques learned in class
  • Use shape (mismatching, fragmented, complex) color (whimsical, complex) and texture (implied, tactile) to mimic Spanish Painter Pablo Picasso
  • Use design principles (composition, proportion, contrast) relating to the Neoclassic Period
  • Define Whimsical (an art or idea that is unusual, playful, and unpredictable)

Lesson One

Day One, Art Start

1. Domestic Fowl- Rooster Parts (comb, gobbler, beak, claws, sickle feathers)
2. Roosters Off To See The World by Eric Carle

3. Discussion Questions "What differences do you notice between a real rooster and the rooster Pablo Picasso created? Whimsical- an art or idea that is unusual, playful, and unpredictable. What makes this rooster look surreal or whimsical? What message is this artwork trying to convey?"

Lesson Activities

1. Choose three shapes (mismatched, fragmented, complex) for the Rooster Body, Head, & Tail
2. Add detailed features (beak, feathers, gobbler) to the Rooster Body, Head, and/or Tail
3. Use black oil pastel, ink pens, or sharpie markers to outline the Picasso Rooster

 Reminder:

  • Initials & Home Teacher on Back of Paper

Day Two, Art Start 

1. The Rooster (Le Coq) (1938) Pablo Picasso
  Unicorn Rooster (Coq Licorne) (1952) Jean Dallaire

2. The Year of The Rooster by A.J.Fontaine
3. Famous Artist Quote "When first asked why Picasso painted the Rooster Series, he replied 'There have always been roosters, but like everything else in life we must discover them -roosters have always been seen but never as well as in American weather vanes.' What do you believe the artist meant by this comment? 

Lesson Activities

1. Use black oil pastel, ink pens, or sharpie markers to finish outlining the Rooster
2. Use color (analogous, complimentary) to fill in the lights and darks of the Rooster
3. Use pure color (white, black) to add highlights and shadows to ones Picasso Rooster

Day Three, Art Start

1. Retrieve Picasso Rooster for Assigned Table
2. Set Up Studio Area (oil pastels, wipes, colored pencil)

Lesson Activities

1. Use color (analogous, complimentary) to finish filling in the lights and darks of the Rooster
2. Use pure color (white, black) to finish adding highlights and shadows to the Rooster
3. Use baby wipes to blend colors (pure, analogous, complimentary) for a finished Picasso Rooster

Artist Examples



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NATIVE AMERICAN PORTRAITS

NATIVE AMERICAN PORTRAITS

Learning Targets

I can...

  • Create a Native American Portrait using realistic techniques (bristol board, smudging, preliminary sketch) learned in class 
  • Use value (lightness, darkness) shape (simple, complex) and space (positive, negative) similar to American Painter George Catlin
  • Use design principles (balance, composition, proportion) to recreate documentation Indigenous People and have art appreciation American Indian Culture
  • Define Indigenous (something or someone who is native to an area or naturally belongs there)

Lesson One
Day One, Art Start

1. Realistic American Painter (1796-1872) George Catlin
2. American Indian Portraits (1841-1857) by George Catlin
3. Discussion Question "What are two new things you learned about Native American Art? Which Native American Art form interests you the most? How do you think the choices of color, size, or material affect the overall headdress? Which headdress do you prefer? What role did the artist George Catlin play in documenting history?"

Lesson Activities

1. Make a preliminary sketch of head proportions using art element: line (dividing lines, horizontal line, guidelines)
2. Outline facial features (eyes, nose, mouth) and facial details (eyebrows, eyelids, nose socket) with a pencil
3. Add clothing styles (traditional regalia, warbonnets, hair line) to Native American Portraits 

Reminder:
  • Initials & Home Teacher on Back of Paper

Day Two, Art Start

1. Retrieve Native American Portrait for Assigned Table
2. Painting the Wild Frontier"- The Art and Adventures of George Catlin by Susanna Reich
3. Famous Artist Quote "The several tribes of Indians inhabiting the regions of the Upper Missouri... are undoubtedly the finest looking, best equipped, and most beautifully costumed of any on the Continent"- George Catlin. Do you agree or disagree with his statement?

Lesson Activities   

1. Use drawing tools (kneaded erasers, mechanical pencils, sharpeners) to add value (lightness/darkness) to facial features (eyes, nose, mouth) and facial details (eyebrows, eyelids, nose socket) 
2. Use drawing tools (kneaded eraser, mechanical pencil, sharpener) to add value (lightness, darkness) to clothing styles (traditional regalia, warbonnets, hair line)
3. Use drawing tools (tortillons, kneaded eraser, white out) to intensity the highlights and shadows within ones Native American Portrait 

Day Three, Art Start

1. Retrieve Native American Portrait for Assigned Table
2. Set Up Studio Area (mechanical pencil, sharpener, kneaded eraser) 

Lesson Activities 

1. Finish using drawing tools (kneaded erasers, mechanical pencils, sharpeners) to add value (lightness/darkness) to facial features (eyes, nose, mouth) and facial details (eyebrows, eyelids, nose socket) 
2. Finish using drawing tools (kneaded eraser, mechanical pencil, sharpener) to add value (lightness, darkness) to clothing styles (traditional regalia, warbonnets, hair line)
3. Finish using drawing tools (tortillons, kneaded eraser, white out) to intensity the highlights and shadows within ones Native American Portrait 

Artist Examples


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NATIVE AMERICAN STORY NECKLACES

NATIVE AMERICAN STORY NECKLACES

Learning Targets

I can...
  • Create a Story Necklace using manufacturing techniques (uniformity, thickness, sandstones) learned in class
  • Use form (two dimensional, three dimensional), shape (biomorphic, anthropomorphic), and color (metallic-bronze, copper, gold) relating to Native American Art
  • Make social studies connections (adornments, religious implications, indigenous people) and use design principles (unity, variety, emphases) inspired by the 16th Century Old Copper Complex
  • Define Fetishes (necklace designed to illustrate story, history, and legend with carved creatures)

Lesson One

Day One, Art Start

1. Old Copper Complex (4000 to 1000 BCE) Native American Societies

2. The Star People: A Lakota Story by S.D. Nelson
3. Reflective Discussion "Large Deposits of pure native copper are on the North Shore of Lake Superior, Isle Royale, and Keweenaw Peninsula of Michigan. Copper Deposit reports were recorded by the earliest French explorers (1608) of the Great Lake Region in Champlain. These explorers found native copper made by Algonquin Indians and sent these artifacts to King Henry IV of France. The first indigenous peoples who mined and utilized this copper were labeled the "Old Copper Complex" or "Old Copper Culture" by archeologists." 

Lesson Activities 

1. Use hand building techniques (rolling, kneading pressing) to make FIVE wampum beads 
2. Use jewelry making techniques (rubbing, peeling, pressing) to make ONE elaborate pendant that represents a cultural tale, loved one, or an aboriginal legend
3. Create a small "artifact" (fish hook, spear point, gorget) to be incorporated into the final design of the Story Necklace 

Reminder:
  • Initials & Home Teacher on Plastic Bag

Day Two, Art Start

1. Retrieve Story Necklace for Assigned Table
2. How The Raven Stole The Sun (Tales of the People) by Maria Williams & Felix Vigil
3. Discussion Questions "Have you ever thought about who the first metal miners and workers in North America were? What metal did they mine, where did they mine it, and what did they do with the metal?"  

Lesson Activities

1. Use a jewel setter to add texture (channel bead, fabric, polish) to the FIVE wampum beads 
2. Use a jewel setter to add texture (crystals, fancy stoles, polish) to the ONE elaborate pendant 
3. Incorporate the small "artifact" (fish hook, spear point, gorget) into the Story Necklace using weaving techniques (stitch, woven, chain)

Day Three, Art Start

1. Retrieve Story Necklace for Assigned Table
2. Set Up Studio Area (Tooth Picks, Leather Cord, Rub n Buff)

Lesson Activities 

1. Use Rub n Buff to paint the FIVE wampum beads a metallic copper color 
2. Use Rub n Buff to paint the ONE elaborate pendant a metallic copper color 
3. Use a leather cord to incorporate the small "artifact" (fish hook, spear point, gorget), elaborate pendant, and wampum bead into a personal Story Necklace

Artist Examples



Student Examples




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HUNDERTWASSER HAUNTED HOUSES

HUNDERTWASSER HAUNTED HOUSES

Learning Targets

I can...

  • Create a Haunted House using techniques learned in class
  • Use geometric shapes (rectangle, triangle, square), form (two dimensional, three dimensional), and color (monochromatic, analogous)
  • Make mathematical connections (geometric shapes, perspective, proportion) and use design principles (contrast, proximity, space) relating to Austrian Artist Friedensreich Hundertwasser
  • Define Three Dimensional (object appearing to have width and height rather than being flat)

Lesson One

Day One, Art Start

1. Gummy Worms representing creepy crawlers (spiders, moths, beetles) found within abandoned houses
2. Yellow Houses. It hurts to wait with love, if love is somewhere else. (1966) Friedensreich Hundertwasser
3. Discussion Questions "What do you see in this picture? What do you see in this house? What do you think Friedensreich Hundertwasser meant by this quote: When we dream alone it is only a dream, but when many dream together, it is the beginning of a new reality."

Lesson Activities

1. Use THREE geometric shapes (rectangle, square, triangles) to create a three dimensional Hundertwasser House
2. Add house details (porch, chimney, window) to the roof, levels, and foundation of the house
3. Outline Hundertwasser House with a colored pencil, ink pen, or sharpie marker

 Reminder:

  • Initials & Home Teacher on Back of Paper

Day Two, Art Start

1. Retrieve Hundertwasser Haunted House for Assigned Table
2. Ghosts In The House by Kazuno Kohara
3. Three Dimensional- object appearing to have width and height rather than being flat. Does your picture have space or distance? Does your picture have a horizon line, one point perspective, or background? How can we create the illusion of depth within our own Hundertwasser Haunted Houses?

Lesson Activities

1. Add finishing details (porch, chimney, window) to roof, levels, and foundation of the house
2. Finish outlining Hundertwasser House with a colored pencil, ink pen, or sharpie marker
3. Add Hundertwasser Motifs (onion domes, hidden faces, tiny windows) to mimic Modern Architecture

Day Three, Art Start

1. Retrieve Hundertwasser Haunted House for Assigned Table
2. Set Up Studio Area (water bucket, paintbrush, watercolor)

Lesson Activities

1. Finish adding Hundertwasser Motifs (onion domes, hidden faces, tiny windows) to mimic Modern Architecture
2. Add color (monochromatic, analogous) to ones three-dimensional ornate home
3. Add value (highlights, shadows) to final Hundertwasser Haunted House

Artist Examples



Student Examples




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