6th Grade Red Grooms
The selected
artwork: Red Grooms Tea and Sympathy, Shanghai
Objective: The Students will gain an understanding of how an
artist can tell a story about a place through a picture.
Essential Question: What are some ways artists organize their
work?
Vocabulary: background,
blending, foreground, composition, crafttsmanship, picture plane, critique
Prior Knowledge: The students will have explored the elements and
principles of design.
Time Frame: Week 4
Assessment: There will be a rubric posted throughout the lesson
that the students may refer to. There will be a class critique at the end of
the unit.
Tennessee State Art Standards
GLE
2.1
Demonstrate an understanding of the elements of art and the principles of
design.
CLE
Formative
2.1 Identify the elements of art
and principles of design (i.e., name the elements and principles).
Summative
2.1 Use the elements and
principles appropriately in discussion and creation of a work of art
SPI
2.1.3 Apply the elements of art
and principles of design.
GLE
2.2
Demonstrate critical thinking skills in addressing visual arts assignments.
GLE
3.2 Demonstrate knowledge of
contexts, values, and aesthetics that communicate intended meanings in
artworks.
CLE
Formative
3.2 Explore meaning through context,
value, and/or aesthetics (e.g., identify implied meaning in a work of art based
on context).
Summative
3.2 Communicate a specific idea
through contexts, values, and aesthetics in a work of art.
SPI
3.2.2 Analyze contexts, values,
and aesthetics used to communicate intended meanings in artworks.
GLE
4.1
Demonstrate an understanding of the historical and cultural contexts of
artwork.
CLE
Formative:
4.1 Communicate how societies and
cultures influence works of art.
Formative:
4.1 Communicate how societies and
cultures influence works of art.
SPI
4.1.1 Identify the historical and
cultural context of a specific artwork.
GLE
5.3
Compare and contrast one’s artwork with the artwork of others.
CLE
Formative
5.3
Discuss one’s art and the art of others in class critiques.
Summative
5.3
Reflect on the discussion of one’s art and the art of others in class
critiques.
SPI
5.3.2 Analyze similarities among
and differences between one’s artwork and the artwork of others.
Materials:
12” x 18” white paper
pencils
erasers
rulers
watercolor paint
glue
markers
images of various people and
friends (magazines and photos)
Images:
Tea and Sympathy. Shanghai
Johannes Vermeer The Music
Lesson (http://www.essentialvermeer.com/catalogue/music_lesson.html
Procedure
Day One
Bell Ringer
The teacher will project The
Music Lesson on the screen. The students are to explore:
Analyze the point of view of the
artist (who is he, what does he know, how does he know it?)
There will be a brief class
discussion on the image
Step One
Step one: The students will read
about Red Grooms:
About Red Grooms
Red Grooms was
born in Nashville, Tennessee in 1937. He attended Peabody College in Nashville,
the New School for Social Research in New York City, the Art Institute in
Chicago, Illinois, and the Hans Hoffmann School. In 1961 he married first wife
Mimi Gross, who worked in close collaboration with him. Grooms began exhibiting
in 1958 as well as performing public pieces which came to be known as
“happenings.” As the creator of one of the first “happenings”, Grooms turned
away from Abstract Expressionism formerly in favor and forged the way for the
Pop Art movement. Like a number of other artists in the late 1950s, he was
drawn to art forms that maximized the experience of three dimensions and was
clearly representational in striking contrast to the one and even
two-dimensional similarities of most abstract art of the time.
Using
sculpture wire, vinyl, elastic, fabric, wood, and any other materials needed,
he constructed large-scale environments peopled by various human figures. These
“sculpto-picto-ramas” were sometimes based very directly on particular
settings, people or events. His work displays a sophisticated knowledge of the
history of art and incorporates some stylistic approaches of the abstract
expressionists in the shaping and coloring of figures.
Step Two:
There will be one set of images
on the tables (The Music Lesson, At The Moulin Rouge, and Tea
and Sympathy, Shanghai). The students are to answer these questions with
the students at their table:
1) Who is in the painting?
2) What are they doing?
3) Where is the scene set?
4) Are the individuals recognizable?
The
groups will discuss there ideas with the class
Step
Two:
The
teacher will discuss the compositions
of the paintings with the idea of foreground
(positive space) and background
(negative space) will projecting the images on the screen. The teacher will
explain that the three artists described depth on the flat picture
plane.
Step
Three: The teacher will explain that the students will create a composition
describing an interior space using watercolor to describe the
background/negative space and magazine images (people) for the foreground/positive
space.
Steps
for creating the work:
A) The
students will select three people from the magazine pile (or images that they
have previously brought it).
B) The
students will layout the people on the 12” x 18” piece of paper.
C) The
students will select an environment for their background (interior); the topics
could be stores, restaurants, houses, schools, gyms, and other similar
environments.
D) The
students will start laying in the background environment with pencil.
E) Once
they have drawn the environment with pencil, the students will start adding
color with watercolor using blending
of the colors.
F) After
the watercolor is dried, the students may attach the people to the paper.
G) The
students may add detail with markers.
Day
Two
Bell
ringer:
The
students will do a Venn Diagram of Tea and Sympathy, Shanghai and Ruckus
Manhattan in their sketchbook.
Procedure
for the day:
The
students will continue to work on the mixed media artwork.
Day
Three
Bell
Ringer:
The
students will answer these questions on their artwork:
Is
the background/negative space active or interesting?
What
type of balance are you using in your composition (symmetrical or
asymmetrical)?
Explain
your answers with both questions.
Procedure
for the day:
The
students will continue to work on the mixed media artwork.
Day
Four:
Critique
Day:
The
students will number off. They will go to their assigned work of art to
critique. The students will write on a sheet of paper whether the work is
successful with the integrate of the background and foreground. How is the craftsmanship
within the work? How creative is the work?
The
student will leave their writing at the work. The student who created the work
will then look at the writing and answer the questions on their work. There
will be a class discussion on the writing process.
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