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
2.1 Demonstrate an understanding of the elements of art and the principles of design.
2.1 Identify the elements of art and principles of design (i.e., name the elements and principles).
2.1 Use the elements and principles appropriately in discussion and creation of a work of art
2.1.3 Apply the elements of art and principles of design.
2.2 Demonstrate critical thinking skills in addressing visual arts assignments.
3.2 Demonstrate knowledge of contexts, values, and aesthetics that communicate intended meanings in artworks.
3.2 Explore meaning through context, value, and/or aesthetics (e.g., identify implied meaning in a work of art based on context).
3.2 Communicate a specific idea through contexts, values, and aesthetics in a work of art.
3.2.2 Analyze contexts, values, and aesthetics used to communicate intended meanings in artworks.
4.1 Demonstrate an understanding of the historical and cultural contexts of artwork.
4.1 Communicate how societies and cultures influence works of art.
4.1 Communicate how societies and cultures influence works of art.
4.1.1 Identify the historical and cultural context of a specific artwork.
5.3 Compare and contrast one’s artwork with the artwork of others.
5.3 Discuss one’s art and the art of others in class critiques.
5.3 Reflect on the discussion of one’s art and the art of others in class critiques.
5.3.2 Analyze similarities among and differences between one’s artwork and the artwork of others.

12” x 18” white paper
watercolor paint
images of various people and friends (magazines and photos)
Tea and Sympathy. Shanghai
Johannes Vermeer The Music Lesson (http://www.essentialvermeer.com/catalogue/music_lesson.html
Toulouse Latrec At the Moulin Rouge (1892)  (http://www.artic.edu/aic/collections/artwork/61128)

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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