7th Grade Red Grooms
Selected Artwork Red Grooms On the Aegean
Objective: The students will create an expressive watercolor self portrait, within an environment, using a photograph that has a grid.
Essential Question: How can portraits communicate our identity?
Vocabulary: art elements, negative and positive space, color schemes, value, photograph, portrait, and proportion
Prior Knowledge: The students will have explored the elements and principles of art, written a critical analysis of a work of art, and created a grid self portrait.
Time Frame: 2-3 week
There will be a rubric posted throughout the lesson that the students may refer to throughout the unit.
There will be a class critique at the end of the unit.
Tennessee State Art Standards
1.1 Demonstrate an understanding of the application of current media, techniques, technologies, and processes.
1.1 Identify and recognize media and tools (i.e. name the specific tools and materials
1.1 Demonstrate proficiency in the use of media, techniques, technologies, and processes (e.g., distinguish between and correctly use tools and media).
1.1.2 Develop and demonstrate control of different types of media, techniques, and processes.
2.4 Compare and contrast organizational structures in works of art.
2.4 Identify organizational structures in a work of art (i.e., list the elements and principles used in a specific work of art)
2.4 Apply organizational structures in a work of art (e.g., create a work of art that combines one or more elements of art with one or more principles of design).
2.4.2 Analyze organizational structures in works of art.
4.3 Compare and contrast the characteristics of artwork in various eras and cultures.
4.3 Recognize similarities and differences in artwork from given eras.
4.3 Compare and contrast specific artwork from given eras.
4.3.2 Analyze the characteristics of artwork in various eras and cultures.
5.4 Understand the strategies involved in a successful critique.
5.4 Identify how description, analysis, interpretation and judgment are factors of a successful critique.
5.4 Use description, analysis, interpretation and judgment to successfully critique a work of art.
5.4.2 Analyze positive qualities of an artwork using the strategies involved in a successful critique.
12” x 18” white paper
Red Grooms On the Aegean
Chuck Close Self Portrait (http://www.chuckclose.coe.uh.edu/life/gallery.html)
Vincent van Gogh Still Life in Front of Easel (ttp://www.vangoghgallery.com/catalog/Painting/2111/Self-Portrait-in-Front-of-the-Easel.html)
Red Grooms Ruckus Manhattan (http://www.marlboroughgallery.com/exhibitions/red-grooms-new-york-1975-2011)
A photograph of their room (this can be sent via email for me to print off)
Bell Ringer: The students will write in their sketchbook a description of using three of the elements of art.
Step one: In small groups at the tables, the students will compare Vincent van Gogh’s Self Portrait in Front of Easel and Red Grooms On the Aegean. The students will write on these questions:
What is the primary focus in the paintings?
What types of colors are in the paintings?
What is in the background? Can you infer a lot of information about the through the background?
There will be a class discussion of the works.
The students will explain the procedure for doing a grid drawing. The students will discuss Chuck Close’s Self Portrait.
The teacher will photograph the students (head images) for the drawing.
The students will write how three elements are applied in the van Gogh Still Life in Front of Easel in their sketchbooks.
The students will grid their self portrait photograph (4” x 6”) into one inch squares. The students will grid 1/2 of the 12” x 18” white paper with two inch squares (horizontal orientation). This will be done with a 2H pencil (easier to erase). The students will start transferring the information from the grid to the white paper.
The students will write in their sketchbook how three elements are applied in Grooms’ On the Aegean.
The students will continue to work on the grid.
The students will do a Venn Diagram between Red Grooms On the Aegean and Red Grooms’ Ruckus Manhattan.
The students will refer to the photograph of their room. They may apply the image however they want to set a place in their drawing. This maybe done behind the portrait along with the empty side of the drawing.
The students will explain what negative space is in their sketchbook.
The students will start adding color with watercolors to their drawings.
When they are finished they will place the drawings in the drying rack.
1st The students will place a folded piece of paper by their work. The students will go to one and write notes to the individuals on the works. They will describe through the elements of the works.
2nd The students will go to another table and write intepretations of what they see in the works. This will be written below the description.
3rd The students will go a third table to write their judgement of the works (below the description and interpretation).
There will be a class discussion when the students return to their works.