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
Assessment:
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
GLE
1.1 Demonstrate an understanding of the
application of current media, techniques, technologies, and processes.
CLE
Formative:
1.1 Identify and recognize media and
tools (i.e. name the specific tools and materials
being
used).
Summative:
1.1
Demonstrate proficiency in the use of media, techniques, technologies, and
processes (e.g., distinguish between and correctly use tools and media).
SPI
1.1.2 Develop and demonstrate control of
different types of media, techniques, and processes.
GLE
2.4 Compare and contrast organizational
structures in works of art.
CLE
Formative
2.4
Identify organizational structures in a work of art (i.e., list the elements
and principles used in a specific work of art)
Summative
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).
SPI
2.4.2
Analyze organizational structures in works of art.
GLE
4.3 Compare and contrast the
characteristics of artwork in various eras and cultures.
CLE
Formative
4.3
Recognize similarities and differences in artwork from given eras.
Summative
4.3 Compare and contrast specific
artwork from given eras.
SPI
4.3.2
Analyze the characteristics of artwork in various eras and cultures.
GLE
5.4
Understand the strategies involved in a successful critique.
CLE
Formative
5.4
Identify how description, analysis, interpretation and judgment are factors of
a successful critique.
Summative
5.4
Use description, analysis, interpretation and judgment to successfully critique
a work of art.
SPI
5.4.2
Analyze positive qualities of an artwork using the strategies involved in a
successful critique.
Materials:
12”
x 18” white paper
pencils
erasers
rulers
watercolor
paint
Images:
Red
Grooms On the Aegean
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)
Procedure:
Day One
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.
Step Two
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.
Day Two
Bell Ringer
The students will write how three
elements are applied in the van Gogh Still
Life in Front of Easel
in their sketchbooks.
Step One
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.
Day Three
Bell Ringer
The students will write in their
sketchbook how three elements are applied in Grooms’ On the Aegean.
Step Two
The students will continue to
work on the grid.
Day Four
Bell Ringer
The students will do a Venn
Diagram between Red Grooms On
the Aegean and
Red Grooms’ Ruckus
Manhattan.
Step One
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.
Day Five
Bell Ringer
The students will explain what
negative space is in their sketchbook.
Step One
The students will start adding
color with watercolors to their drawings.
When they are finished they will
place the drawings in the drying rack.
Day Six
Class Critique
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.
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