Acrylic 1
Unit: Painting Grade: 10 Art School: Holy Trinity Academy Teacher: Ms. Gorka Date: March 1st, 2004 Overview of the Unit: The unit is based on painting and the medium acrylics. The central emphasis of this unit is for students to understand colour theory and apply this knowledge into their work of art. Content for this unit will be presented via direct instruction, and explored via cooperative learning, and hands-on projects. The evaluation will consist of eight assessments that will take shape in the form of a research paper, final painting, value scale, colour wheel theory, monochromatic scheme, analogous scheme, seeing colour in context, and critique. Art history will be integrated into the unit by showing works of art as examples of colour theory. Rationale: The unit on painting is designed as a comprehensive study of colour theory as well as paint blending, paint handling, and the understanding of the way colours work together, or do not work together. As stated in the Alberta Program of Studies, students extend their knowledge of and familiarity with the elements and principles of design through practice in composing two-dimensional images. Colour and value concepts are important component of an artists compositional skill, and positive and negative space are essential to the description of two-dimensional forms. In order for students to advance in their skills as artists the theory of colour therefore, is essential to take up in a detailed manner. The comprehensive nature of the unit also prepares grade ten students for future painting units that concentrate more on personal exploration of painting style. In order for this transition to occur smoothly, the basics need to be laid down first and act as a stepping-stone for working in a different style, medium, and media.
Resources and Materials: Books: A Colour Sampler, by Kathleen Westray Art: The Way It Is, by John Adkins Richardson Exploring Painting, by Gerald F. Brommer & Nancy Kinne Encounters, by The Alberta Educational Communications Corporation Exploring Art, a Teachers Resource Binder, by Jean Morman Unsworth Optical Illusions in Art, by Alexander Sturgis Alberta Program of Studies for Secondary Education, Art
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Materials: Acrylic Paints Glue Scissors Coloured Construction Paper Wooden Boards (Canvas) Paint Brushes Small Containers Mayfair, or Construction Paper Masking Tape Rulers Pencils Erasers Images: Mark Rothko, Orange and Yellow. 1956. Emil Nolde, The Last Supper. 1909. Pablo Picasso, Girl Before a Mirror. 1932. Vincent Van Gogh, The Night Caf. 1888. Jasper Johns, Flags. 1965. Claude Monet, Haystacks. 1891. Georges Seurat, A Sunday Afternoon on the Island of La Grande Jatte. 1884-86. Wassily Kandinsky, Painting Number 200. 1014. Andre Derain, London Bridge. 1906. Janet I. Fish, Raspberries and Goldfish. 1981. Cecco del Caravaggio, The Resurrection. 1610. John August Swanson, Grand Circus. 1986. Eugene Delacroix, Paganini. 1832. Paul Gauguin, Self Portrait. 1889. Joseph Stella, Abstraction. 1913-14.
Objectives and Goals:
Students will extend their knowledge of and familiarity with the elements and principles of design through practice in composing two-dimensional images. Concepts: Colour and value are important components of an artists compositional skill. Positive and negative spaces are essential to the description of two-dimensional works. Intended Learning Outcomes:
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Students will, -Become acquainted with the concept of colour. -See the effects of mixing and blending. -Explore the meaning of contrast and the importance of contrast in colour in our everyday lives. -Discover the use of colour n creating moods and other effects. -Explore the use of colour in the commercial world and our personal world. -Note the use of colour in existing man-made structures and artefacts. -Express him of her in an acrylic medium with the theme that places an emphasis on colour. Learning Activities and Instructional Strategies: Introductory: The students first exposure to the unit will be via the book A Colour Sampler, by Kathleen Westray. Students will be asked to gather around in a tight group so that everyone can see what the story line is all about. The storybook is a detailed visual summary of colour theory and introduces numerous colour theories in a simple and quick way providing students with a basic building block for further activities. This activity will therefore act as a first exposure to the unit, and as an activity for building background knowledge and experience. After reading the book the students and teacher will engage in a discussion about what they already know about colour. By brainstorming previously acquired knowledge students will gain a better understanding of what will come next, and enforce learning to occur as they talk about their experiences. Developmental/On-Going: Students will be primarily involved in hands-on activities that are based on the direct instruction of the teacher. Students will also be involved in some cooperative learning explorations of colour via teamwork. Students will then become involved in individual long-term painting and research project that will demand higher level thinking skills of them. The major requirements of the unit are that all the students complete the assigned projects and tasks. No one activity of assignment more is important than the other in that all stack up in way that students slowly build on their skills of colour theory and in the end apply all of their learned knowledge and then evaluate and or critique this knowledge.
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Culminating: Content and skills of the unit will be pulled together via the final painting projects and the critique. Students will be asked to display their paintings around the classroom and as a small group students will brainstorm among themselves about the composition and colour theory of each work of art within the small group. Students will then form a large group, or the entire class will join in to discuss some of the paintings in terms of colour, positive and negative space, mood or feeling, personal emotions etc. Content will also be pulled together via the research paper that students will do on an artist of their choice. The emphasis on the research paper will be that of the artists use of colour.
Assessment and Evaluation Plan:
Table of Specifications Grade 10 Art: Acrylic Painting Unit Spring Term 2004
Taxonomy and Content Predominate Taxonomic Level Predominate Content Define and understand colour wheel theory. Define and understand complimentary, analogous, primary and secondary colours. Define and understand tints and tones. Describe different styles of painting, abstract, non-objective, and representational. Illustrate the use of the focal point in their compositions. Compare and contrast varying styles of art works by well-known artists. Judge and evaluate own style of painting via an art critique. Extend their knowledge of and familiarity with the elements and principles of design through practice in composing twodimensional works. Evidence of Learning Knowledge/Comprehension (Breadth) Assignments 50% Colour Wheel Assignment 10% Mixing Complements Activity 5% Analogous Colour Scheme 5% Monochromatic Colour Scheme 5% Value Assignment 10% Research Paper 15% Painting Project 20% Research Paper 15% (Same paper as above) Final Art Critique 15% Painting Project 20% (Same painting project as above) Evidence of Learning Application/A/S/Evaluation (Depth) Projects 50%
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Use the vocabulary of art criticism to develop and accept analyses of their own work. Solve teacher-directed problems of unity and emphasis in creating compositions. Solve teacher-directed spatial problems of movement and directions in the creation of compositions. Participation Final Art Critique 15% (Same art crit. as above) Painting Project 20% (Same painting project) Painting Project 20% (Same painting project) Mixing Complements Activity 5% Seeing Colour in Context Activity 5%
Sub-Total Total
10+5+5+5+10+5+5=50
15+20+15=50 100%
Lesson Plan Summary: Lesson One-Colour Wheel Theory Time: Three Periods Key Terms: Acrylic Paint, Colour, Hue, Value, Chorma, Primary Colours, Secondary Colours, Intermediate or Tertiary Colours, Complementary Colours. Assignment 10%: Colour Wheel Participation 5%: Complementary Colour Blending Practice and Exploration
Lesson Two-Warm and Cool Colours Time: Two Periods Key Terms: Warm Colours, Cool Colours, Balance. Participation 10%: Seeing Colour in Context Exercise
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Lesson Three-Tints and Tones Time: Three Periods Key Terms: Tint, Tone or Shade, Monochromatic, Analogous. Assignment 10%: Value Scale Participation 5%: Analogous Scheme Participation 5%: Monochromatic Scheme Lesson Four-Positive/Negative Space Time: One Period Key Terms: Composition, Background, Foreground, and Middle Ground, Bibliography, Footnotes, Chicago Style, Plagiarism. Activity: Nature walk on school grounds.
Lesson Five-Seurats Colour Magic
Time: One Period Key Terms: Pointillism, Texture. Activity: Introduce Research Paper on Artist. Explain procedures and guidelines. Assign for homework. Due April 1st, 15%.
Lesson Six- Research Paper
Time: Four Periods Key Terms: Footnotes, bibliography. Activity: Research Paper
Lesson Seven- Composition
Time: Three Periods Key Terms: Realistic painting, nonobjective painting, abstract painting, composition, balance, symmetrical and asymmetrical, picture frame, picture plane, centre of focus, echo of focus.
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Lesson Eight-Canvas Board Preparation Time: One Period Key Terms: Gesso, Principles of Art and Elements of Art. Activity: Prime Board and Historical Artwork analysis. Lesson Nine- Wash Technique Time: One to Two Periods Key Terms: Wash Activity: Begin painting with the first layer being a wash.
Lesson Ten- Pulling it All Together Time: One Period Key Terms: Principles of Art and Elements of Design. Activity: Art Critique
Annotated Bibliography: Art: The Way It Is, by John Adkins Richardson I chose this book because it cuts down to the facts. It is brief and therefore able to maintain student interest when reading it. It has the basic rules of art and offers easy to understand terms. It covers all aspects of art as well. For example, principles of design and elements of art are thoroughly talked about. Exploring Painting, by Gerald F. Brommer & Nancy Kinne If you dont know anything about painting and how colour theory plays a part in art this is the book to read. It has all the painting facts, dos and do nots. It talks about emotional effects of colour, varying colour techniques, painting techniques, brushes to use, and how to use them. A great book to start with.
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