Matisse Red Rooms

Miss Liza Camhi

Art Lesson Plan~Matisse Red Rooms

Grade(s): 3rd# of sessions: 3

Art Resources:~ teacher product, Red Room (Interiors, Studio)paintings by Henri Matisse, Getting to Know the World’s Greatest Artists: Henri Matisse by Mike Venezia, and elements of art cube.

Art Materials: 1 sheet of 11”x14” white paper per student, red paint, masking tape, pencils, erasers, 8”x10” sketch paper, red tempera paint, large paintbrushes, smocks, and oil pastels.

Major Goals/N.V.~ State Standards addressed in this lesson:

1.0 Students know and apply visual arts media, techniques, and processes.

4.0 Students understand the visual arts in relation to history and cultures.

5.0 Students analyze and assess characteristics, merits, and meanings in their artwork and the work of others.

Essential Concepts, Skills, and Experiences- 3rd Grade1.2, 1.5, 2.3, 4.1,and 4.11

Objectives- Student will:

*critique the Red Room paintings using the elements of art.
* evaluate his work in relation to the influence of Matisse’s Red Room paintings, the elements of art, and craft.
*engage in historical inquiry to answer why Matisse used color so boldly and vibrantly (especially red).
*use his knowledge of how Henri Matisse used the elements of art to create his own artwork in the style of Matisse.
*use paint and oil pastel together to create an original work of art.

Relation to life/Why this lesson is important: Student will evaluate the use of the elements of art in a master artist’s work and use that knowledge to create an original work of art.

Interdisciplinary Connections: History

Vocabulary: Henri Matisse, elements of art (shape, line, color, space, and texture), composition, color scheme.

Procedure: Day 1: Student will participate in a game/discussion about the Red Room paintings by Henri Matisse. Student will toss the elements of art cube to a peer, whichever elements faces up the student must relate to the Red Room paintings. Student will listen to teacher read Getting to Know the World’s Greatest Artists: Henri Matisse by Mike Venezia pgs. 3-12. (Essential Question 1) Student will view teacher product and discuss project. Student will create a sketch of a room in pencil on 8”x10” white paper. The room must contain at least 4 elements (works of art, furniture, technology) Day 2: Student will review vocabulary and the previous weeks reading.~ Student will listen to teacher read Getting to Know the World’s Greatest Artists: Henri Matisse by Mike Venezia pgs 13-23. (Essential Questions 4-6) Student will review the teacher product. Student will view a demonstration on how to tape the edges of his work for painting. Student will tape the edges of his 11”x14” paper and paint red tempera inside the masked area. Day 3: Student will review vocabulary and the previous week’s reading.~ Student will listen to teacher finish reading Getting to Know the World’s Greatest Artists: Henri Matisse by Mike Venezia. Essential Questions (7-9). Student will review the teacher product and directions for the project. Student will watch a demonstration on how to use oil pastel to draw and color his picture in (add perspective). Student will draw and color his 4+ room elements in with oil pastel. Student will bring his picture to the teacher for critique and grade.

Essential Questions:

1. How would you feel if you were Henri Matisse when his father would not support his decision to be an artist?

2. Do you like how Matisse made his rooms so brightly red? Why or why not?

3. Would you like your bedroom to be bright red? Why or why not?

4. Why was Matisse called a wild beast?

5. How do you think Matisse felt about being called a wild beast?

6. How would you feel if you were Matisse and because of the way you painted someone called you a wild beast?

7. In Harmony in Red what areas look 3-d and what areas look flat?

8. In the Red Studio what colors other than red did Matisse use?

9. Why do you think as he got older his paintings got brighter?

Kente Cloth Lesson 2nd Grade

Art Lesson Plan
Kente Cloth
Grade: 2nd and 3rd# of sessions: 3

Art Resources: The Spider Weaver by Maragret Musgrove, teacher product, and visual aide.

Art Materials: one 8”x11” sheet of white paper per student; pencils; erasers; strips of construction paper cut 3” wide in red, green, orange, and yellow; and crayons.

Objectives- Student will:
- create a paper replica of Kente cloth.
- use pencils and crayons.
- choose and arrange various Kente cloth patterns in their replica.
- learn about the culture and art of Africa.

Relation to life/Why this is important: Student will learn about the cultural arts of another continent. Student will create a work of art based on literature.

Interdisciplinary Connections: English and Social Studies

Vocabulary: Kente cloth, Africa, Pattern,and Principals of Design.

Procedure: Day 1: Teacher will introduce the read The Spider Weaver: A Legend of Kente Cloth by Margaret Musgrove. Student will view the visual aide/teacher product and learn vocabulary terms. Student will discuss what a Kente cloth and pattern are. Student will be presented with the Principals of Design. The teacher will demonstrate how to draw a pattern using examples of Kente cloth patterns. Student will draw his pattern on two strips of construction paper using pencil.
Day 2: Student will review vocabulary and teacher product/visual aide. Student will begin coloring in pattern. Student will sketch another pattern on two more strips of paper.
Day 3: Student will review vocabulary and teacher product/visual aide. Student will review critique questions. Student will finish coloring his pattern and glue four strips in an alternating sequence on his 8”x11” sheet of paper.

Criteria

Excellent
Satisfactory
Needs Improvement


Student displayed following directions by drawing a Kente cloth pattern on two strips of paper of the same color.
Student displayed following directions by drawing a Kente cloth pattern on two strips of paper of the same color.
Student drew a Kente cloth pattern on two strips of paper not of the same color.
Student did not draw Kente cloth pattern.
Student pasted strips onto 8”x11” sheet of paper in an alternating color sequence .
Student pasted strips onto 8”x11” sheet of paper in an alternating color sequence ..
Student pasted strips onto 8”x11” sheet of paper not in an alternating color sequence .
Student did not paste strips of paper onto 8”x11” sheet of paper.

Behavior

Student demonstrated listening to and following directions in class.
Student demonstrated listening to and following directions in class by knowing how to complete the assignment.
Student demonstrated listening to and following directions in class with little need for repetition of directions.
Student did not demonstratelistening to and following directions in class by needing several repetitions of directions.
Student was respectful to his peers and teacher during lesson.
Student was respectful to his peers and teacher during lesson by not disrupting the class.
Student was respectful to his peers and teacher during lesson with few disruptions.
Student was not respectful to his peers and teacher during lesson with several disruptions.

Egyptian Art Unit

ArtUnit
Egyptian Art
Grade: 5/Art Club
# of lessons: 3

Art Resources: Egyptian photographs and artifacts from trip, Art and Religion in Ancient Egypt by Leslie Kaplan, teacher products, and visual aide.

Art Materials: clay, clay tools, gold and silver paint, rulers, pencils, blue/turquoise paint, watercolor paints, paintbrushes, buckets for water, pre-cut paper triangles (gold, red, and blue), glue, toothpicks, string, and scissors.

Objectives- Student will:
- create a series of artworks based on ancient Egypt.
- use a variety of 2-d and 3-d materials.
- learn about various types of sculpture.
- use hieroglyphics for writing.
- learn about life and art in ancient Egypt.


Relation to life/Why this is important: Student will learn about the art of an ancient culture.

Interdisciplinary Connections: Language and Social Studies

Vocabulary: cartouche, hieroglyphics, hamsa, scarab, Nefertiti, King Tut, mummy, ruin, pyramid, tomb.

Lessons: The display will consist of the following components:

A. Clay Hamsa- will use hamsa tracer to cut out the shape of a hamsa from rolled out clay. Student may carve into their hamsa for details or keep it smooth. The hamsas will be fired and painted with watercolor paints.

B. Hieroglyphic Cartouche - Students will write their name in hieroglyphics on a cartouche worksheet. The student will cut out his cartouche and use it to trace the oval onto rolled out clay. Student will trace his name through the paper onto the clay. Student will add the bottom components of the cartouche in clay and it will be fired. Student will paint his cartouche either silver or gold.

C. Scarab Necklace- Each student will roll a scarab shape into clay. Then he will carve a traditional into the clay with a paperclip and poke a hold through it. The scarab will be fired and paint with turquoise paint. The student will string it with three strings and use paper beads as the chains.

Wild Hair Self Portrait

The itinerant art teacher at my school, Melissa Kehr, shared with me this lesson and it was a lot of fun! Students drew linear self-portraits in pencil. When they got to their hair they would draw a circular bubble shape that runs off the page and fill it with their name written in stylized letters. As far as the handwriting fonts were concerned I let the students come up with their own. They traced the whole picture with Sharpie markers and colored their hair, eyes, lips, and clothing with crayon.

Critiquing Children's Art Do's and Dont's

1. Don't be too harsh, they are children after all. Make sure your lesson plan fits the grade level of the class, but also be prepared to adjust it along the way. If the whole class has a tough time with it, it's not their fault.

2. Do be honest, but be gentle. Children have to grow from their mistakes. One criticism I find myself saying a lot is:"We need to stop with the scribbling, we're getting too old for this. Why don't you watch how I color? Make sure you fill in all the white areas."

3. Do allow the students the opportunity to work on their project more in order to make improvements based on your critique.

4. Don't allow students to be hard on themselves. Tears are definitely not necessary.

5. Do make critiques fun. I have a plastic blow up cube that I wrote on each side one of the Elements of Art. We toss the cube around the room like MUM and whatever side is facing up; the students discuss how they used that element in their art.

6. Do self-critiquing and peer critiques. You can have a worksheet you pass out at the end of each project and ask the students what they felt was the most fun part of the project, what they struggled on, what they learned. You can also pair up students who based on their level of achievment can truly help eachother.

Contour Line Landscapes

Art Lesson Plan
Contour Landscapes

Grade 4th

# of sessions: 4

Art Resources: teacher product, landscape paintings by Paul Cezanne, Getting to Know the World’s Greatest Artists: Paul Cezanne by Mike Venezia, and visual aide.

Art Materials: 11”x14” white paper, pencils, erasers, watercolor paint, water containers, paint brushes, and crayons.

Objectives- Students will:

*learn about Impressionist art history and techniques.
*create a landscape that uses contour line.
*learn and use crayon resist techniques in their artwork.
*use pencil, paper, watercolor paint, and crayon to create a landscape
*learn about the art and life of artist Paul Cezanne.

*share their artwork in a class critique.

Relation to life/Why this lesson is important: Student will learn about Impressionist artwork. Student will create their own landscape painting using contour line: a technique visited in later art classes in both middle school and high school.

Interdisciplinary Connections: History and Geology

Vocabulary: Paul Cezanne, landscape, Impressionism, contour line, and crayon resist.

Procedure: Day 1: Students will participate in a discussion about landscape paintings by Paul Cezanne (“What is similar about these paintings?” “What are these paintings of?” “How did the artist or artists use color and brushstrokes in these paintings?” “Do you think these paintings were made by the same artist?’”). Teacher will explain what Impressionism is and how Cezanne is well known for his landscape paint. Student will listen to teacher read Getting to Know the World’s Greatest Artists: Paul Cezanne by Mike Venezia part 1. Student will review vocabulary. Student will view teacher product and discuss project. Student will watch teacher demonstrate how to draw a simple landscape using only the outer contour line. The mountains will be curvy lines that start in the middle of the paper. The grass goes underneath the mountains with one strip across the paper of three vertical lines in a set. Then water is drawn below. The sky is started with 3-4 large swirls surrounded by smaller swirls, and then connected with contour lines. Student will draw landscape using pencil and white paper along with the teacher.

Day 2: Student will review vocabulary and art history. Student will listen to teacher read Getting to Know the World’s Greatest Artists: Paul Cezanne by Mike Venezia part 2. Student will review the teacher product. Student will watch a demonstration on how to fill in their landscape with contour line. Student will fill in their landscape using pencil and white paper.

Day 3: Student will review vocabulary and art history. Student will listen to teacher finish reading Getting to Know the World’s Greatest Artists: Paul Cezanne by Mike Venezia part 3. Student will review the teacher product. Student will watch a demonstration on how to trace their landscape with crayon. Student will trace his contour line landscape in crayon. Day 4: Student will review vocabulary and art history. Student will watch a demonstration on crayon resist painting. Student will paint his landscape using watercolor paint.

Useful Art Websites

Sorry about the break over the holidays, to make up for it I'm sharing this wonderful list of art websites put together by art educator Jeanne L Bayless.

http://www.bobsedulinks.com/art_teachers.htm
Try the site above for links to the items below

[ http://www.kinderart.com/painting/impasto.shtml ]3D Texture Artelementary and high school

[ http://www.sgi.com/grafica/fold/page001.html ]A Paper Folding Activity

[http://www.princetonol.com/groups/iad/lessons/high/Nerina-ArcPortraits.htm]Arcimboldo Style Self Portraits high school

[ http://www.hitchams.suffolk.sch.uk/ict_art/index.htm ]Art and ICT

[ http://artsedge.kennedy-center.org/explore/qts.cfm ]Art Quotes

[ http://artsedge.kennedy-center.org/ ]ArtsEdge Kennedy Center [

http://artsedge.kennedy-center.org/teach/les.cfm?subjectId=VAR&otherSubjectId=&gradeBandId=&showDescriptions=true&sortColumn=&x=16&y=6]ArtsEdge Lessons Visual Arts

[ http://www.getty.edu/education/for_teachers/ ]Art Educators art themes:Elementary & High School

[ http://home.att.net/~tisone/lessonpg1.htm ]Basic Art Lessons

[ http://members.aol.com/Art1234567/Art.html ]Computer Art Lessons

[ http://www.creativedrama.com/ ]Creative Drama and Theatre Education

[ http://www.kinderart.com/painting/creature.shtml ]Creature PaintingCycle 1-2 elementary

[ http://www2.evansville.edu/studiochalkboard/draw.html ]Drawing: ArtStudio Chalkboard

[http://www.arts.ufl.edu/art/rt_room/teach/encounters/drawing_encounters.html]Drawing Encounters

[ http://www.amazingmoms.com/htm/arttiedye.htm ]Easy Tie Dye K

[ http://syrylynrainbowdragon.tripod.com/home.html ]Elementary Art LessonPlans

[ http://www.guggenheim.org/artscurriculum/lessons/collections_picasso.php]Experimenting with Picasso

[ http://members.aol.com/powers8696/artindex.html#lesson%20one ]ExploreArt lessons for various levels

[ http://www.museum.state.il.us/muslink/pdfs/mc_collage.pdf ]ExploringTheme Through Collage lesson plan pdf

[ http://canada.kidsdomain.com/craft/bouquet.html ]Fall Bouquet

[ http://canada.kidsdomain.com/craft/fallleaf.html ]Fall Leaf Print

[ http://www.kinderart.com/painting/fallleafwc.shtml ]Fall Leaf WaterColours

[ http://www.kinderart.com/printmaking/reflections.shtml ]Fall ReflectionsCycle 1

[http://www.things2make.com/Things2make_files/instructions%20under%206/Frothy%20paint.htm]Frothy Paint Activity elementary

[ http://www.teachingideas.co.uk/art/contents.htm ]General ideas andActivities

[ http://www.tenet.edu/halls/finearts.html ]Hall of Fine Arts large Listof links to Fine Arts resources Secondary

[http://www.dickblick.com/lessonplans/2007lessonplans/impressionist_tile.pdf]Impressionist-Style Tile high school pdf

[ http://www.princetonol.com/groups/iad/lessons/lessons.html ]IncredibleArt Lessons

[ http://www.princetonol.com/groups/iad/ ]Incredible Art Department

[ http://www.kidsart.com/lessons.html ]Kids Art

[ http://www.geocities.com/~jlhagan/K9-14/introduction.htm ]Learning Howto Draw illustrated notes for teachers

[ http://www.sdmart.org/education-plans.html ]Lessons from the San DiegoMuseum of Art

[ http://www.sanford-artedventures.com/teach/walkindesert_contents.html]Line and Wash Landscapes Cycle 2-3

[ http://members.aol.com/Sabetour/Monapat.html ]Mona Lisa Pattern Printout

[ http://www.kinderart.com/painting/winterwonderland.shtml ]Painting Treesin Winter elementary

[ http://www.dickblick.com/lessonplans/2006pixeldrawings/ ]Pixel Drawing high school lesson

[ http://www.goshen.edu/art/ed/artlsn.html ]Planning Art Lessons

[ http://www.bbc.co.uk/northernireland/schools/4_11/primaryart/index.shtml]Primary Art lessons with video

[ http://www.sagecraft.com/puppetry/ ]Puppetry Home Page Secondary

[ http://www.education-world.com/a_lesson/lesson106.shtml ]Refrigerator toRenoir: 10 Great Art Lessons Online

[ http://www.kinderart.com/drawing/shadow.shtml ]Shadow Pictures Elementary

[ http://www.amazingmoms.com/htm/artpainting.htm ]Straw and MarblePainting

[ http://www.learner.org/resources/series202.html ]The Art of Teaching theArts High School Level (free signup for teachers)

[ http://www.dickblick.com/lessonplans/2007lessonplans/clayplaque.pdf ]VanGogh Clay Plaque pdf

[ http://www.sasked.gov.sk.ca/docs/artsed/g7arts_ed/g7vtblae.html ]VisualArt Secondary

[ http://www.nhptv.org/kn/vs/artlaba.htm ]Visual Arts from KnowledgeNetwork

Dale Chihuly Flowers

As many of you know who have been to Las Vegas, Dale Chihuly has an installation here in the Bellagio. I attempted this fall to recreate a similar installation in my art room. This was a ver successful project for my first grade students as their first art project with me. My first grade students created a coffee filter Chihuly flower. I sprayed the coffee filters with water and had the students create designs and patterns on the filters with old markers. Once the coffee filters are dry; the student will punch a pipe cleaner through the center of the filter, and twist in loops. The flowers will be displayed bunched together hanging from the ceiling.Check out http://www.chihuly.com/index.html for video and pictures of his work!

Psychedelic Self-Portraits

3rd grade: Psychedelic Self-Portraits- Students read John’s Secret Dreams:the Life of John Lennon by Doreen Rappaport and saw the portraits of the Beatles by Richard Avedon. Students teamed up with a partner and traced the outline of their head, neck, shoulders in pencil. Students used a ruler to draw random vertical lines across their papers. Students will use circles/shapes to break up the color scheme throughout. Students colored each section as a striped pattern using two colors that alternate in marker.

Ceramics Tip

Something that I do very often is have students practice creating their ceramic projects out of modeling clay before creating the project that will be fired. This gives students a chance to learn about the tools, building, modeling, and smoothing with their fingers rather than water.

Monet Lesson

Miss Liza Camhi
Art Lesson Plan
Mountain Landscape
Grade: 1st
# of sessions: 2

Art Resources: examples of Claude Monet’s Haystacks, teacher product, and visual aide.

Art Materials: one 8”x11” sheet of blue or purple paper per student, pencils, erasers, and chalk.

Objectives-
Student will:
- create a landscape drawing using bold colors and line.
- create a drawing using pencils and chalk.
- learn about the art of Claude Monet.
- learn how colors change in nature to reflect the time of day.


Relation to life/Why this is important: Student will learn how colors in nature change depending on the time of day.

Interdisciplinary Connections: History and Science

Vocabulary: Claude Monet, Landscape, and sunset.

Procedure:
Day 1: Teacher will introduce the Haystack series by Claude Monet and ask “What time of day do you think he painted this picture in?” Student will discuss how the colors become cooler and softer as the sun sets. Student will learn/discuss the meaning of the word LANDSCAPE. “How is the landscape we see outside different from the one in Claude Monet’s painting?” (mountains, desert) “If the colors in the landscape Claude Monet painted changed because the sun went down, do you think they change here when the sun sets?” Teacher will discuss colors the students will want to use in their landscape. Teacher will demonstrate how to draw a simple mountain landscape. Student will draw his landscape in pencil and hand it in.
Day 2: Student will review vocabulary and teacher product/visual aide. Student will review how colors in our landscape change as the sun sets. Student will view teacher demonstration of how to color in his landscape. Student will color his landscape and share it with the class.
For an online gallery of Monet images: http://www.intermonet.com/oeuvre/

Discipline Based Art Education in Motion

I gave an excellent description of DBAE in a previous post: http://hiartteacher.blogspot.com/2007/11/some-interview-questions-and-answers.html
So how do you incorporate DBAE, state standards, and possibly national standards into the same lesson plan? First of all the standards and DBAE are intertwined. Many standards have art history, aesthetic, criticism, and studio components. So as long as you know your state standards you should easily be able to make the connections. (A good interview Q&A)
In my lessons; when I first introduce a new artist I give some background on the artist's life and the period of his work. Many times I will read from an art history book like the Mike Venezia series. http://www.mikevenezia.com/mikevenezia/ I also show and discuss a major work by the artist. That can be the art history and part of the criticism/aesthetics sections.
Throughout the studio process I am looking for a similarity in process or technique as the artist we are studying in my students' works. I am always giving feedback and comparing/contrasting their work with the exemplar. That is a second aesthetic and critical component. Lastly when I grade, I do so with my student there and we discuss what was successful and what was not, that is the last critical component.

Mike Venezia

I am sure that many experienced art educators are familiar with the Getting to Know the World's Greatest Artists series but for those of you who new to the profession-start collecting now! I find these books so valuable in teaching art history and criticism to my students. The books are elementary-middle school aged appropriate, few have any nudes, and they have great cartoon illustrations that excite the kids. If you are not an art teacher, he also has a series about the US Presidents and Famous Composers. You could literally create a whole curriculum based on his books. There are 48 in the artist series alone! For more information check out:http://www.mikevenezia.com/