Fauvism: Feeling Self-Portraits

Fauvism: Feeling Self-Portraits Grade Level: ​ 3rd grade Time:​ 2 classes (50 mins each) Central Focus/Rationale:​ Through an introduction to Fauvism, students will learn about colors as a way of depicting their feelings. Students will develop a strengthened conception of using color as a means of expressing an emotion in their artwork.

Pedagogical Rationale/Theoretical Reasoning: ​ Experience and Education, ​ John Dewey Dewey’s philosophy that a meaningful education is best attained through hands-on work is implemented in this lesson. Through consideration of the experiential continuum, this lesson works off of students’ prior learner-centered knowledge. Students are asked to consider emotions they have felt and work off of their prior understanding of how to make a self-portrait.

Learning Objectives: -Students will learn about Fauvism through a brief introduction of the art movement and look at Fauvist artworks.

-Students will look at Fauvist artworks and discuss how artists’ color choices convey different feelings.

-Students will apply their understanding of color for emotion in their own self-portraits using warm and/or cool colors.

-Students will apply the technique of observational drawing through drawing their own face while looking in the mirror.

Language Use:​ Fauvism, emotional color Instructional Resources & Materials: Fauvism, Heilbrunn Timeline of Art History,​ Metropolitan Museum of Art ​ http://www.metmuseum.org/toah/hd/fauv/hd_fauv.htm Supplies/equipment/tools:​ paper (8 ½”x11”), pencils, permanent markers, oil pastels, watercolors, mirrors Artwork/Media: 1. Fränzi in front of Carved Chair,​Ernst Ludwig Kirchner, 1910, Oil on canvas 2. Self portrait​ , Ernst Ludwig Kirchner, 1925, Oil on canvas

3. Portrait of Madame Matisse (The green line),​​ Henri Matisse​ , 1905, Oil and tempera on canvas 4. Self-Portrait as an Invalid,​​ Ernst Ludwig Kirchner, 1918, Oil on canvas 5. Maurice de Vlaminck 6. Fiery Me​ , Kat Vazquez, 2014, Oil on canvas 7. Earthy Me​ , Kat Vazquez, 2014, Oil on Canvas 8. Example of self-portrait, pencil & sharpie 9. Example of self-portrait, pencil, sharpie, cray-pas, watercolor Handouts/Ancillary Instructional Resources: Fauvism Worksheet Instructional Strategies and Learning Tasks: Day 1: Introduction to Lesson (5 mins) -Once students enter the intro. meeting I ask, “You have all made self-portraits before, right?”

-Next, in order to reinforce their prior understanding of making self-portraits I ask, “What can you tell me about making self-portraits?”

-Students are told that they will make self-portraits in a brand new way today. Rather than looking at their faces straight 0n, students are instructed to turn their heads slightly and draw their faces at an angle while looking in the mirror.

-I explain that today is the first day of a two part lesson and we will be sketching out our faces in pencil.

Demo (5 mins) -Students are told that paper is on the tables and that they should take a piece of paper and write their name in pencil on the back.

-A brief demonstration is given to show students how to start their portraits. Students are told to look closely at their faces and draw what they see. Students are reminded of some other self-portrait tips learned previously: 1. “The top of your nose connects into your eyebrows.”

2. “Your eyes are in the middle of your head rather than too close to the top of your head.”

3. “Eyes can be drawn by making a “U” shape and then an upside down “U” shape to create the overall shape.”

-After this brief demonstration, I tack up an example of a finished pencil drawing portrait.

When students are finished with their pencil drawings they can use permanent marker to trace over their lines.

Work Time (20-30 mins)

-Mirrors are distributed to students and students begin drawing. I walk around the room and assist students who need help.

Clean up (5 mins) -When students are finished they clean up their space. Table folders are passed out to collect drawings.

Closing Meeting (5 mins) -After clean up, students will join the meeting. I ask, “Did you enjoy making self-portraits in this different way today- was it easy or hard?”

-Students are told that next week they will be using cray-pas and watercolors to add color to their portraits.

-I explain, “When you’ve made self-portraits in the past you’ve probably tried to match colors as closely as possible to your real clothing and skin color. But, this next class we are going to use colors in a fun experimental way…”

-Images of Fauvist paintings are tacked up on the wall and it is explained to students that next week we will be using color in an unrealistic way. A discussion is opened up, “Looking at these paintings, what emotions do you think these artists are trying to convey based on their color choices?”

Informal and Formal Assessments of Student Work: Students will be assessed based on listening respectfully to the teacher and their peers during the introduction and closing meeting. Students will also be assessed on their ability to use all work time to their best ability.

Learning Tasks

3 Well Developed

2 Developing

1 Needs Improvement

Class Discussions ● Intro ● Closing Meeting

Student listened attentively during the intro and closing meeting. Student contributed to these discussions.

Student listened attentively during the intro and closing meeting.

Student was uninvolved and disruptive to others during the intro and closing meeting.

Class Work ● Activity

Student fully engaged with the activity and used all work time productively.

Student engaged with the lesson and used most work time productively.

Student did not use work time during the activity productively. Student was distracting to other students during the activity.

Visual Art Standards: New York Visual Arts Standards: Standard 1: Creating, Performing and Participating in the Arts: Students will actively engage in the processes that constitute creation and performance in the arts (dance, theatre, and visual arts) and participate in the various roles in the arts.

Standard 2: Knowing and Using Arts Materials and Resources Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.

Visual Arts Common Core Standards: VA:Cr1.2.IIa: Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.

Day 2: Introduction Meeting (10 mins) -Students will be introduced to the class and told that today we will continue to work on our self-portraits.

-I explain that we will be using cray-pas and water colors.

-We look at a new art movement for inspiration. The word Fauvism is written on the board, and students are introduced to the French art movement that started around the year 1900.

-I mention how “fauves” means “wild beasts,” because the art movement was so wild and different at the time.

-Fauvist paintings once again hang on the board in the front of the room. I remind students that last class we discussed how these artists use color to create different emotions.

-“Let’s brainstorm. What are some colors we could use to show calmness?....Happiness?....Excitement?”

Demo (5 mins) -A brief demonstration is provided of how to use oil pastels and watercolors in a style similar to the way Fauvists used oil paints.

-I talk students through the process of how I choose the colors as I add color to my piece.

-I explain that the colors you use can help create emotion, also the kinds of marks you make using your oil pastels and watercolors can inform the emotion conveyed.

-Ex. Scratchy marks may seem more angry or aggressive, while smooth blended marks are more peaceful looking.

Work time (20-25 mins) -Students will sit down at their tables and fill out ​ Fauvism Worksheet​ .

-Students will think of what feeling they plan to convey and what colors they intend to use.

-Once both colors are approved oil pastels and watercolors are distributed.

Clean up (5-10 mins) -Students put their artwork on the drying rack. Then they clean up their space and join the closing meeting.

Closing Meeting (5 mins) -Students are asked, “Did you like using color in an unrealistic way?”

-“Did you make any discoveries or learn anything while making your paintings today?”

-Students are asked to discuss their own artworks, “What colors did you use and what emotion did you want to convey?”

Informal and Formal Assessments of Student Work: Students are formally assessed based on their final artwork and ​ Fauvism Worksheet​ . Did the student create a self-portrait where they looked carefully at their own reflection and used the materials to create a portrait with an intentional mood as indicated through the Fauvism Worksheet​ ? Students are informally assessed based on their listening and participation during the introduction and closing meeting. Students are also assessed based on how well they used work time productively.

Learning Tasks

3 Well Developed

2 Developing

1 Needs Improvement

Class Work ● Final Artwork ● Fauvism Worksheet ● Activity

Student completed the Fauvism Worksheet​ to plan their artwork. Student completed a final artwork which shows that they looked carefully at their reflection and considered colors to create mood as indicated on their ​ Fauvism Worksheet.​ Student used all work time productively during the activity.

Student completed the Fauvism Worksheet​ to plan their artwork. Student completed a final artwork, although it does not seem like they followed the planning indicated in the worksheet. Student used most of the work time during the activity productively.

Final artwork and ​ Fauvism Worksheet a ​re incomplete.

Student did not use work time productively.

Class Discussions ● Introduction ● Closing Meeting

Student listened attentively and thoughtfully contributed comments during the introduction and/or closing meeting.

Student listened attentively during the introduction and closing meeting.

Student was uninvolved and disruptive during the introduction and closing meeting.

Visual Arts Standards: New York Visual Arts Standards: Standard 1: Creating, Performing and Participating in the Arts: Students will actively engage in the processes that constitute creation and performance in the arts (dance, theatre, and visual arts) and participate in the various roles in the arts.

Standard 2: Knowing and Using Arts Materials and Resources Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.

Standard 3: Responding to and Analyzing Works of Art Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.

Standard 4: Understanding the Cultural Dimensions and Contributions of the Arts Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.

Assessment Materials

Fauvism Worksheet Instructional Materials Artwork

1) ​ Fränzi in front of Carved Chair​ , Ernst Ludwig Kirchner, 1910

2)​ Self portrait​ , Ernst Ludwig Kirchner, 1925

3) ​ Portrait of Madame Matisse (The green line)​ ,​ Henri Matisse​ , 1905

4) ​ ​ Self-Portrait as an Invalid​ ,E ​rnst Ludwig Kirchner, 1918

5) ​ Maurice de Vlaminck

6) F​ ​ iery Me​ , Kat Vazquez, 2014

7) ​ Earthy Me​ , Kat Vazquez, 2014

8) ​ Ex. of self-portrait (pencil)

9) Ex. of self-portrait (pencil, sharpie, oil pastels, watercolor)

Student Artwork

Fauvism: Feeling Self-Portraits, 3 ​rd grade artwork

Fauvism: Feeling Self-Portraits, 3 ​rd grade artwork