AGES
6-8
SAN JOSE MUSEUM OF ART KIDS’ SUMMER ART CAMP 2013
PUBLICATION CREATED AND DESIGNED BY: Denise Liberi, Studio Arts Educator
PHOTOGRAPHS BY: Jeff Bordona, Manager of Youth and Family Services Nigel Gully, Gallery Teacher Denise Liberi, Studio Arts Educator
SJMA EDUCATION DEPARTMENT STAFF: Lucy Larson, Director of Education Jeff Bordona, Manager of Youth and Family Services Lizzie Rock, Museum Experience & Education Coordinator Denise Liberi, Studio Arts Educator Rachel Marguet - Smith, Gallery Teacher Alex Alvarado, Gallery Teacher
The week-long, full-day KIDS’ SUMMER ART CAMPS at the SAN JOSE MUSEUM OF ART offer in-depth art experiences for South Bay youth. Led by Museum faculty and inspired by current exhibitions, the camps teach kids how to look at, talk about, and create art. Each KIDS’ SUMMER ART CAMP culminates in a one-day public exhibition of student work. The SJMA KIDS’ SUMMER ART CAMPS are divided into three age groups: ages 6-8, ages 9-12, and teens. Young artists explore drawing, painting, sculpture, and design as they visit the galleries to gather inspiration from exhibited artwork. This publication documents two weeks of SJMA KIDS’ SUMMER ART CAMPS within the age 6-8 group (June 24-28 & July 8-12). Both weeks applied the same four lessons, with two different groups of campers. The following curriculum was created and instructed by Denise Liberi, Studio Arts Educator with Rachel Marguet-Smith and Alex Alvarado, Gallery Teachers.
In the creation of their POLYHEDRON SCULPTURES, students explored two basic elements of art: color and shape. They learned about color theory, then mixed and named their own colors of paint, which are displayed in their individual artworks. The students then created the 3-dimensional polyhedrons out of eight 2-dimensional diamond shapes. Additionally, the young artists looked at and discussed selected works of art in the museum’s galleries including sculptures, photographs, and paintings to enrich their understanding of color and shape.
IMAGE: POLYHEDRON SCULPTURES on display at the Kids’ Art Exhibition
PROBLEM / ACTIVITY STATEMENT Students will explore the basics of color, shape, and geometry as they paint and construct a 3-dimensional sculpture out of 2-dimensional shapes.
OBJECTIVES Students will • OBSERVE and discuss artwork exhibited in the museum that reinforces their understanding of color and shape. • UNDERSTAND color theory. • ENVISION a color, and create it by mixing paint. • EXPLORE geometry.
• • • •
EXPRESS themselves by inventing names
for colors they create. DEVELOP CRAFT in painting and paper sculpture. PERSIST as problems arise in the artmaking process. REFLECT upon their own artmaking process.
GALLERY QUESTIONS PERMANENT COLLECTION: • • • • •
SJMA CHANDELIERS – NUURAJARVI TURQUOISE, CADMIUM RED, & CADMIUM YELLOW Dale Chihuly 1995 Blown glass
• • •
• • • • • • • • • YELLOW CONE (14,000 CURVES) Bean Finneran 2005 Ceramic with glaze
What do you see? What do you see that makes you say that? What do you notice about the colors? What do the shapes remind you of? What are these sculptures made out of? How do these sculptures look differently when looking at them from downstairs in the lobby, and upstairs on the Skybridge? Which one is your favorite? Why? What would you name these sculptures? How did these sculptures get up there?
What do you see? What do you see that makes you say that? What does this sculpture remind you of? How does the color make you feel? If you could touch this sculpture, what would it feel like? What is this sculpture made out of? Why? How many curved pieces are in this sculpture? How are the pieces held together? What would you name this sculpture? Why would the artist make this sculpture?
MATERIALS (1 PER STUDENT UNLESS OTHERWISE NOTED)
• • • • • • • • • • • • • • • • • • • •
large color wheel (1 for entire class) color paddles color wheel worksheet colored pencils pencil eraser half-page polyhedron template (8 per student) sheet of palette paper extra palette paper large paintbrush water container palette with half-dollar sized amounts of red, orange, yellow, green, blue, purple, black, and white acrylic paint rag painting smock large white posterboard (1 for entire class) scissors clear packing tape (1 roll for every 2 students) a variety of colored string (for whole class) a handful of paint swatches with interesting names sketchbooks
PROCEDURES I. INTRODUCTION • After exploring the artwork in the galleries, introduce students to the color wheel. Review primary, secondary, warm, cool, and complimentary colors. • Have students color in their coloring wheel worksheet with colored pencils. II. PAINT • Explain to students that they are going to be color-mixing scientists. Explain that they should work slowly and thoughtfully, making a hypothesis and noticing results. Show students large white posterboard and explain that they will collaboratively fill it up with swatches of the colors they mix. •
•
•
Demonstrate techniques for mixing colors including how to use a paintbrush, how to clean a paintbrush, how to keep colors from getting muddy, and how to carefully carry paintings to drying rack. Explain that each student will get 8 pieces of paper and will cover each blank side with a color that they have mixed (8 colors total). Remind students to mix enough paint to cover size of paper. Pass out a painting smock, sheet of palette paper, large paintbrush, water, acrylic paint, rag, and 8 half-page polyhedron templates to each student. Have students write their name on the back of each polyhedron template before painting. Have students mix their colors one at a time. Have students paint the blank side of a polyhedron template, place their painted template on the drying rack, add color swatch to “COLORS WE MIXED” poster, and clean paintbrush before starting on next color. Repeat 7 times until each student has painted the blank side of all 8 of their polyhedron templates with different colors they have mixed.
III. CONSTRUCT • Once polyhedron templates are dry, demonstrate and have students flip over their templates and carefully cut out the diamond shape with scissors. Once this step is completed, students should have 8 diamonds painted with the colors they mixed. These 2-dimensional shapes will be put together to create the 3-dimensional sculptures. • Divide the class into pairs. Explain to students that working as a team will make the construction process easier and faster for everyone. • Demonstrate how to adhere the shapes together in the correct pattern using packing tape. Demonstrate how to trim off extra tape with scissors. Demonstrate how to work collaboratively with a partner. • Have students construct their POLYHDERON SCULPTURES as shown in the demo. Have students work together to construct one partner’s sculpture as a team before completing the other partner’s sculpture. • Demonstrate and have students attach colored string for hanging. • Discuss fractions, using a completed POLYHDERON SCULPTURE as a visual aid. Explain that the sculptures have eight equal sides, so each piece is 1/8th of the whole. IV. WRITE • Explain to students that they will be coming up with names for the colors that they have mixed. Show students examples of colors and corresponding names on paint swatches. • Have students invent and write down the names of the colors on their POLYHDERON SCULPTURES in their sketchbooks. V. REFLECT •
Allow willing students to come up to the front of the class one by one and briefly share their works of art. Call on the other students to give compliments about the work. Have the artists themselves think of one thing they would change if they were to make this project again. Ask students “What was a problem that you faced when making this project? How did you overcome that problem?”
COMMON CORE STANDARDS GRADE 1 English Language Arts Standards •
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (CCSS.ELA-Literacy.SL.1.1a)
•
Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (CCSS.ELA-Literacy.SL.1.1b)
Mathematics Standards •
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (CCSS.Math.Content.1.GA.2)
•
Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. (CCSS.Math.Content.1.GA.3)
GRADE 2 English Language Arts Standards •
•
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (CCSS.ELA-Literacy.SL.2.1a)
•
Build on others’ talk in conversations by linking their comments to the remarks of others. (CCSS.ELA-Literacy.SL.2.1b)
GRADE 3 English Language Arts Standards
Mathematics Standards •
Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. (CCSS.Math.Content.2.GA.3)
•
•
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (CCSS.ELA-Literacy.SL.3.1b)
•
Explain their own ideas and understanding in light of the discussion. (CCSS.ELA-Literacy.SL.3.1d)
Mathematics Standards •
Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. (CCSS.Math.Content.3.NF.A.3a)
•
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. (CCSS.Math.Content.3.GA.2)
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Compare different responses to the same work of art. (Aesthetic Valuing 4.2)
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Use the vocabulary of art to talk about what they wanted to do in their own works of art and how they succeeded. (Aesthetic Valuing 4.3)
CALIFORNIA VISUAL ARTS STANDARDS GRADE 1 •
Distinguish among various media when looking at works of art (e.g., clay, paints, drawing materials). (Artistic Perception 1.2)
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Identify the elements of art in objects in nature, in the environment, and in works of art, emphasizing line, color, shape/form, and texture. (Artistic Perception 1.3)
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Mix secondary colors from primary colors and describe the process. (Creative Expression 2.2)
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Identify and describe various reasons for making art. (Aesthetic Valuing 4.2)
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Select something they like about their work of art and something they would change. (Aesthetic Valuing 4.4)
GRADE 3 •
Compare and contrast two works of art made by the use of different art tools and media (e.g., watercolor, tempera, computer). (Artistic Perception 1.4)
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Identify and describe elements of art in works of art, emphasizing line, color, shape/form, texture, space, and value. (Artistic Perception 1.5)
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Explore ideas for art in a personal sketchbook. (Creative Expression 2.1)
GRADE 2 •
Perceive and discuss differences in mood created by warm and cool colors. (Artistic Perception 1.2)
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Mix and apply tempera paints to create tints, shades, and neutral colors. (Creative Expression 2.2)
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Identify the elements of art in objects in nature, the environment, and works of art, emphasizing line, color, shape/form, texture, and space. (Artistic Perception 1.3)
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Identify artists from his or her own community, county, or state and discuss local or regional art traditions. (Historical and Cultural Context 3.1)
SHADOW PUPPET NARRATIVES Students created their own shadow puppets to tell a story from their imagination within their SHADOW PUPPET NARRATIVES. They acted as photographer and director of their own photo-shoots, making decisions about the composition of their photograph with the help of their puppeteer friends. They also wrote a brief synopsis of their stories. The young artists learned about narrative art, shadow art, characters, setting, and light. Additionally, they visited the museum’s galleries to look at and talk about works of art that reinforced these themes.
IMAGE: Melanie (age 7) and Katelyn (age 7) have fun creating their SHADOW PUPPET NARRATIVES behind the puppet stage.
PROBLEM / ACTIVITY STATEMENT Students will explore the basics of storytelling and positive/negative space as they create and photograph their own shadow puppet narratives.
OBJECTIVES Students will • OBSERVE narrative art exhibited in the museum. • UNDERSTAND the history of shadow puppetry. • ENVISION a story from their imagination, and express it to others visually. • EXPLORE light, shadows, and silhouettes.
• • • •
EXPRESS a dynamic story in a two-
dimensional work of art. DEVELOP CRAFT in paper art and puppetry. PERSIST as problems arise in the artmaking process. REFLECT upon their own artmaking process.
GALLERY QUESTIONS EXHIBIT: Swans, Swine, and Sirens • • • • • • •
What do you see? What do you see that makes you say that? What is the setting? Who are the characters? What do you think is the most important part of the story? Why? What is happening in the scene? What happened just before this picture? What will happen just after this picture?
CIRCE INTO SWINE ROMARE BEARDEN 1979 Serigraph on paper
• • • • • • • • • • LIVE AT HIGH PLACE #6, BEIJING Li Wei 2008 Digital pigment print
What do you see? What do you see that makes you say that? Who are the characters? What is the setting? What is going on in this story? Does this look like a real or imaginary story? What happened just before this picture? What will happen just after this picture? What title would you give this story? What do you notice about the composition of the photograph? Why would the photographer take this picture?
MATERIALS (1 PER STUDENT UNLESS OTHERWISE NOTED)
• • • • • • • • • •
pencil eraser sketchbook 3 sheets of 12” x 18” black argatain paper scissors hole puncher exacto knife and blades (teacher use only) shadow puppet theater bright lights sheet of 8.5” x 11” photo paper
PROCEDURES I. INTRODUCTION • After exploring the artwork in the galleries, review the basics of narrative art: NARRATIVE ART : art that tells a story SETTING: the place where the story takes place CHARACTER: a figure that plays a role in the story Have students come up with a list of examples of settings (beach, woods, outerspace, etc.) and characters (mermaid, monster, postman, etc.) • •
Explain to students that they will each be creating their own work of narrative art. Explain that they will be making shadow puppets. Read “Shadow Puppet Doodle Book” by Emily C. McPhie. Show students example shadow puppets and an example of a final SHADOW PUPPET NARRATIVE. Explain that the first step will be to sketch ideas for their SHADOW PUPPET NARRATIVE.
II. SKETCH • Remind students that sketching ideas in their sketchbooks is an important step in the artmaking process. •
Have each student draw sketches for at least 4 characters and a setting with pencil in their sketchbooks. Remind students that their puppets will only be silhouettes, and that color and small details will not translate into shadow puppets. Refer to example shadow puppets.
III. DRAW & CUT OUT • Once sketches are completed, give students 12” x 18” black argatain paper to draw their puppets and settings on. Remind students to draw big! Remind students that their puppets will only be silhouettes, and that color and small details will not translate into shadow puppets. Refer to example shadow puppets. • Once puppets and setting are drawn onto black argatain paper, have students cut them out using scissors. Hole punchers can be used to create eyes, polka dots, etc. Teacher can help students cut out small details with exacto knife. • Demonstrate how to tape thin dowels to back of puppets. Have students add dowels to their puppets as shown in the demo.
IV. PHOTOGRAPH • Introduce shadow puppet theater to students. Demonstrate how to use shadow puppet theater. • Divide students into groups of 3-4. Explain to students that they will be working as a team to create each of their teammate’s SHADOW PUPPET NARRATIVE. • Explain to students that they will each get to be the directors and photographers of their SHADOW PUPPET NARRATIVE photo-shoots. Explain to students that their teammates will be the puppeteers of their show. Demonstrate how to use camera. Focus on proper handling of camera. • Using a lottery system, Call groups one by one and have each student direct the puppeteering of their puppets, then photograph their own composition. Teacher should also take a photograph of the composition to make sure that it is captured well. V. PRINT • Crop and print each student’s SHADOW PUPPET NARRATIVE on 8.5” x 11” photo paper. Pass photos back to students. VI. WRITE • Have students write a paragraph describing what is going on in their story. Also, have students come up with a title for their SHADOW PUPPET NARRATIVES. VII. REFLECT •
Allow willing students to come up to the front of the class one by one and briefly share their works of art. Call on the other students to give compliments about the work. Have the artists themselves think of one thing they would change if they were to make this project again. Ask students “What was a problem that you faced when making this project? How did you overcome that problem?”
COMMON CORE STANDARDS GRADE 1 English Language Arts Standards •
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (CCSS.ELA-Literacy.SL.1.1a)
•
Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (CCSS.ELA-Literacy.SL.1.1b)
GRADE 2 English Language Arts Standards
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Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. (CCSS.ELA-Literacy.W.1.3)
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Write narratives in which they recount a wellelaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.. (CCSS.ELA-Literacy.W.2.3)
•
•
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (CCSS.ELA-Literacy.SL.2.1a)
•
Build on others’ talk in conversations by linking their comments to the remarks of others. (CCSS.ELA-Literacy.SL.2.1b)
GRADE 3 English Language Arts Standards •
•
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (CCSS.ELA-Literacy.SL.3.1b) Explain their own ideas and understanding in light of the discussion. (CCSS.ELA-Literacy.SL.3.1d)
•
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Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally (CCSS.ELA-Literacy.W.3.3a)
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Use temporal words and phrases to signal event order. (CCSS.ELA-Literacy.W.3.3c)
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Provide a sense of closure. (CCSS.ELA-Literacy.W.3.3d)
CALIFORNIA VISUAL ARTS STANDARDS GRADE 1 •
Demonstrate beginning skill in the manipulation and use of sculptural materials (clay, paper, and paper maché) to create form and texture in works of art. (Creative Expression 2.1)
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Use the vocabulary of art to talk about what they wanted to do in their own works of art and how they succeeded. (Aesthetic Valuing 4.3)
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Create a representational sculpture based on people, animals, or buildings. (Artistic Perception 2.5)
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View and then describe art from various cultures. (Historical and Cultural Context 3.3)
Create artwork based on observations of actual objects and everyday scenes. (Creative Expression 2.8)
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Identify and describe various reasons for making art. (Aesthetic Valuing 4.2)
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Select something they like about their work of art and something they would change. (Aesthetic Valuing 4.3)
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View and then describe art from various cultures. (Historical and Cultural Context 3.3)
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Identify and describe various reasons for making art. (Aesthetic Valuing 4.2)
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Select something they like about their work of art and something they would change. (Aesthetic Valuing 4.2)
GRADE 3 •
Explore ideas for art in a personal sketchbook. (Creative Expression 2.1)
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Identify successful and less successful compositional and expressive qualities of their own works of art and describe what might be done to improve them. (Aesthetic Valuing 4.2)
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Write a poem or story inspired by their own works of art. (Connections, Relationships, Applications 5.2)
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Look at images in figurative works of art and predict what might happen next, telling what clues in the work support their ideas. (Connections, Relationships, Applications 5.3)
GRADE 2 •
Depict the illusion of depth (space) in a work of art, using overlapping shapes, relative size, and placement within the picture. (Creative Expression 2.3)
•
Compare different responses to the same work of art. (Aesthetic Valuing 4.2)
Students learned about and created works of art using one of the earliest photographic processes. The CYANOTYPE COMPOSITIONS, or sun prints, were created with light sensitive paper. The students constructed their own composition out of natural and found items and “developed” their creations themselves. Additionally, the young artists visited the museum’s galleries to look at and talk about selected works of art to reinforce their understanding of photography, composition, and positive and negative space.
IMAGE: CYANOTYPE COMPOSITION by Aiden (age 8)
PROBLEM / ACTIVITY STATEMENT Students will focus on composition as they create a cyanotype (sun print).
OBJECTIVES Students will • OBSERVE and discuss artwork exhibited in the museum that reinforces their understanding of composition. • UNDERSTAND the process of making a cyanotype. • ENVISION a composition and create it using found items. • EXPLORE a historical artmaking process.
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EXPRESS themselves through their choice
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DEVELOP CRAFT while working within a
• •
of found items. small time frame. PERSIST as problems arise in the artmaking process. REFLECT upon their own artmaking process.
GALLERY QUESTIONS EXHBIT: Annie Leibovitz: Pilgrimage • • • • •
•
What do you see? What do you see that makes you say that? What do you notice about the composition? Does the photograph feel balanced? If you were the photographer, which items would you move where? Why? What would happen to the composition if we turned the photograph upside down? On its side? What story do these items tell as a group?
RALPH WALDO EMERSON’S DRAWER, CONCORD MUSEUM, CONCORD, MASSACHUSETTS Annie Leibovitz 2010 Photograph
• • • • •
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JOHN MUIR BOTANICAL SPECIMEN, JOHN MUIR NATIONAL HISTORIC SITE, MARTINEZ, CALIFORNIA Annie Leibovitz 2011 Photograph
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What do you see? What do you see that makes you say that? What do you notice about the composition? If you were the photographer, which items would you move where? Why? If you were the photographer would you add more items? Substract any items? Why? What would happen to the composition if we turned the photograph upside down? On its side? How does the artist use overlapping in the photograph? Why would the photographer take this picture?
MATERIALS (1 PER STUDENT UNLESS OTHERWISE NOTED)
• • • • •
a large variety of found items (buttons, natural items, action figures, keys, etc.) bright sunlight, little shadows (mid-day) clipboard sheet of SUN ART ® paper 1 large bucket of water (for entire class)
PROCEDURES I. INTRODUCTION • After exploring the artwork in the galleries, introduce students to the CYANOTYPE COMPOSITION project. Show examples of the finished product. Explain to students that they will be making a work of art using one of the oldest photographic processes. Explain that the most important material in the project is sun. II. COMPOSE, EXPOSE, & RINSE • Demonstrate to entire class how to make a composition on clipboard out of found items. Explain that this will be a way for them to practice their composition before placing the items on the light-sensitive paper. Explain the cyanotype process. Demonstrate how to move the found items very quickly onto the light-sensitive paper. Demonstrate how to wait until the paper turns dark blue (about 15 seconds), then rinse off emulsion in bucket of water. Demonstrate how to lay cyanotypes flat to dry. • Have students create cyanotypes one at a time. Lay the light-sensitive paper out in front of students only after they have created their found item composition on their clipboard. Remind students to work quickly! III. REFLECT •
Allow willing students to come up to the front of the class one by one and briefly share their works of art. Call on the other students to give compliments about the work. Have the artists themselves think of one thing they would change if they were to make this project again. Ask students “What was a problem that you faced when making this project? How did you overcome that problem?”
COMMON CORE STANDARDS GRADE 1 English Language Arts Standards •
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (CCSS.ELA-Literacy.SL.1.1a)
•
Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (CCSS.ELA-Literacy.SL.1.1b)
GRADE 2 English Language Arts Standards •
•
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (CCSS.ELA-Literacy.SL.2.1a)
•
Build on others’ talk in conversations by linking their comments to the remarks of others. (CCSS.ELA-Literacy.SL.2.1b)
GRADE 3 English Language Arts Standards •
•
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (CCSS.ELA-Literacy.SL.3.1b)
•
Explain their own ideas and understanding in light of the discussion. (CCSS.ELA-Literacy.SL.3.1d)
CALIFORNIA VISUAL ARTS STANDARDS GRADE 1 •
Identify and describe various reasons for making art. (Aesthetic Valuing 4.2)
•
Select something they like about their work of art and something they would change. (Aesthetic Valuing 4.4)
GRADE 2 •
Demonstrate beginning skill in the use of basic tools and art-making processes, such as printing, crayon rubbings, collage, and stencils. (Creative Expression 2.1)
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Compare different responses to the same work of art. (Aesthetic Valuing 4.2)
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Use the vocabulary of art to talk about what they wanted to do in their own works of art and how they succeeded. (Aesthetic Valuing 4.3)
GRADE 3 •
Compare and contrast selected works of art and describe them, using appropriate vocabulary of art. (Aesthetic Valuing 4.1)
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Identify successful and less successful compositional and expressive qualities of their own works of art and describe what might be done to improve them. (Aesthetic Valuing 4.2)
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Select an artist's work and, using appropriate vocabulary of art, explain its successful compositional and communicative qualities. (Aesthetic Valuing 4.3)
(TOP)
(TOP)
CYANOTYPE COMPOSITION by Melanie (age 7)
CYANOTYPE COMPOSITION by Valerie (age 8)
(BOTTOM)
CYANOTYPE COMPOSITION by Amelie (age 6)
(BOTTOM)
CYANOTYPE COMPOSITION by Victoria (age 8)
(CYANOTYPE
COMPOSITION by Matthew (age 7)
CYANOTYPE COMPOSITION by Preksha (age 8 )
Students were given a choice of several famous landscape paintings and photographs. They were then tasked with applying their wildest imagination to extend these landscapes using watercolor. The young artists looked at and talked about landscape photography in the museum’s current exhibitions Annie Leibovitz: Pilgrimage and Rising Dragon: Contemporary Chinese Photography.
IMAGE: (TOP) EXTENDED LANDSCAPE (Little Butternut Key, Clyde Butcher) by Eric (age 6) (BOTTOM) EXTENDED LANDSCAPE (The Camel’s Hump, Edward Hopper, 1931) by Dhilan (age 8)
PROBLEM / ACTIVITY STATEMENT Students will explore the basics of landscape in art as they create a drawing that imaginatively extends the borders of a landscape painting or photograph created by another artist.
OBJECTIVES Students will • OBSERVE and discuss landscapes exhibited in the museum. • UNDERSTAND the basic elements of a landscape. • ENVISION an abstract idea and represent it visually on paper. • EXPLORE the illusion of space.
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EXPRESS their interpretation of a famous
• •
DEVELOP CRAFT in watercolor media.
•
artwork. PERSIST as problems arise in the
artmaking process. REFLECT upon their own artmaking process.
GALLERY QUESTIONS EXHIBIT: Rising Dragon: Contemporary Chinese Photography
MT. HUANGSHAN (A074) Wang Wusheng 2007 Gelatin silver print
MT. HUANGSHAN (A124) Wang Wusheng 2004 Gelatin silver print
• • • • •
MT. HUANGSHAN (CO7919) Wang Wusheng 2007 Gelatin silver print
What do you see? What do you see that makes you say that? Which part of the landscape is closest to us? Which is farthest away? How do you know? What do you notice about the colors? Were these photographs taken in the same place or different places? How do you know? Which one these landscapes is your favorite? Why?
EXHIBIT: Annie Leibovitz: Pilgrimage • • • • • •
What do you see? What do you see that makes you say that? What is a photograph? Have you ever been a photographer? What is the difference between a photograph and a painting? What time of day and season is it in the photograph? How do you know? Why would the photographer take a picture of this place? Can you make up a story about the person that lives in this house?
JACOB LOTT’S FARM, EAST CALVARY FIELD, GETTYSBURG, NATIONAL MILITARY PARK, GETTYSBURG, PENNSYLVANIA Annie Leibovitz 2010 Photograph
• • • • • • •
What do you see? What do you see that makes you say that? What do you notice about the shapes and lines in this photograph? Is this a landscape? Why or why not? Would you like to travel to this place? Why or why not? Does this landscape look natural? Is it cold or hot in this place? How do you know? What would you name this photograph?
ROBERT SMITHSON’S “SPIRAL JETTY”, ROZEL POINT, GREAT SALT LAKE, UTAH Annie Leibovitz 2010 Photograph
MATERIALS (1 PER STUDENT UNLESS OTHERWISE NOTED)
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a variety of landscape exemplar print-outs (approx. 2” x 4” in size) white 11” x 17” watercolor paper gluestick pencil and eraser watercolor pencils aqua brush paper towels black sharpie marker
PROCEDURES I. INTRODUCTION • Introduce students to the basics of LANDSCAPE art by looking at a few examples. Discuss FOREGROUND, MIDDLEGROUND, and BACKGROUND, PERSPECTIVE, HORIZON LINE, CITYSCAPE, and SEASCAPE: LANDSCAPE: a picture of an outdoor scene FOREGROUND: the area of the picture that appears closest to us MIDDLEGROUND: the area of the picture in between the foreground and background BACKGROUND: the area of the picture that appears farthest away from us PERSPECTIVE: objects in the foreground appear more detailed, clear, and larger in size; objects in the background appear less detailed, less clear, and smaller in size CITYSCAPE: a landscape including images of a city, for example: skyscrapers, taxicabs, pedestrians SEASCAPE: a landscape including images of the ocean, for example: waves, sea creatures, boats •
Introduce the EXTENDED LANDSCAPE project. Show examples of finished works.
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Demonstrate the use of watercolor pencils and aqua brushes.
II. CHOOSE LANDSCAPE AND SKETCH • Have each student choose one landscape exemplar print-out using a lottery system. • Have students sketch a few ideas for extending their EXTENDED LANDSCAPES before starting on their final drawing. Students will extend their chosen landscape using their wildest imagination. Encourage them to make the landscape their own by telling an interesting visual story about what is happening outside the borders. Have students explain their ideas before moving on to their final paper, giving aid when necessary. III. GLUE • Pass out one sheet of white 11” x 17” paper to each student. Have them write their names on the back in pencil. • Have students use glue sticks to adhere their chosen exemplars on their horizontal white 11” x 17” pieces of paper. Students can glue them anywhere on their page, but should be reminded to chose carefully, as they will have to fill in the remaining white paper with their own drawings. Remind students to glue neatly. IV. DRAW • Pass out pencils and erasers. Have students complete their drawings using only pencil. Remind students to draw big, as to fill up more room on the page. Remind students to draw light, as their pencil lines will be traced with sharpie markers and erased. • Once the pencil drawings are completed, pass out the black sharpie markers, Have students trace their pencil lines with the markers. Remind students that the sharpies should be used only to outline shapes, not to color them in. • Have students carefully erase all of their pencil lines. V. COLOR • •
Pass out watercolor pencils. Remind students that they are not limited to using the colors found in their landscape exemplar print-outs. Have students neatly color-in their drawings. Pass out the aqua brushes. Remind students to use them on only one color at a time and to clean the brushes between each color, much like regular paintbrushes.
Vi. REFLECT •
Allow students to come up to the front of the class one by one and briefly share their works of art. Call on the other students to give compliments about the work. Have the artists themselves think of one thing they would change if they were to make this project again. Ask students “What was a problem that you faced when making this project? How did you overcome that problem?”
COMMON CORE STANDARDS GRADE 1 English Language Arts Standards •
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (CCSS.ELA-Literacy.SL.1.1a)
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Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (CCSS.ELA-Literacy.SL.1.1b)
GRADE 3 English Language Arts Standards •
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Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (CCSS.ELA-Literacy.SL.3.1b)
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Explain their own ideas and understanding in light of the discussion. (CCSS.ELA-Literacy.SL.3.1d)
GRADE 2 English Language Arts Standards •
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Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (CCSS.ELA-Literacy.SL.2.1a)
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Build on others’ talk in conversations by linking their comments to the remarks of others. (CCSS.ELA-Literacy.SL.2.1b)
CALIFORNIA VISUAL ARTS STANDARDS GRADE 1 •
Identify the elements of art in object in nature, in the environment, and in works of art, emphasizing line, color, shape/form, and texture. (Artistic Perception 1.3)
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Depict the illusion of depth (space) in a work of art, using overlapping shapes, relative size, and placement within the picture. (Creative Expression 2.3)
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Plan and use variations in line, shape/form, color, and texture to communicate ideas or feelings in works of art. (Creative Expression 2.4)
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Explain how artists use their work to share experiences or communicate ideas. (Historical and Cultural Context 3.1)
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Compare different responses to the same work of art. (Aesthetic Valuing 4.2)
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Identify and describe various subject matter in art (e.g., landscapes, seascapes, portraits, still life). (Historical and Cultural Context 3.2)
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Select something they like about their work of art and something they would change. (Aesthetic Valuing 4.4)
GRADE 2 •
Identify the elements of art in objects in nature, the environment, and works of art, emphasizing line, color, shape/form, texture, and space. (Artistic Perception 1.3)
GRADE 3 •
Identify and describe how foreground, middle ground, and background are used to create the illusion of space. (Artistic Perception 1.3)
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Paint or draw a landscape, seascape, or cityscape that shows the illusion of space (Creative Expression 2.3)
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Compare and contrast selected works of art and describe them, using appropriate vocabulary of art. (Aesthetic Valuing 4.0)
EXTENDED LANDSCAPE (Starry Night, Vincent van Gogh, 1889) by Axel (age 5)
EXTENDED LANDSCAPE (Landscape, Roy Lichtenstein, 1964) by Maggie (age 7)
EXTENDED LANDSCAPE Great Wave Off Kanagawa, Hokusai, 1829-1832) by Alex (age 7)
EXTENDED LANDSCAPE (Wind from the Sea, Andrew Wyeth, 1947) by Tyler (age 8)
“WHAT I LIKE ABOUT THE SJMA SUMMER CAMP IS THAT YOU DON’T JUST LEARN ARTS AND CRAFTS, YOU LEARN ABOUT REAL ART AND REAL ARTISTS.” -MAGGIE, AGE 7