Born to Be WILD Fauvist Landscapes in Acrylics and Oil Pastel This lesson combines an art history lesson on the Fauvist movement and exploration in acrylics and oil pastel. Students will be introduced to the wild child of the Parisian art scene of the late 1800s- The Fauves. Inspired by Post-Impressionists Van Gogh and Gauguin, the Fauves developed a genre all their own, one of landscapes filled with bold, unusually flat color. After their wild colors scared the “putti’s” (Italianmade porcelain cherubs) at the legendary Paris Salon, the artists came to be called “les fauves”, or “wild beasties”. Their movement was short lived, but their work influenced the Expressionist movement that followed. Today, Wolf Kahn’s artwork echoes the colorful landscape technique of the Fauves. Students will also conduct a class critique of the paintings, encompassing vocabulary dealing with the elements of art. Grade Level: 6-8, Middle School Time Required:
4-5 hours
Materials:
canvas boards pencils oil pastels brushes acrylic paints water containers paint palettes
Vocabulary: Fauvism:
a movement in painting influenced by Van Gogh and Gauguin and characterized by vivid colors, free treatment of form, and a resulting vibrant landscape
Landscape:
a picture representing natural scenery, landforms, etc.
“Les Fauves”:
“The wild beasties”, i.e. ‘look at les fauves, scaring those little putti’s (Italian cherubs)’
Useful Text:
Wolf Kahn Pastels by Wolf Kahn
Objectives: • Students will create a Fauvist landscape in acrylic paint • Students will employ oil pastels to enhance their paintings • Students will be introduced to the art history of the Fauvist Movement
Procedure Set Up: Teacher will decorate the classroom with visual aids including Fauvist paintings. Slideshow may be prepared to discuss the art history involved, including works of the previous, inspiring movement and those that followed as a result. On the supply table will be canvas boards, acrylic paints, painting supplies, pencils, and oil pastels. Introduction: DAY 1: Slideshow will commence. After slideshow, teacher will explain that class will be drawing their own landscapes (from visual aids or real life) with pencil on the canvas board, adding acrylic paint and oil pastels later. Demonstration: On a bulletin board in the front of the room, teacher models use of acrylics in a quick landscape drawing. Elements of landscape drawing should be reviewed (horizon line, background, foreground, middle ground, inclusion of trees and other objects, distance, etc.). Emphasize flat, vibrant, and solid (pure) color choices of the Fauvists. Oil pastel enhancement will be modeled later. Execution: The students will return to their seats with supplies and begin drawing landscapes in pencil on the canvas board. DAY 2-3: After a teacher check, students will begin with acrylics. DAY 4: Once acrylic landscapes have been completed, students will begin to enhance with oil pastels. Reflection: DAY 5: After the lesson has been completed, class will circle up as a group. Teacher defines and gives examples of the elements of art. Critique will ensue. For each painting, 2 “glows”, or compliments will be given first. Then 1 “grow”, or suggestion. Finally, a rap-up “glow” will complete the critique with a positive spin. Students will evaluate themselves in a rubric. Motivational Material: Provide students with examples of Fauvist prints, landscapes, etc. Provide students with additional examples completed by teacher previously. Assessment Formative: On-going checks with teacher for comprehension. Summative: Class critique and self-check rubric, filled out by teacher and student. Vermont Standards: 5.29 Students use the elements and principles of two- and three- dimensional design in the visual arts, including line, color, shape, and texture, in creating, viewing, and critiquing. 5.4 Aesthetic Judgment: students form aesthetic judgment 5.5 Critique and Revision: students develop a point of view that is their own National Standards: 1a. Apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks. 5a. Identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works. 5e. Correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions. Lesson Adaptations:
Adaptations may be made for students with limited control over motor skills. Such adaptations include gripped pencils, larger canvases, and enlarged prints of landscapes. Blocking off a drawing into squares to transfer may also be helpful. Extensions: For shortened class periods, landscapes can be restricted to examples of prints on tables (excluding outdoor time), and lesson plan may be shortened to exclude slide lecture. To lengthen the lesson, a thumbnail drawing may be completed first using chalk pastels, in addition to the painting.
Born to Be WILD Fauvist Landscapes in Acrylics and Oil Pastel Name:
____________________________
Fauvism:
a movement in painting influenced by Van Gogh and Gauguin, characterized by vivid colors, free treatment of form, and a resulting vibrant landscape
FOCUS
D and below
C- C C+ Process Student effort is non- Student effort existent. Student is not where is shows no visible should be. focus. Student is not focused.
B- B B+ Student is actively engaged in work throughout the process.
Criteria
2 colors or less used. Little to no evidence that previous guidelines for Fauvist landscapes have been followed (see above).
3 colors used. Visible effort has been made to follow previous guidelines for Fauvist landscapes (see above).
A- A A+ Student shows extreme effort and determinatio n in their effort and output. 4 colors used. 5 or more Portraits colors are follow used. previously Fauvist instructed landscape Fauvist goes above landscape and beyond template (see previous above). guidelines (see above).
Produc t
Does not complete any of the lesson objectives. The project is not complete.
Completes only one lesson objective (i.e. only uses acrylic paint).
Student creates a landscape using the proper materials.
An extremely well done landscape follows the lesson objectives and takes it above and beyond.
Objectives: • Students will create a Fauvist landscape in acrylics • Students will employ oil pastels to enhance their paintings • Students will be introduced to the art history of the Fauvist Movement
Les Fauves Andre Derain
Vlaminck
Student Work