About Me

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Chay Ross, Artist, was born and raised in the surrounding areas of South Bay and Los Angeles California. She earned her Bachelor of Arts in Arts Education from California State University, Los Angeles, which allowed her to train and study interdisciplinary areas within the arts and education profession. To advance her academic discipline, she went on to earn her Masters of Arts in Education (M.A.Ed.) and single-subject teacher certification in Visual Arts. In her spare time, she likes to do arts & crafts. She also likes to watch YouTube videos to learn various new skills.

Tuesday, October 26, 2010

AP Art Lesson Plan - Self Portrait by Chalon


http://www.unomaha.edu/fineart/art/NACNEMasters/unitinstruc.html

Advanced Placement Art

Grade: 9-12

Subject: Art. Drawing & History

Topic- Self Portrait, Influenced by Pablo Picasso's Blue and Rose Periods.

Instructor: Mrs. Chalon Ross-Lee

Teacher Reflection-

When writing this lesson plan, I wanted students to see understand how the mood of an art piece

can change by simply changing it's colour. For a more dramatic effect, I decided to use black

paper with colour pastels applied. They were able to create a self-portrait that displayed them in

a completely different light, creatively. They were given expressive freedom, while exploring line,

form, and spatial relations. This is an engaging project that I am sure students will enjoy.

California State Standards:

1.6 Describe the use of the elements of art to express mood in one or more of their works of art.

1.8 Analyze the works of a well-known artist as to the art media selected and the effect of

that selection on the artist's style.

2.1 Create original works of art of increasing complexity and skill in a variety of media

that reflect their feelings and points of view.

4.2 Identify the intentions of artists creating contemporary works of art and explore the

implications of those intentions.

Objectives:

Students will..

1. Gain an understanding and discuss how art and color can effect emotions.

2. Convey one aspect of your identity (mood), through the use of color in your self-portrait.

3. Show / articulate examples of how color influences culture.

4. Describe how your personal beliefs, cultural traditions, social groups, and media influence your

choice of color meaning in your self portrait.

5. Show finished project with appropriate colors, forms, and gestures.

Anticipatory set:

PowerPoint Introduction-

Picasso went through many periods in his life. One of the most famous ones was the Blue period

(1901-1904). During that period his friend died which encouraged him to paint in very sad colors.

After that was the Rose period (1906-1907). In this period he painted with reds and other bright

colors. His paintings were positive.

When he got older, he painted with a circus theme. Some of these paintings were Parade and

Acrobat with ball.

Procedure:

a. Input.

Development-

OUTLINE OF CLASS ACTIVITIES:

a. Introduction, b. demonstration, c. methods to be used.

Day 1-5: Introduction

1. Display several paintings by Pablo Picasso.

2. Explain the Blue and Rose Periods in Picasso's art and its importance (artists who were

influenced by it).

3. Ask students to studying how light and shadow are related.

4. Discuss with the students what thoughts the paintings bring to mind, what emotions they

evoke. Explain to the students how different paintings can stir different thoughts and emotion.

b. Modeling.

Activity:

Day 6: Beginning of art making session 1. Discuss the methods that were used by different artist.

Pass out supplies

Day 7-25: Continuation of art making session and research project

Duration: 25 one-hour classes/approximately 6 weeks.

Materials and aides:

1. Photograph of yourself.

2. Charcoal Paper, 11''x14'' or larger.

3. Soft pastels.

4. Drawing board.

5. Stumps.

6. Spray fixative.

c. Check Understanding.

Evaluation and Grading Rubrics

Required: Short research paper.

Required: Oral presentation of the material.

Required: Poster or PowerPoint.

Optional: For extra credit, students may bring examples of Degas' many

pastels; or Pierre Bonnard, Mary Cassatt, Odilon Redon, Willem de Kooning, and Berthe

Morisot.

Did students…

1. Gain an understanding and discuss how art and color can effect emotions.

2. Convey one aspect of their identity (mood), through the use of color in their self-portrait.

3. Show / articulate examples of how color influences culture.

4. Describe how their personal beliefs, cultural traditions, social groups, and media influence their

choice of color meaning in their self-portrait.

=50% of final grade.

5. Show finished project with appropriate colors, forms, and gestures.

=50% of final grade.

Guided practice:

Through the instructor’s guidance, each student will…

1. Create a sketch outline.

2. Chose a color scheme / palette.

3. Apply color using light to mid-tones, then highlights and dark tones.

4. Retouch with highlights and dark tones.

Closure:

Ask students what they think about Pablo Picasso and his different moods.

Ask students how do the paintings make them feel.

Do they like this style of artwork (remember there are no wrong answers here) Ask questions

about what was learned.

Independent Practice:

Through independent studies, each student will define…

1. Color Relationships

2. Expression

3. Contour

4. Mood

5. Neutral Colors

6. Achromatic - Monochromatic

Through independent studies, each student will read…

1. Handouts/text book related to topic.

Through independent studies, each student will write…

1. 400-700 word research paper on topic.

© C.ross Design 2010. All Rights Reserved.

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