Title III Technology Literacy Challenge Grant

Learning Unit

Overview | Content Knowledge | Essential Questions | Connection To Standards | Initiating Activity | Learning Experiences | Culminating Performance | Pre-Requisite Skills | Modifications | Schedule/Time Plan | Technology Use

OVERVIEW

 In this unit the students will learn to recognize various paintings by Mondrian, Picasso and Seurat. They will be made aware of various techniques, lines and colors used by famous artists. Children will begin to look for art in the world around them and develop an appreciation for all types of art. They will experience creating their own masterpieces using different techniques.

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

= Why is art important to all of us?

= How do artists use different techniques to create their work?

= What do artists communicate through their work?

CONNECTIONS TO NYS LEARNING STANDARDS
List Standard # and Key Idea #: Write out related Performance Indicator(s) or Benchmark(s)

 STANDARD #1 ART: Students will actively engage in the processes that constitute creation and performance in the arts and participate in various roles in the arts.

Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works.

STANDARD #2 ART: Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.

Know and use a variety of visual arts materials, techniques, and processes.

Develop skills with electronic media as a means of expressing visual ideas.

Know about some cultural institutions and community opportunities for looking at original art.

Give examples of adults who make their living in the arts professions.

STANDARD # 3 - 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.

Explain the themes that are found in works of visual art.

MATHEMATICS, SCIENCE AND TECHNOLOGY

STANDARD #2: Information Systems: Students will access, generate, process, and transfer information using appropriate technologies.

STANDARD #5: Technology: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

INITIATING ACTIVITY

Class will be divided into groups of 4. Each group will be given a bag containing three puzzles made by teacher. Each is a copy of a painting by one of the three artists we will be studying. Each puzzle is cut into the exact same pieces so they are interchangeable. Children will assemble the 3 puzzles cooperatively.

Teacher will display the real picture and children will compare to see if theirs are correct.

Class discussion: "How did you figure out which pieces would go into each puzzle?" (color, line, content) "Do you think the same artist did all three?" "Why?" "Where could you go to see paintings like these?"

Make K-W-L Chart of Art and Museums.

LEARNING EXPERIENCES
In chronological order including acquisition experiences and extending/refining
experiences for all stated declarative and procedural knowledge.

DAY 1 -- Initiating Activity and KWL chart

DAY 2 -- Introduction to Mondrian

Read: Do You See What I See? By Helen Borten (Abelard-Schuman, NY 1959) Discuss art with class.

Using LCD projector, show class examples of paintings by Piet Mondrian.

Class Discussion: similarities and differences

Use of primary colors, no-color boxes

Geometric shapes

Show examples on computer web sites:

http:/arthistory.about.com/arts/arthistory/library/blartist_mondrian.htm

http://titan.glo.be/~gd30144/mondrian.html

http://www.well.com/user/booter/Artcars/mrsduffy.html

http://www.postershop.co.uk/mondrian.html 

Facts about Piet Mondrian: 1872-1944, Holland

Paintings became known as "The Style"

Uses mostly primary colors and dark lines, flat surfaces and straight lines

(More info: www.u-wire.com/mondrian)

Books: Mondrian by Jose Maria Faerna (Abradale's Great Modern Masters Series) ISBN 0810946874

Piet Mondrian: Catalogue Raisonne by Joop M. Joostein and Robert P. Welsh 1998 ISBN 0810942879

DAY 3 -- Mondrian crayon drawing

"Today we are going to make our own picture the way Mondrian probably would have. We will be using crayons and rulers."

Teacher uses ruler and black crayon with white 9"x12" paper at the board. Thinking aloud, make lines as Mondrian would have. "To make the lines, I'll use my black crayon and my ruler. I will make my laying down lines first." Do this using varying intervals, etc.

"Now I'll make standing up lines. I don't want all the squares and rectangles I make to be the same size. So I'll make a line here and here and here." Model.

ALLOW CHILDREN TIME TO DO THIS.

Thinking aloud, color in some of the shapes with primary color crayons. "I want to leave some white. Mondrian did not color all the shapes. We can color some black, also."

GIVE CHILDREN TIME TO DO THEIRS.

Hang to display.

Centers this week: On computers, go to "MONDRIMAT", http://www.stephen.com/mondrimat/, a computer simulation that allows user to split Web browser frames and change their colors in an approximation of a Mondrian painting. Teacher will model this procedure on class television/computer first. Use think-aloud technique.

Check their work during center time for use of all colors, differing shapes and sizes.

 DAY 4 -- Create painting in the style of Mondrian

(Teacher models how to make a "Mondrian". Uses think-aloud through it.)

On 12"x18" white oak tag, the teacher uses ruler and black marker to make vertical and horizontal lines. Use think-aloud technique. Talk through what is being done and what is being thought.

Using red, yellow and blue tempera paint, paint in some areas. "I need to leave some white."

Then give each child their piece of white oak tag, ruler, black marker and have them draw in standing-up lines and laying-down lines. Give each group of children red, yellow and blue paints and small paintbrushes. They will paint areas and leave some blank.

Display!

DAY 5 --Introduction to Picasso and collage style

Read: Picasso by Mike Venezia, Childrens Press, Chicago 1988 ISBN0516422715

Discuss the life of Pablo Picasso.

1881-1975, Spain

Father = art teacher and gave Pablo lessons

By age 13, better artist than his father

Age 26 - started different way of painting. Made things not look like they really do.

Started movement called CUBISM (using geometric forms, distorted)

Show examples of his collage style using LCD projector and on computer/television.

Books: The Illustrated History of Art by David Piper, Cresent Books, NY 1991

Pablo Picasso (Famous People Series) by Ibi Lepscky (ages 4-8) ISBN 0812014502

Examples on web site: http:/www.tamu.edu/mocl/picasso/

On-line Picasso Project (for many painting examples) http://www.tamu.edu/mocl/picasso/biog/tour.html (go to 1912)

 "How do you think Picasso created these?" technique called collage (artwork made by pasting together diverse materials.) Picasso used newspaper letters and numbers and pieces of caning.

"We have made a collage using magazine pictures, yarn and pieces of fabric."

Point out that Picasso's pictures don't look just like what they do in real life. This is called Cubism. Picasso's people had all the features (eyes, nose, arms, etc.) but were put in different places than on real people.

"Let's look at some pictures by Picasso and Mondrian and see if you can tell who painted them." Use LCD projector and show a few examples by both artists.

***Assessment: In this exercise, children will show that they see and understand the difference between two styles of artists. Give each child a black and white copy of four examples by Mondrian and four examples by Picassso. Have them label with "M" or "P" for who created them.

DAY 6 -- "Today you will be creating a picture in the collage style like Picasso"

Provide pictures, colors from magazines, letters from newspapers and other pieces of "stuff", along with paper, glue and scissors. Teacher, using given materials, will model how to create a collage. Cut out pieces of person's face from different pictures in magazines and paste together to create another face. Make background using colors and pictures. Use "think-aloud" throughout this process.

Let children do this to create their own picture.

ASSESSMENT: Using a tape recorder, interview child. Have each tell how they did their picture and explain what they made. Have them make up a title for their piece. Label as such and then display for everyone's viewing pleasure.

DAY 7 --Introduce Seurat and Pointillism

Show some examples of pointillism by Seurat using LCD projector and pictures from books, and on web site

BOOKS: George Seurat by Pierre Courthion 1988 ISBN 0810915197

Seurat by Hajo Duchting, 1999 ISBN 3822865109

Seurat: A Biography by John Rewald, 1992 ISBN 0810981246

WEB SITES: (This one is EXCELLENT. Allows viewing of about 30 paintings by Seurat at a very close range so the technique is visible.) http://www.artchive.com/artchive/S/seurat.html 

http://www.keppel.k12.ca.us/KEPPE/Almondale/pointillism.html

Ask children how they think Seurat made the paintings to look like that.

Explain Pointillism: applying paint in isolated dots of color.

Give each child small piece of white paper. Ask them to draw a shape (star, heart, circle). Using a crayon, fill in the shape using dots of color.

FACTS ABOUT SEURAT: 1859-1891 France

Used tiny brushstrokes of contrasting colors known as Pointillism.

Artist/scientist = spent his life studying color and light

Did 500 drawings in his 32-year life (7 monumental paintings, 60 smaller paintings, drawings, sketchbooks)

Very private man.

***REVIEW ACTIVITY***

 Show 3 pictures. One by each painter: Mondrian, Picasso, and Seurat. Children will decide which artist did each painting. Develop Venn diagram about these 3 painting. Children will tell similarities and differences of their styles. Since they are non-readers, pictures will be used to portray colors, lines, materials, and techniques in completing the Venn diagram.

DAY 8 --Create a picture in the style of Pointillism using fingertip.

Give each child a simple black line drawing and several tempera paint colors. Teacher will model how to use fingertip to fill in picture in Pointillism style using think-aloud technique.

Children will use their fingertip to paint picture using "finger dots", not finger painting in usual style.

ASSESSMENT: Look at finished painting for correct use of materials.

This week at centers: Children will work on computers using "Paint".

(On main menu, click on "Paint". Go to "view" and click on "Tool Box". Here, click on spray can. Choose color from color palette at bottom of page. Click in ground of page to create small patches of colors to form picture. Change colors as often as desired.)

DAY 9 -- Create a painting in Pointillism style using fine brush and tempera paint.

 Provide children with fine paint brushes and various tempera paints.

"Today our job will be a little more difficult. We have made pictures in Pointillism style with crayons and fingertips. Today, we will use brushes and paints just like Seurat did. The important thing to remember is, NOT TO USE THE BRUSH TO MOVE THE PAINT ACROSS THE PAPER. We will DOT the paint onto the paper."

Model this at the board using think-aloud technique.

Give children a black line picture and allow them time to work slowly. Play some classical music in the background and let them create.

ART GALLERY-- These paintings will be hung to display as an Art Gallery. Parents, teachers, and other classes will be invited to an "Art Show" to view these works. The children will 'dress up' that day as they will be the hosts and artists explaining their works. Refreshments will be served (punch and cookies) as at a real art gallery.

CULMINATING PERFORMANCE
Include rubric(s)

The students will show they understand the techniques used by the three artists studied.

(3 class periods)

I have 3 art centers set up around the room. One has materials like Mondrian would have used. Another has art supplies that Picasso doing a collage would have used. The third has materials that Seurat might have used. I am giving each of you a simple picture. Since you now know how each of those three artists worked to create their masterpieces, you will work as they did on your simple picture. You see it is folded into three equal parts. For one part you will go to the Mondrian table and make that part as Mondrian would have. Choose another section, go to the Picasso table and make that part into a collage. The third section you will work on at the Seurat table and paint in the Pointillism style. We will take three days to complete this picture. You will only do one part today. We will let it dry and then do another part tomorrow.

Remember you are the artist today painting in the style of great artists from the past. Choose any section you wish for each artist. I am looking to see that you understand the technique that each artist used.

When you are done and have signed your work, you will make up a title for your painting. I will type up your title and your name to put on these. We will than make our own art gallery in the hall for all to enjoy.

Depending on availability of programs, a Distance Learning "field trip" to a museum may be taken at the conclusion of this unit. The students would then have the opportunity to view art pieces as they are displayed in art galleries and hopefully recognize some paintings as having been done by artists they have studied.

PRE-REQUISITE SKILLS

Should be comfortable working at the computer and using the mouse.

Cutting and pasting.

Familiar with geometric shapes and primary colors.

Be familiar with filling in a Venn diagram. 

MODIFICATIONS

Students with special needs will be paired with high level students to complete art tasks.

Use of touch screen will be available for computer work.

UNIT SCHEDULE/TIME PLAN

 Total of 12 class periods. Probably not consecutive days. I will teach this for about 3-4 weeks total.

TECHNOLOGY USE

 Computers: Visit web sites to see many examples of artists' work.

Go to an interactive site to create a Mondrian-style picture.

Use "Paint" program to create a Seurat-style picture.

LCD Projector: Used to view small pictures of artists' works from books.

Tape recorder: Will tape their interviews as they explain how they created a collage.

Distance Learning room and programs

PAINTINGS BY MONDRIAN

"Composition in red, Yellow and Blue"

"Broadway Boogie Woogie"

"Composition in Blue, Yellow and Black"

"Composition in Grey and Yellow"

"Composition in Blue"

"Composition No. I"

"Composition No. II"

PAINTINGS BY PICASSO

"Violon"

"La Coquille Saint-Jacques"

"Notre Avenire est dans l'Air"

"Violon, verre, pipe et encrier"

"Guitare, partition, verre"

"Nature morte spagnole"

"Violon et feuille de musique"

"Guitare"

"Compotier"

PAINTINGS BY SEURAT

"Bathing at Asnieres"

"Sunday Afternoon on the Island of LaGrande Jatte" ('Un dimanche apres-midi a I'lle de la Grande Jatte")

"Gray Weather, Grande Jatte"

"The Side Show"

"Young Woman Powdering Herself"

"Le port de Gravelines"

"The Circus"