Classroom Presentations

Contrast: Middle/High School

• Pablo Picasso
• Yvaral
• Joan Miro
• Rene Magritte
• Georges Braque
• Fernand Leger

LESSON PLAN: CONTRAST

Overview: Students will learn about contrast in works of art and view examples of works that utilize the concept of contrast through color, line, and shape.  They will view, analyze, and discuss works of art by different artists from different time periods and learn about the history behind each work of art and its artist.

Age Group: Grades 6-12

State Standards:

Visual Arts

Standard 1: Students perceive and respond to works of art, objects in nature, events, and the environment.  They also use the vocabulary of the visual arts to express their observations.

Standard 2: Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

Standard 3: Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

Length of Lesson:

Approximately one 60 minute lesson

Objectives:

Students will be able to:

• Define the following terms: line, shape, color, contrast
• Analyze a work of art in terms of the artist’s use of the elements of line, shape, color, and contrast
• Relate cultural influences and historical elements to the artwork that they view

Materials:

• Examples of works of art that exemplify contrast
• Paper and pencil for notes/reflection 

Lesson:

• Review the terms line, shape, color
• Discuss the definition of contrast: A principle of art that refers to the arrangement of opposite elements (light vs. dark colors, rough vs. smooth textures, large vs. small shapes, etc.) in a piece so as to create visual interest, excitement and drama.
• Show the following works:

• Jean-Pierre Vasarely Yvaral (1934-2002) Star (Marilyn Monroe), c. 1990
• French optical artist whose father Victor Vasarely founded the optical art movement
• 1975 – coined the phrase “Numerical Art” – art programmed according to numerical law (math incorporated into artwork)
• Used computers to digitally process/manipulate images
• Yvaral was fascinated with ideas of celebrity/popular/famous imagery
• Mona Lisa, JFK, George Washington, Abraham Lincoln another image that he commonly addressed
• This work exemplifies one of his favorite subjects- created many works of different portraits of her amongst this is one example
• Optical illusions (magic)

• Joan Miró (1893-1983) Untitled, 1954
• Spanish Surrealist Artist
• Surrealism: paint ideas buried deep in your minds (subconscious).  Works don’t have to make sense (imaginary/fantastical); this is why many surrealist works look like something from a dream
• Poets/writers initiated this art movement which then spread to the visual arts
• Initially studied business, but after suffering a nervous breakdown, he turned to art
• Miró is known for his childlike, playful imagery
• Often created art to accompany poetry/written words

• René Magritte (1898 – 1967) Dominion of Lights, c. 1950
  • Born in 1898 in Belgium
  • Attended art school in Brussels to seek inspiration/partially to escape the WWI invasion
  • In 1924, Magritte became associated with Surrealists- became one of the greatest Surrealist artists of all time
  • Magritte’s version of Surrealism
    • Witty/thought provoking images
    • Challenged our preconditioned thoughts of reality
    • Places ordinary objects in an unusual context
    • Gives new meaning to familiar things

• Georges Braque (1882-1963) Still Life with Lemons, c. 1960
  • French artist best known for developing Cubism with Picasso (often said that the two painted side by side and that their works were so similar one could barely tell them apart)
  • Started as a house painter/decorator
  • Fought in WWI-Braque enlisted in French army and  suffered a head injury
  • Initially focused on landscapes but interest shifted towards still life works
    • Still life- emphasizes structure
    • Tactile element- can touch and move/around subject
      • Simultaneous perspective (view from many different angles at once) and fragmentation (breaking apart of the subject)

• Fernand Leger (1881 – 1955) Still Life with Fruit, 1948
  • Later figure in the Cubism movement
  • Fought in WWI where he was injured (gassed) – greatly affected Leger
  • During the war met men of different social classes/walks of life-changed his outlook on his own life
  • Greatly influenced by modern urban and technological culture
  • Machinery, construction, the working class- common themes
    • Characterized by tubular, fractured forms, cones, cylinders, and cubes- nicknamed “The Tubist” instead of “Cubist”
    • Fact: Taught at Mills College during WWII

• For each work, provide brief background information on the artist, the time period, and the artistic style
•  Continue with questions such as the following:
  • What do you think is going on in this image? What do you see that makes you say that?
  • How does the artist use elements of line, shape, and color to convey this image?
  • Where do you see contrast within this work? What type of contrast (color, line, etc.)?
  • Do you like this piece? Why or why not

IMAGE	ARTIST	TITLE
	Pablo Picasso	Jacqueline Married
	Yvaral	Star (Marilyn Monroe)
	Joan Miro	Untitled
	Rene Magritte	The Dominion of Lights
	Georges Braque	Still Life with Lemons
	Fernand Leger	Still Life with Fruit

Rene Magritte: Elementary

• Rene Magritte

LESSON PLAN: RENE MAGRITTE

Overview: Students will learn about Rene Magritte and his Surrealist style.  They will examine 4 works of art by Magritte.  Students will then create their own portraits in the style of Magritte.

Age Group: Elementary School (Grades 3-5)

State Standards:

Visual Arts

Standard 1: Students perceive and respond to works of art, objects in nature, events, and the environment.  They also use the vocabulary of the visual arts to express their observations.

Standard 2: Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

Standard 3: Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

Length of Lesson:

One 90 minute lesson

Objectives:

Students will be able to:

• Define the term Surrealism and discuss the beliefs/principles behind this movement
• Relate cultural influences and historical elements to the artwork that they view, focusing on the life and style of Rene Magritte
• Create works of art in the style of Rene Magritte

Materials:

• 4 examples of artwork by Rene Magritte
• Paper
• Colored pencils, crayons, markers (tools to draw with)

Lesson Procedure:

• Discuss the life of Rene Magritte
  • Born in 1898 in Belgium
  • Magritte’s mother passed away when he a young boy; this left a lasting influence on his artwork
  • In 1924, Miro became associated with Surrealists
  • Define Surrealism: Art movement that begin in the 1920s
  • Often associated with images seen in dreams
  • Poets/writers initiated this art movement which then spread out to the visual arts
  • Characteristics:
    • Explore the dream state
    • Incorporate elements of chance and spontaneity
    • Emphasize the mysterious, strange, fantastic, mythological
    • Explain Magritte’s version of Surrealism
      • Witty/thought provoking images
      • Challenged our preconditioned thoughts of reality
      • Places ordinary objects in an unusual context
        • Gives new meaning to familiar things

• Show the following 5 works:
• The Great War, 1964
• The Ready-Made Bouquet, 1957
• Heartstring, 1960
• The Voice of Blood, 1959
• For each work, provide brief background information on the work/thought process behind the piece.

Marc Chagall: Elementary/Middle

• Marc Chagall

LESSON PLAN: MARC CHAGALL

Overview: By studying the art and style of Marc Chagall, students will create a fanciful piece of art representing themselves and their surroundings and illustrating Chagall’s quote “Great art picks up where nature ends.”

Age Group: Grades 3 – 8

State Standards:

Visual Arts

Standard 1: Students perceive and respond to works of art, objects in nature, events, and the environment.  They also use the vocabulary of the visual arts to express their observations.

Standard 2: Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

Standard 3: Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

Length of Lesson:

One 90 minute lesson

Objectives:

Students will be able to:

• Define the following terms: color, line, shape
• Analyze a work of art in terms of the artist’s use of these elements
• Relate cultural influences and historical elements to the artwork that they view
• Create fanciful, colorful drawings in the style of Marc Chagall

Materials:

• Examples of artwork by Marc Chagall
• Paper
• Black pencil/marker/pastel
• Colored pencils/markers/pastels

Lesson:

• Introduce students to the art and style of Chagall, engaging them in discussion about his work and use of intense color to create a dreamlike effect.
  • CHAGALL
    • Born in Liozna near Vitebsk (then a part of the Russian Empire) to a family of Hasidic Jews.  In 1906, he moved to St. Petersburg to study art. By 1910, Chagall had set his sights on Paris and moved to the cultural hub to pursue a career as a professional artist. 
    • Through the development of his whimsical, romantic style, Chagall achieved greatness.  The public became enchanted with Chagall’s fairy-tale touches, fanciful motifs, and colorful, ethereal imagery.
    • During World War II when the Nazi party took power, Chagall sought refuge in America, accepting the invitation of the Museum of Modern Art to live in New York’s lower East Side.  Adjusting to life in America was not easy, as Chagall had difficulty communicating in English. 
    • In 1948, Chagall had settled permanently in France and continued to create beautiful and inspired works.  He lived a prosperous and full life, ultimately passing away at the age of 98 from a heart attack.
  • INFLUENCES
    • Hasidism – founded by Baal Schem Tov, played a big part in his artwork.  Hasidism won over a large segment of the Jewish population of Eastern Europe in late 1800s, and Chagall was raised in the Hasidic tradition. This spirit of Jewish mysticism is apparent in Chagall’s work throughout his lifetime. 
    • Paul Gauguin
    • Chagall never forgot his home village of Vitebsk, incorporating Russian folklore and childhood memories into his artwork.  However, he also embraced the culturally rich worlds of St. Petersburg and, more importantly, of Paris, consistently incorporating elements from these cities into his work.
    • Chagall’s first wife, Bella Rosenfeld compositions, a striking beauty with a large white collar framing her lovely face.
  • ARTISTIC STYLE
    • Chagall was both a brilliant colorist and a gifted storyteller, as romantic narratives come to life before one’s eyes. His poetic depictions and childlike imagery allow the viewer to escape the realm of the real and enter the world of the imagined. 
  • SYMBOLS/SUBJECTS:
    • Couples
    • Animals
    • Clocks
    • The Eiffel Tower
    • Flowers (bouquets)
    • Roosters
    • Fiddlers
    • Fish
    • Candlesticks
    • Windows
    • Homes/Villages
    • Scenes of the Circus

• Show the following  works:
  • The Clock
  • Song of Songs
  • Plate 6 from Arabian Nights
  • The Magic Flute

• Instruct students to write “Great art picks up where nature ends” around the perimeter of the papers, or just write it on the board for them to see.
• Using a black pencil, marker, or pastel (pastels work best), have students draw a house, then turn their papers and draw themselves holding something they like; turn the papers again and draw trees/flowers; have them include a sun or moon with a face.
• Once their paper is filled, they may render their illustrations with oil pastels, taking care to use lots of intense colors like Chagall.

IMAGE	ARTIST	TITLE
	Marc Chagall	The Clock
	Marc Chagall	Song of Songs
	Marc Chagall	Arabian Nights
	Marc Chagall	The Magic Flute

Karel Appel: Elementary/Middle

• Joan Miro
• Karel Appel

LESSON PLAN: KAREL APPEL

Overview: By studying the art and style of Karel Appel students will learn about the use of color and the philosophy of the Cobra art movement.  Students will then create a colorful work of art (painting or drawing) in the style of the Cobra Movement.

Age Group: Grades 3 – 8

State Standards:

Visual Arts

Standard 1: Students perceive and respond to works of art, objects in nature, events, and the environment.  They also use the vocabulary of the visual arts to express their observations.

Standard 2: Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

Standard 3: Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

Length of Lesson:

One 60-120 minute lesson

Objectives:

Students will be able to:

• Define the following terms: color, shape, form, Cobra art movement
• Analyze a work of art in terms of the artist’s use of these elements
• Discuss the Cobra art movement and its basic components
• Relate cultural influences and historical elements to the artwork that students view
• Create colorful, spontaneous drawings or paintings in the style of Karel Appel

Materials:

• Examples of artwork by Karel Appel
• Paper
• Black marker/fine liner
• Colored pencils/markers/pastels/watercolor paints

Lesson:

• Introduce students to the art and style of Appel, engaging them in discussion about his work and use of experimentation/spontaneity, color, and childlike imagery in his artwork.
• Karel Appel:
• Born in 1921, Appel was a Dutch painter, sculptor, and poet, and one of the founders of the Cobra Art Movement
• Cobra Art Movement: COBRA or CoBrA was a European avant-garde movement active from 1948-51.
•  The name was coined in 1948 by Christian Dotremont from the initials of the members’ home cities: Copenhangen, Brussels, and Amsterdam. Formed with a unifying doctrine of complete freedom of color and form.  The movement was rooted in spontaneity and experiment; the COBRA artists drew from children’s drawings as inspiration and also the work of Joan Miró (see example below).
• Show the following works:
• Joan Miró, Ubu Roi, 1966
  • Surrealist work created to illustrate the tale of Ubu Roi by playwright Alfred Jarry. A comical take on Shakespeare’s Macbeth in which Pere Ubu murders a royal family, ascends to power, and flees to exile.
• Karel Appel, Personnages, 1973
• Karel Appel, Composition I, 1970
• Karel Appel, Composition II, 1970
• Epitome of COBRA work – spontaneity of color and form; no set structure and whimsical/playful in expression

IMAGE	ARTIST	TITLE
	Joan Miro	Ubu Roi
	Karel Appel	Personnages
	Karel Appel	Composition I
	Karel Appel	Composition II

Mood: Elementary

• Georges Braque
• Karel Appel
• Rene Magritte
• Joan Miro
• Pablo Picasso

LESSON PLAN: MOOD

Overview: Students will view works of art that convey a distinct sense of mood.  They will learn how line and color affect the impression that we get from a work of art, affecting our mood.  Students will then create drawings expressing a certain mood using what they have learned about line and color.

Age Group: Grades 1 – 5

State Standards:

Visual Arts

Standard 1: Students perceive and respond to works of art, objects in nature, events, and the environment.  They also use the vocabulary of the visual arts to express their observations.

Standard 2: Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

Standard 3: Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

Length of Lesson:

One 90-120 minute lesson

Objectives:

Students will be able to:

• Define the following terms: color, line, mood
• Analyze a work of art in terms of the artist’s use of these elements
• Explain how a work of art makes them feel based on the visual imagery conveyed
• Relate cultural influences and historical elements to the artwork that they view
• Create drawings based on a certain mood using color and line

Materials:

• 3-6 examples of artwork that convey a distinct mood
• Paper
• Markers/crayons/pencils

Lesson:

• Define the term “mood” and explain how art can make us feel a certain way/express a certain mood.
• Define the terms color and line
• Discuss different colors and what moods we associate with them
• Show the following 5 works:

• For each work, have the students express what they see, asking questions such as the following:
• What is going on in this work?
• What do you see that makes you think that?
• What colors do you see in this work?
• How does this work make you feel/what mood does it express?
• Why do you think this work makes you feel this way? (color? line?)
• Do you like this work? Why or why not?

• Draw a few lines on the board and ask what mood they convey. Have students draw different types of lines on the board and ask what mood they convey ie. angry line, sleepy line, etc.

• Keep a word bank in mind for different types of moods (examples: happy, sad, good, bad, calm, mad, silly, scared, curious, tired, hopeful, lonely, cold, warm, afraid, angry, joyful, relaxed, excited); use these to assist in guiding the discussion.

• Focus on Braque’s Boat. Have the students draw a similar landscape with the shore, water, and boat. Have them pick a mood and try to convey that mood based on their use of color and line.

IMAGE	ARTIST	TITLE
	Georges Braque	The Boat
	Karel Appel	Untitled
	Rene Magritte	The Voice of Blood
	Joan Miró	Cartons
	Pablo Picasso	The Youth Dancers

Portraiture: Elementary

• Anthony Van Dyck
• Pierre-Auguste Renoir
• Pablo Picasso
• Rene Magritte
• Yvaral

LESSON PLAN:PORTRAITURE

Overview: Students will learn about portraiture and the history of 5 portraits by different artists from different time periods.  They will visually analyze and verbally discuss these works of art and then reflect via a sketch or a written piece.

Age Group: Elementary (Grades 4-5)

State Standards:

Visual Arts

Standard 1: Students perceive and respond to works of art, objects in nature, events, and the environment.  They also use the vocabulary of the visual arts to express their observations.

Standard 3: Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

Length of Lesson:

One 50-60 minute lesson

Rationale: Viewing 5 portraits by 5 different artists broadens students’ awareness that a work of art reflects the era in which it was made.  It also teaches them that they can draw upon past work to inspire their own creativity.  Seeing the diverse range of artistic styles and interpretations of portraiture teaches them that there is no “right” way to create art and that art is subjective.

Objectives:

Students will be able to:

• Identify a portrait and cite at least three purposes of a portrait
• Analyze a portrait in terms of its elements and characteristics
• State at least 5 aspects that contribute to the depiction of a person’s essence such as facial expression, pose, environment, etc.
• Relate cultural influences and historical elements that a portrait reveals

Materials:

• Several examples of portraits
• Pencil and paper for reflection

Lesson:

• Discuss the definition of a portrait and reasons why someone might want to get their portrait done or why an artist might want to make a portrait of a particular person.
• • What is a portrait?
    • A painting, photograph, print, sculpture, or other artistic representation of a person, in which the face and its expression is often highlighted.
  • Why do artists paint portraits/why do people have portraits done?
    • To display the likeness, personality, or mood of a person
    • To memorialize the rich/powerful
    • For historical documentation
    • To capture the image of a loved one

• Show the following 5 works:

• For each work, provide brief background information on the artist, the time period, the artistic style, and the artist’s relationship/approach to portraiture. Continue with questions such as the following:
  • Who do you think the person in this portrait is?
  • What might he/she do for a living?Does anything that the person is wearing or anything in the image give you any clues as to what he/she does?
  • Can you tell where/when the person lived? How?
  • How old do you think he/she is?
  • Based on the subject’s expression/pose, what kind of person do you think that he/she is? What is he/she thinking?
  • Do you think this person posed for his/her portrait? If so what is his/her pose? Does the way he/she is standing, sitting, etc. tell you anything about him/her?
  • What is the person looking at (the viewer? Something else?) How does this make him/her seem?
  • Is the portrait realistic or abstract (the artist was thinking about something real but altered the visual reality of the subject in some way)?
  • How do you think the artist felt about the person in this portrait? Do you think that the artist knew him/her?
  • Do you like this portrait? Why or why not?

• If time allows, encourage the students to reflect on what they have learned in an art journal.  They can pick a favorite work and discuss why or sketch a quick portrait in the manner of the one of the 5 artists.

IMAGE	ARTIST	TITLE
	Anthony Van Dyck	Cornelius Satchleven
	Pierre-Auguste Renoir	Claude Renoir, Head Lowered
	Pablo Picasso	Dwarf Dancer
	Rene Magritte	The Ready-Made Bouquet
	Yvaral	Star (Marilyn Monroe)

Line: Elementary/Middle

• Rembrandt
• Vincent Van Gogh
• Pablo Picasso
• Alexander Calder

LESSON PLAN: LINE

Overview: Students will learn about the history of 4 works of art by different artists from different time periods. Each work of art will demonstrate a different use of line.  Students will then partake in a joint project, creating collaborative drawings that exemplify these different ways to use line.

Age Group: Middle School (Grades 6-8)

State Standards:

Visual Arts

Standard 1: Students perceive and respond to works of art, objects in nature, events, and the environment.  They also use the vocabulary of the visual arts to express their observations.

Standard 2: Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

Standard 3: Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

Length of Lesson:

One 45 minute lesson

Objectives:

Students will be able to:

• Define the term ‘line’
• Review line as a design element
• Analyze a work of art in terms of the artist’s use of line
• State different types of lines used in artwork
• Relate cultural influences and historical elements to the artwork that they view
• Use different types of lines to create their own collaborative drawings

Materials:

• 4 examples of artwork with varied uses of line
• Paper
• Colored pencils, crayons, markers (tools to draw with)

Lesson Procedure:

• Discuss the definition and importance of a line
  • An element of design that goes from one point to another (a line has a beginning and an end)
  • Lines can be straight, curved, jagged, wiggly, crooked, etc. They can be parallel or perpendicular, diagonal, vertical, or horizontal.
  • What is the shortest way to get from dot a to b? Straight
  • Other ways to get there as well – exemplify

• Show the following 4 works:

• Rembrandt (1606-1669) Beggar with Wooden Leg, c. 1630
  • Famous Dutch artist – lived over 400 years ago
  • Used delicate lines to convey emotional depth in his work
  • Captured the essence of his human subjects
  • Parallel and cross hatched lines (shading/value)
  • Noteworthy sense of expression within his works
• Vincent Van Gogh (1853-1890) Vase with Pink Roses, 1890
  • Dutch Impressionist painter; suffered from mental illness/troubled all of his life
  • Impressionism: Uses non continuous lines to relay the impression of an image; Unlike other Impressionists, Van Gogh’s works not necessarily soft – almost harsh/violent as if capturing his emotional angst
  • Died from a gunshot wound (maybe self-inflicted); sadly, his art was never appreciated during his life
  • Dramatic lines/intense use of color to convey emotion
  • Swirling, thick lines to relay emotion
• Pablo Picasso (1881-1973) The Youth Circle, 1961
  • Spanish artist; one of the most famous artists of all time
  • Best known for Cubism, but created art in many different styles
  • In this work, uses simplicity of line to convey a sense of joy/emotion
  • Soft, curved lines capture emotion with minimal detail
• Alexander Calder (1898-1976) Node and Bone, 1968
  • American artist- mostly known for sculpture but also created paintings/prints
  • Inventor of mobile/stabile
  • He often uses bold, black lines that are applied with a clear intent; not soft/swirling but clear/defined

• For each work, provide brief background information on the artist, the time period, the artistic style, and the artist’s relationship/approach to line.
•  Continue with questions such as the following:
  • What is going on in this work? What do you see that makes you say that?
  • How did the artist use line to create this image/what types of lines does he/she use? Describe the line(s).
  • Do you like this piece? Why or why not?

• Have the students work on collaborative drawings using a connect-the-dot approach. One student draws a few dots on his/her paper. He/she passes this work to the student on their right, who then connects the prior student’s dots with varied types of lines and adds additional dots after drawing the lines.  This student then passes the piece to the student behind them who connects the prior student’s dots with lines and draws their own dots and so on as time allows.  Intersperse this activity between displaying each example, encouraging the students to use the type of lines exemplified by each example. Have each student use a different color for his/her lines and dots; the medium can vary (pencil, crayon, marker, etc.) if possible to provide different widths/textures to the lines. At the end of class, return the artwork to the original student and see what type of abstract design resulted from the classes’ collaborative use of line.

IMAGE	ARTIST	TITLE
	Rembrandt	Beggar with Wooden Leg
	Van Gogh, Vincent	Vase with Pink Roses
	Picasso, Pablo	The Youth Circle
	Alexander Calder	Node and Bone