Researching the Great Masters and Their Works

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1 Researching the Great Masters and Their Works A culminating project cooperatively planned by Shari Martin and Shannon Libke E122.7 Teaching Materials from the Stewart Resources Centre

2 Table of Contents Introduction...1 Foundational Objectives...1 Data Sheets...2 Reprinted/posted with permission from The Medium Vol. 39 (1) Spring 1999:

3 Introduction Arts Education was selected as the focus for this resource-based unit after both teachers identified it as a subject they wanted to revisit. Along with renewing their familiarity with the Arts Education curriculum, they began looking for ways to integrate resource-based learning and technology. The resulting unit surprised and surpassed the expectations of their planning session. This carried into the classroom, where students have shown a keen interest in learning about art and artists. Best of all, some students uncovered a talent and creativity for art of which they had been previously unaware. The Visual Art curriculum for grade six deals with the three components used in all Arts Education courses: cultural/historical, critical/responsive and creative/productive. This unit puts most of the focus on the cultural/historical component through the study of an artist s life and the critical/responsive component where students study the work of the artist in a systematic way. Foundational Objectives 1. Examine sources of ideas and make connections between ideas and visual expression. 2. Develop an understanding of the elements and principles of art and design and learn to apply these to their expressions and responses to works of art. 3. Examine the functions of visual art and examine ways it mirrors and influences individuals, societies and cultures, past and present. 4. Examine the work of various artists.. Develop critical thought and learn to support their interpretations and opinions when responding to art. Source: Arts Education : A Curriculum Guide for Grade 6. Saskatchewan Education (1994) pp Resources about the artists were found in a wide variety of print and non-print sources. Several artists are featured on web pages on the Internet. General encyclopedia and books in the art section of the library provided much information. The time needed for this unit varied from six to eight class periods. The final presentations were excellent. 1

4 Art Attraction Data Sheet I. About the Artist Name: Birthdate: Birthplace: At what age did the artist begin painting? Family Information Personal Characteristics Style of Art Interesting Facts 2

5 II. The Artist s Work A. How many paintings are featured in this book? B. Classify the paintings according to three themes: nature, world, time. Write the title of the painting under the appropriate column. Nature World Time Using the information from this chart, comment on the artist s works (ex: a common theme, etc.) 3

6 III. A Critique of My Favourite Work 1. Select your favourite painting by the artist you are studying. 2. Complete an Art Critique Sheet for your painting (attached). 3. Scan the painting and save it in your designated drive. Label the file with your artist s name. IV. Bringing it All Together This assignment brings together all of your work in sections I, II and III. You will create a six-slide PowerPoint presentation using information from your data sheet. Before you begin on the computer you must make a plan for each slide! (Use the attached planner.) V. Presenting Your Work You will be presenting your work to your teachers, classmates and parents during our Art Gallery evening. 4

7 Art Attraction VI. Bringing It All Together Project Planner Student Name: Artist s Name:

8 Art Attraction Evaluation Possible Self Evaluation Teacher Evaluation Product: Neatness Content Spelling Sentence Structure Creativity (use of colour, etc.) Utilized Class time effectively Overall Finished Product Organization (materials, slides, handout) Presentation: Clear speech Spoke at appropriate speed Spoke at appropriate volume Total / / 6

9 Art Attraction Art Critique Sheet Talking About Art Name: Artist: Painting Title: A. Description of Painting Place a check mark beside the appropriate description (s). I. Lines What kinds of lines do you observe? II. Colours-What kinds of colours do you observe? sharp thick jagged heavy choppy vertical fuzzy thin curved graceful smooth horizontal bright soft Warm Colours: reds oranges yellows Opposite Colours: blues & oranges dark strong blues greens reds & greens diagonal straight yellows & purples Neutral Colours: III. Shapes What kinds of shapes do you observe? browns greys whites circles squares rectangles triangles curved angular soft edged hard edged V. Textures What kinds of textures do you observe? rough soft smooth hard shiny dull IV. Objects-What kinds of objects do you observe? young people trees old people sky buildings rocks boats water animals food musical instruments other (list) no objects 7

10 B. Design of Painting I. Balance What type of balance is used? Asymmetrical (each side of the painting is different) Symmetrical (each side of the painting is the same) A bit symmetrical (each side of the painting is a little different) II. Light Areas Squint your eyes and look at the painting. Where do you see the most light areas? right side left side bottom top middle other III. Focal Point What is the first thing that you see when you observe the painting? IV. Illusion of Space What type of space is used? deep space (painting looks like you can see for miles) shallow space (you cannot see very far) flat space (things do not seem very three-dimensional) V. Dark Areas Squint your eves and look at the painting. Where do you observe the most dark areas? right side left side bottom top middle other VI. Rhythm Created by Repetition What do you see repeated in the painting? lines Draw the type you see repeated the most. shapes Draw the type you see repeated the most. colours What colours are repeated the most?. 8

11 C. Purpose of the Painting What is the purpose or meaning of the artwork? Reread how you described the paintings (step A.) and how those facts are put together in its design (step B.) These are the clues to the meaning and purpose of the painting. They will help you complete the following questions. 1. The artist seems to be primarily concerned with imitating nature Yes No 2. The artist seems to be most interested in expressing a feeling or an emotion. Yes No 3. The prime concern of this artist seems to be with lines, shapes, colours, and textures and with design or composition. Yes No 4. Does the name of the painting tell you anything about its purpose or meaning?. Which of the following words best describe what you think is the meaning of this artwork (use as many words as you need and add some of your own). strength hope sadness excitement interest in lines simple design fear peace happiness adventure horror complex design loneliness war anger enjoyment of work interest in colour mystery love death fun interest in shapes beauty hate old age courage D. Critique of Painting Make you own judgment of the painting I. This painting is an excellent good bad example of: imitation (imitating nature) emotionalism (showing a feeling or emotion) formalism (making the viewer aware of line, shapes, colours or design) II. I like don t like this artwork. III. Give reasons for your feeling. What is the purpose or meaning of the artwork? 9

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