Joan Miro. Mrs. Miyasaki Hartsville Middle School. I try to apply colors like words that shape poems, like notes that shape music.

Transcription

1 Joan Miro Mrs. Miyasaki Hartsville Middle School I try to apply colors like words that shape poems, like notes that shape music.

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3 Accommodating All Learners: Strategies Students who have Asperger s and/or are somewhere on the Autism scale: Anticipate when a set of circumstances will be overwhelming to a student and provide an alternative. Students with physical limitations: Develop a non-verbal signal for the student to ask for assistance. Provide the option of table easels. Assign student helpers. Students with IEP s and 504 Plans: Follow instructions on IEP and collaborate with special education teacher. Visual/spatial - gallery visits (actual and/or virtual), art prints in the classroom, and observational art activities. Verbal/linguistic -narration, class discussion, critique, and writing about art. Logical/mathematical- opportunities to see and create patterns, measure, identify and create visual weight and balance, work with geometric shapes, and use mathematical drawing and building like architectural design. Bodily/kinesthetic- art-making activities, experience hands-on creating, and express emotions through color and symbolism. Musical/rhythmic- creating art to music. Color Blind Students: Provide written labels for all colors. Create all flipcharts with high contrast text (dark font on white or light font on black). Non- English Speaking: If available, provide seating near a student that is able to translate. Use the Internet to translate text. 3 Multiculturalism and Cross-Curricular Activities, Early Finishers

4 Students that do not master skills modeled will be given re-grouped and given another demonstration. Students are grouped by tables based on a pre-test used to measure their ability to follow instructions and safety procedures. Students that struggle to keep up with step by step directions and procedures are grouped with those that have little difficulty following instructions and procedures. This ensures safety in the classroom. 4 Seventh grade students have been studying famous artist.

5 TALKING Students are allowed to talk at their tables during work time. They must use an inside voice or whisper. They must be working the entire time. If they get too loud or stop working, I will flip the letter A (located on the wall). If it happens again, I will flip the letter R. If the T is flipped, talking privileges will be taken away for the rest of class. 5 EARLY FINISHERS DRAW WALL Sketchbook assignments Zentangles Coloring sheet Cartooning Reading

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7 Each lesson ends with a major project. The project is graded using a Self Reflection Rubric. The project rubric counts as a test grade. PART ONE OF PROJECT RUBRIC: RATE YOURSELF Rate yourself 7 Circle the number in pencil that best shows how well you feel that you completed that criterion for the assignment What level of effort did the student put forth in the project? How well did the student stay on task and complete the project in a timely manner? What is the level of creativity used? What is the level of craftsmanship and technique used? How well does this artwork follow the rules for the project? POOR (significant improvement needed) AVERAGE (still some improvement needed) GOOD (very little improvement needed) EXCELLENT No improvement needed (no rules followed) 7-8 (1 rule followed) 9 (2 rules followed) 10 (all 3 rules followed) STUDENT RATING TEACHER RATING

8 Each lesson ends with a major project. The project is graded using a Self Reflection Rubric. The project rubric counts as a test grade. PART TWO OF PROJECT RUBRIC: PROJECT RULES EXAMPLE RULE 1 RULE 2 RULE 3 The students used geometrical shapes on mask. The student created a symmetrical design. The student used overlapping. PART THREE OF PROJECT RUBRIC: SELF REFLECTION 1. In talking about your own work of art, how closely does the end result match what you had in mind to create? 2. Explain why you chose the images, objects, and colors you did for your artwork. 3. What was your experience like in making this artwork? 4. What would you have done if you had had more time? 8 5. What titles could you give this artwork? Name at least three.

9 Bell Work Read aloud/identify Key Terms Read aloud/identify Key Terms Power Point Demonstrate completing ABC biography handout Demonstrate steps to creating painting ABC Biography together Practice steps (guided practice)/ plan painting Closure: Rapid Response Cards Group- Use the information from today s lesson to create an ABC biography. Share results with class. Closure: Rapid Response Cards Create a painting in the style of Joan Miro

10 Essential Question Using the ABC Biography sheet, identify the characteristics of Joan Miro s art and his life as an artist. Standard Identify the characteristics of artist and artworks from various historical periods. Essential Question Create a painting in the style of Miro that is appropriate for good composition and follows the project rules. Standard Create artworks by using elements and principles of design that are appropriate for good composition and for the communication of the particular ideas.

11 Whole group discussion. Write student ideas around light bulb. Did you ever draw or color a picture as a child? What did it look like?

12 Joan Miro Spanish painter, sculptor, and ceramist His work has been called a sandbox for the subconscious mind Known for creating many Public Works

13 Joan Miro was born in Spain. He began drawing at an early age and studied art throughout school. Much of his work is said to have childlike qualities. He had a very long career and was influenced by many artistic styles.

14 Joan Miro became famous for completing art installations in public places. One of his works, a tapestry, hung in the World Trade Center in New York City. It was the most expensive piece of art destroyed when the Twin Towers fell on September 11, 2001.

15 What shapes do you see? How many dots are in the painting? This painting is called People and Dog in the Sun. Can you find the people? The Dog? The Sun? This painting is sometimes referred to as Upside-Down Figures. Can you see why? Is this painting something you would see in real life? Why or why not?

16 In Paris, Miró became friends with Surrealist artists and writers. He began to paint images from his dreams and imagination. Birth of the World. 1925, Oil on canvas, 98 ¾ x 78 ¾ inches.

17 Hirondelle Amour , Oil on canvas, 6 6 ½ x 8 1 ½

18 Would you describe the shapes in this painting as organic or geometric? Can you find the bird? The pair of lovers? Do you see symbols that remind you of a night sky? The Beautiful Bird Revealing the Unknown to a Pair of Lovers. 1941, Guache and oil wash on paper, 18 x 15 inches

19 In Miro s later work, he used a few simple colors. Do you see a peasant with a scythe in this painting? What else could the yellow curved shape be? Catalan Peasant in Moonlight. 1968, Acrylic on canvas, 63 7/8 x 51 1/8 inches

20 Characteristics of Miro s Art Childlike Images from dreams and imagination

21 Characteristics of Miro s Art Primary colorsred, yellow and blue.

22 Primary Colors The primary colors are red, blue, and yellow. Primary colors cannot be made from other colors.

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24 Characteristics of Miro s Art GEOMETRIC SHAPESman made shapes ORGANIC SHAPESshapes found in nature

25 Characteristics of Miro s Art Lots of dots

26 Characteristics of Miro s Art Abstracted shapes

27 Characteristics of Miro s Art No gravity Seems to float on paper

28 Video clip of work by Miro

29 Group Instructions: Use the ABC Biography handout to find words that describe the work and life of the artist. Model One, One Together, Complete the rest on your own

30 Instructions: Respond to the questions using the art rapid response cards. Hold up the correct answer to the question.

31 Miro was a painter that lived from A. French B. Spanish

32 Art had many childlike qualities. A. True B. False

33 Painted images from his and imagination. A. travels B. dreams

34 Used colors (red, yellow and blue). A. primary B. secondary

35 Images seem to on paper. A. move B. float

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37 Accommodating All Learners: Strategies Students who have Asperger s and/or are somewhere on the Autism scale: Anticipate when a set of circumstances will be overwhelming to a student and provide an alternative. Students with physical limitations: Develop a non-verbal signal for the student to ask for assistance. Provide the option of table easels. Assign student helpers. Students with IEP s and 504 Plans: Follow instructions on IEP and collaborate with special education teacher. Color Blind Students: Provide written labels for all colors. Create all flipcharts with high contrast text (dark font on white or light font on black). Non- English Speaking: If available, provide seating near a student that is able to translate. Use the Internet to translate text. Visual/spatial - gallery visits (actual and/or virtual), art prints in the classroom, and observational art activities. Verbal/linguistic -narration, class discussion, critique, and writing about art. Logical/mathematical- opportunities to see and create patterns, measure, identify and create visual weight and balance, work with geometric shapes, and use mathematical drawing and building like architectural design. Bodily/kinesthetic- art-making activities, experience hands-on creating, and express emotions through color and symbolism. Musical/rhythmic- creating art to music. Multiculturalism and Cross-Curricular Activities, Early Finishers 37

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41 Each lesson ends with a major project. The project is graded using a Self Reflection Rubric. The project rubric counts as a test grade. PART ONE OF PROJECT RUBRIC: RATE YOURSELF Rate yourself Circle the number in pencil that best shows how well you feel that you completed that criterion for the assignment What level of effort did the student put forth in the project? How well did the student stay on task and complete the project in a timely manner? What is the level of creativity used? What is the level of craftsmanship and technique used? How well does this artwork follow the rules for the project? POOR (significant improvement needed) AVERAGE (still some improvement needed) 7-8 (1 rule followed) 41 GOOD (very little improvement needed) EXCELLENT No improvement needed (no rules followed) 9 (2 rules followed) 10 (all 3 rules followed) STUDENT RATING TEACHER RATING

42 Each lesson ends with a major project. The project is graded using a Self Reflection Rubric. The project rubric counts as a test grade. PART TWO OF PROJECT RUBRIC: PROJECT RULES EXAMPLE RULE 1 RULE 2 RULE 3 The students used geometrical shapes on mask. The student created a symmetrical design. The student used overlapping. PART THREE OF PROJECT RUBRIC: SELF REFLECTION 1. In talking about your own work of art, how closely does the end result match what you had in mind to create? 2. Explain why you chose the images, objects, and colors you did for your artwork. 3. What was your experience like in making this artwork? 4. What would you have done if you had had more time? 5. What titles could you give this artwork? Name at least three. 42

43 Bell Work Read aloud/identify Key Terms Read aloud/identify Key Terms Power Point Demonstrate completing ABC biography handout Demonstrate steps to creating painting ABC Biography together Practice steps (guided practice)/ plan painting Closure: Rapid Response Cards Group- Use the information from today s lesson to create an ABC biography. Share results with class. Closure: Rapid Response Cards Create a painting in the style of Joan Miro

44 Essential Question Using the ABC Biography sheet, identify the characteristics of Joan Miro s art and his life as an artist. Standard Identify the characteristics of artist and artworks from various historical periods. Essential Question Create a painting in the style of Miro that is appropriate for good composition and follows the project rules. Standard Create artworks by using elements and principles of design that are appropriate for good composition and for the communication of the particular ideas.

45 Whole group discussion. Write student ideas around light bulb. Did you ever draw or color a picture as a child? What did it look like?

47 Miro was a painter that lived from A. French B. Spanish

48 Art had many childlike qualities. A. True B. False

49 Painted images from his and imagination. A. travels B. dreams

50 Used colors (red, yellow and blue). A. primary B. secondary

51 Images seem to on paper. A. move B. float

52 Demonstrate creating a Miro sketch with the game board. Demonstrate transferring design to large paper. Demonstrate adding color to design. Demonstrate outlining the design.

53 Practice drawing a Miro with game Practice using paintbrush to create color sections and outlines (Guided Practice)

55 Question: Based on where students are at in the lesson A. TRUE B. FALSE

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57 Draw a Miro monster design on large paper (use the sketch you made with the game) Paint the design with primary colors Outline the design with black

58 PROJECT RULES Did you create a monster using elements of a Miro painting? Did you transfer design to large paper? Did you paint design using color relationships characteristic of a Miro?

59 ACTIVITY (practice for final) 1. Roll one die. 2. Draw the body shape shown under the number rolled. 3. Roll again and add the head shape. 4. Continue with eyes and nose. 5. Roll again for shapes to add and lines to add. Demonstrate first roll.

60 Epilogue - Miro Quartet; Schubert: Quintet D956/Mendelssohn: Quartet, op I. Allegro Vivace Assai - Presto 2. II. Allegro Assai 3. III. Adagio 4. IV. Finale: Allegro Molto 5. I. Allegro Ma Non Troppo 6. II. Adagio 7. III. Scherzo: Presto - Trio: Andante Sostenuto 8. IV. Allegretto

61 Did you create a monster using elements of a Miro painting? Did you transfer design to large paper? Did you paint design using color relationships characteristic of a Miro? 50 points from project and project rules. 50 points from self-reflection. 61

62 Share your art with two people in your group. Ask for ideas and suggestions. Give ideas and suggestions. Find something you like in one person s work. Find one thing you might would change.

63 REFLECTIONCN

64 Accommodating All Learners: Strategies Students who have Asperger s and/or are somewhere on the Autism scale: Anticipate when a set of circumstances will be overwhelming to a student and provide an alternative. Students with physical limitations: Develop a non-verbal signal for the student to ask for assistance. Provide the option of table easels. Assign student helpers. Students with IEP s and 504 Plans: Follow instructions on IEP and collaborate with special education teacher. Color Blind Students: Provide written labels for all colors. Create all flipcharts with high contrast text (dark font on white or light font on black). Non- English Speaking: If available, provide seating near a student that is able to translate. Use the Internet to translate text. Visual/spatial - gallery visits (actual and/or virtual), art prints in the classroom, and observational art activities. Verbal/linguistic -narration, class discussion, critique, and writing about art. Logical/mathematical- opportunities to see and create patterns, measure, identify and create visual weight and balance, work with geometric shapes, and use mathematical drawing and building like architectural design. Bodily/kinesthetic- art-making activities, experience hands-on creating, and express emotions through color and symbolism. Musical/rhythmic- creating art to music. Multiculturalism and Cross-Curricular Activities, Early Finishers 64

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68 Each lesson ends with a major project. The project is graded using a Self Reflection Rubric. The project rubric counts as a test grade. PART ONE OF PROJECT RUBRIC: RATE YOURSELF Rate yourself Circle the number in pencil that best shows how well you feel that you completed that criterion for the assignment What level of effort did the student put forth in the project? How well did the student stay on task and complete the project in a timely manner? What is the level of creativity used? What is the level of craftsmanship and technique used? How well does this artwork follow the rules for the project? POOR (significant improvement needed) AVERAGE (still some improvement needed) 7-8 (1 rule followed) 68 GOOD (very little improvement needed) EXCELLENT No improvement needed (no rules followed) 9 (2 rules followed) 10 (all 3 rules followed) STUDENT RATING TEACHER RATING

69 Each lesson ends with a major project. The project is graded using a Self Reflection Rubric. The project rubric counts as a test grade. PART TWO OF PROJECT RUBRIC: PROJECT RULES EXAMPLE RULE 1 RULE 2 RULE 3 The students used geometrical shapes on mask. The student created a symmetrical design. The student used overlapping. PART THREE OF PROJECT RUBRIC: SELF REFLECTION 1. In talking about your own work of art, how closely does the end result match what you had in mind to create? 2. Explain why you chose the images, objects, and colors you did for your artwork. 3. What was your experience like in making this artwork? 4. What would you have done if you had had more time? 5. What titles could you give this artwork? Name at least three. 69

70 AGENDA Bell work E.Q. Read aloud/write Review instructions and model completing grade sheet. Complete question one together You Do- Complete reflection/grade sheet 70

71 Did you create a monster using elements of a Miro painting? Did you transfer design to large paper? Did you paint design using color relationships characteristic of a Miro? 50 points from project and project rules. 50 points from self-reflection. 71

72 Today s E.Q Use descriptive, interpretive, and evaluative statements to make informed aesthetic judgments about your art. Read Aloud/ Key Terms

73 What have we learned so far?

74 Why do you think judging Group Discussion your own work is important?

75 My end result was a little different from my original idea. I really wanted to use red for the center part of the design. After getting started, I decided blue would provide more balance in the design. I had to change some things, but I liked the way it turned out. It looked like my original idea. It looked good. I liked it. In talking about your art, how does the end result match 75 what you had in mind?

76 Explain why you chose 76 the images, objects and colors? Mrs. Miyasaki wanted us to use African designs. I picked the triangle patterns because I thought they looked more African. I used a lot of white because it stood out on my dark background. I picked the triangles because I liked them. The teacher picked the colors. Because I liked them.

77 What was your experience like in making this art 77 work? I really enjoyed this project because I like to paint. I did get annoyed with the messy black paint, but I still enjoyed making the mask. I thought painting the patterns was difficult. I didn't like that part. It was fun because I like to paint. It was fun.

78 What would you have 78 done if you had more time? If I had more time, I would have liked to add more trees to the background. I would also have taken my time on the watercolor part. I thought it was a little too messy! I would have added more things to the picture. Nothing.

80 Do you answer questions in complete sentences? A. Yes B. No

81 How much are the self- reflection questions worth? A. 10 points each B. 5 points each

82 How many total points can you get for rating yourself in the top portion? A. 50 B. 100