Enjoyment of Art: Hands-On Art History

Exploring Art Style in the Contemporary World

A 4-Mat Unit Plan

Grade Level: 9 - 12

Materials:

Quadrant One: Integrating Experience with the Self

Quadrant One - Step One - The Right Mode

Objectives:

The students will identify contemporary issues that exist in art. (2AV-P5, PO 1)

Activity:

The class will go on a field trip to an art museum to view art that demonstrates contemporary art styles developed and used during the late 19th and throughout the 20th centuries, focusing on Impressionism, Post-Impressionism, Pointillism, Expressionism, Cubism, and Surrealism. The teacher will show examples of the Transformations Project. (Alternate to field trip: provide visual aids of comparable artwork.)

Assessment:

The teacher will observe the students as they view the artwork and take note of individual interests.

Quadrant One - Step Two - The Left Mode

Objectives:

The students will analyze and interpret how elements of time and place influence the visual characteristics, content, purpose and message of works of art. (2AV-P1)

Activity:

The teacher will lead a discussion of art techniques and related current events that influenced artists' choices of expression for each art style.

Assessment:

The students will actively participate in the discussion.

Quadrant Two: Concept Formulation #1

Quadrant Two - Step Three - The Right Mode

Objectives:

The students will identify contemporary issues that exist in Impressionist art. (2AV-P5, PO 1)

Activity:

The teacher will display examples of Impressionism.

Assessment:

The teacher will observe the students as they view the artwork and take note of individual interests.

Quadrant Two - Step Four - The Left Mode

Objectives:

The students will analyze and interpret how elements of time and place influence the visual characteristics, content, purpose and message of works of art in the Impressionist style. (2AV-P1)

Activity:

The teacher will discuss aspects of Impressionism.

Assessment:

The students will actively participate in the discussion.

Quadrant Three: Practice and Personalization #1

Quadrant Three - Step Five - The Left Mode

Objectives:

The students will explain the skills and techniques necessary to create an Impressionist artwork. (1AV-P2)

Activity: Watercolor Impressions, Part One

The teacher will demonstrate the technique used by Monet and other Impressionist artists to capture light with a few quick brush strokes:

  1. Looking at prints or postcards of Monet, notice his short dabbling paint strokes, as though the paint is "smooshed down" rather than lines painted.
  2. Dab and "smoosh" the paints on a practice sheet of paper. Brush water on the paper and use the same dabbing and smooshing technique in the damp area.

Assessment:

The students' notes on this procedure and their technique examples will be included in their Daily Art Journals and reviewed by the teacher.

Quadrant Three - Step Six - The Right Mode

Objectives:

The students will apply media, techniques and processes with demonstrated skill, craftsmanship and a sensitivity to the Impressionism style of art. (1AV-P1, PO 1 and PO 2)

Activity: Watercolor Impressions, Part Two

After the students experiment with watercolors as demonstrated, they will create Watercolor Impression paintings:

  1. Set up a table or easel outside where there are flowers or a pond to view, if available. (Note: a sunny day is preferable for this activity.)
  2. Decide if you want your paper wet or dry, based on what was preferred when practicing. Look at the surroundings and begin using the dabbing and short stroke technique used in practice to quickly paint an impression of the scene.
  3. Set the painting aside to dry and paint as many Watercolor Impressions as time (and weather conditions!) will allow.

Assessment:

The teacher will use a rubric to analyze the degree of the student's attainment of the concept as demonstrated in his/her artwork.

Quadrant Two: Concept Formulation #2

Quadrant Two - Step Three - The Right Mode

Objectives:

The students will identify contemporary issues that exist in Post-Impressionist art. (2AV-P5, PO 1)

Activity:

The teacher will display examples of Post-Impressionism.

Assessment:

The teacher will observe the students as they view the artwork and take note of individual interests.

Quadrant Two - Step Four - The Left Mode

Objectives:

The students will analyze and interpret how elements of time and place influence the visual characteristics, content, purpose and message of works of art in the Post-Impressionist style. (2AV-P1)

Activity:

The teacher will discuss aspects of Post-Impressionism.

Assessment:

The students will actively participate in the discussion.

Quadrant Three: Practice and Personalization #2

Quadrant Three - Step Five - The Left Mode

Objectives:

The students will explain the skills and techniques necessary to create a Post-Impressionist artwork. (1AV-P2)

Activity: Impasto Painting, Part One

The teacher will demonstrate the impasto technique used by van Gogh and other Post-Impressionists:

  1. Prepare the impasto paint recipe in paint containers: in 1/2 cup of medium thick tempera paint, add one tablespoon of white flour, cornstarch, OR white detergent powder. Stir until mixed. Be prepared to thin with water or thicken with more flour, cornstarch or detergent as needed.
  2. Scoop dollops of paint colors onto one grocery tray, keeping colors about 1" apart to begin.
  3. Apply paint to scraps of posterboard with a wood craft stick. Make textures, lines, and shapes in the paint with the stick. Experiment with the media, have fun with it!

Assessment:

The students' notes on this procedure will be included in their Daily Art Journals and reviewed by the teacher

Quadrant Three - Step Six - The Right Mode

Objectives:

The students will apply media, techniques and processes with demonstrated skill, craftsmanship and a sensitivity to the Post-Impressionism style of art. (1AV-P1, PO 1 and PO 2)

Activity: Impasto Painting, Part Two

After the students take notes on the procedure and then experiment with impasto as demonstrated, they will create Impasto Paintings:

  1. Scoop dollops of paint colors onto one grocery tray, keeping colors about 1" apart to begin.
  2. Lightly draw a scene on posterboard and then apply paint with a wood craft stick. Make textures, lines, and shapes in the paint with the stick.
  3. Mix colors together with the stick on the grocery tray, if desired, to form new colors.
  4. Continue to paint and apply more paint until the work is complete and allow it to dry.

Assessment:

The teacher will use a rubric to analyze the degree of the student's attainment of the concept as demonstrated in his/her artwork.

Quadrant Two: Concept Formulation #3

Quadrant Two - Step Three - The Right Mode

Objectives:

The students will identify contemporary issues that exist in Pointillist art. (2AV-P5, PO 1)

Activity:

The teacher will display examples of Pointillism.

Assessment:

The teacher will observe the students as they view the artwork and take note of individual interests.

Quadrant Two - Step Four - The Left Mode

Objectives:

The students will analyze and interpret how elements of time and place influence the visual characteristics, content, purpose and message of works of art in the Pointillist style. (2AV-P1)

Activity:

The teacher will discuss the print media's use of pointillism as the students view the magazine picture through the glass. Mention that the computer uses pixels (small dots), and TV screens are made up of thin strips, of just three colors - red, blue and green.

Assessment:

The students will actively participate in the discussion.

Quadrant Three: Practice and Personalization #3

Quadrant Three - Step Five - The Left Mode

Objectives:

The students will explain the skills and techniques necessary to create a Pointillist artwork. (1AV-P2)

Activity: Pointillist Color Cards

The teacher will show examples of Pointillist Color Cards and demonstrate the technique of pointillism as the students create their own Pointillist Color Cards:

  1. Dip a cotton swab into one color of paint and cover an index card with dots of that color by dabbing the swab on the card, over and over, dipping it back in the paint as necessary. Instruct the students to cover 4 cards in this manner with the first color. Allow the paint to dry completely.
  2. When the dots are dry, add dots of another paint color to one of the first cards, and cover 3 more cards with this second color and allow to dry.
  3. Add dots of a third color to one of each of the first two colors of cards, and cover 2 more cards with this third color. Allow to dry.
  4. Repeat this process until 10 cards are created, each with two different colors of dots: red + blue, red + yellow, red + black, red + white, blue + yellow, blue + black, blue + white, yellow + black, yellow + white, and black + white. (For teacher demonstration, create only 1 card.) Use dots of pure color, letting the paint dry completely between each color so the wet paint doesn't mix together too much.
  5. Experiment with more complex combinations of colors, adding more than two colors together, and varying the proportion of dot colors (more red than blue, more yellow than red, etc.).

Assessment:

The students' Pointillist Color Cards will be included in their Daily Art Journals and reviewed by the teacher.

Quadrant Three - Step Six - The Right Mode

Objectives:

The students will apply media, techniques and processes with demonstrated skill, craftsmanship and a sensitivity to the Pointillist style of art. (1AV-P1, PO 1 and PO 2)

Activity: Pointillist Painting

After the students experiment with pointillism as demonstrated, they will create Pointillist Paintings:

  1. Lightly draw the outlines of a scene on white drawing paper. Fill in the colors of each object with a variety of dot colors, using markers limited to primary and secondary colors, black and brown (8 colors in all).

Assessment:

The teacher will use a rubric to analyze the degree of the student's attainment of the concept as demonstrated in his/her artwork.

Quadrant Two: Concept Formulation #4

Quadrant Two - Step Three - The Right Mode

Objectives:

The students will identify contemporary issues that exist in Emotional Expressionist art. (2AV-P5, PO 1)

Activity:

The teacher will display examples of Emotional Expressionism

Assessment:

The teacher will observe the students as they view the artwork and take note of individual interests.

Quadrant Two - Step Four - The Left Mode

Objectives:

The students will analyze and interpret how elements of time and place influence the visual characteristics, content, purpose and message of works of art in the Emotional Expressionist style. (2AV-P1)

Activity:

The teacher will discuss aspects of Emotional Expressionism

Assessment:

The students will actively participate in the discussion.

Quadrant Three: Practice and Personalization #4

Quadrant Three - Step Five - The Left Mode

Objectives:

The students will explain the skills and techniques necessary to create an Emotional Expressionism artwork. (1AV-P2)

Activity: Clay Facial Expressions, Part One

The teacher will discuss the degree of emotional expressionism in such works as Munch's The Scream and then demonstrate Clay Facial Expressions:

  1. 1. Work a large lump of modeling clay until it is smooth and elastic and then place it on a square of corrugated cardboard and mold it into an oval face shape.
  2. 2. Squeeze, poke, and pull facial features into the clay oval. Pull the features from the clay oval without adding or attaching any extra clay pieces or tearing off any clay from the oval. Make a happy face with arched eyebrows and a smiling mouth, then experiment with changing it into a sad face by turning down the corners of the mouth and lifting the center corners of the eyebrows. Try other expressions such as frightened, crying, sleeping, surprised, adorable and sweet, or lonely.
  3. When finished, put the clay away and clean the workboard.

Assessment:

The students' notes on this procedure will be included in their Daily Art Journals and reviewed by the teacher

Quadrant Three - Step Six - The Right Mode

Objectives:

The students will apply media, techniques and processes with demonstrated skill, craftsmanship and a sensitivity to the Emotional Expressionism style of art. (1AV-P1, PO 1 and PO 2)

Activity: Clay Facial Expressions, Part Two

After the students take notes on the procedure and then experiment with the clay as demonstrated, they will create Clay Facial Expressions Plaques:

  1. Work a large lump of ceramic firing clay until it is smooth and elastic and then place it on a square of corrugated cardboard and mold it into an oval face shape.
  2. Squeeze, poke, and pull facial features into the clay oval. Pull the features from the clay oval without adding or attaching any extra clay pieces or tearing off any clay from the oval. Work the clay into an expressive face, allow to dry leather-hard, then make a notch in the back of it so that the finished piece can hang on a wall.
  3. Allow the plaque to dry thoroughly, then fire in a kiln.

Assessment:

The teacher will use a rubric to analyze the degree of the student's attainment of the concept as demonstrated in his/her artwork.

Quadrant Two: Concept Formulation #5

Quadrant Two - Step Three - The Right Mode

Objectives:

The students will identify contemporary issues that exist in Abstract Expressionist art. (2AV-P5, PO 1)

Activity:

The teacher will display examples of Abstract Expressionism.

Assessment:

The teacher will observe the students as they view the artwork and take note of individual interests.

Quadrant Two - Step Four - The Left Mode

Objectives:

The students will analyze and interpret how elements of time and place influence the visual characteristics, content, purpose and message of works of art Abstract Expressionist style. (2AV-P1)

Activity:

The teacher will discuss the principles of Abstract Expressionism.

Assessment:

The students will actively participate in the discussion.

Quadrant Three: Practice and Personalization #5

Quadrant Three - Step Five - The Left Mode

Objectives:

The students will explain the skills and techniques necessary to create an Abstract Expressionist artwork. (1AV-P2)

Activity: Painting Music, Part One

The teacher will show a selection from Disney's Fantasia or Fantasia 2000 (choose one that uses abstract imagery) and discuss how the music influenced the animators' choices of images. The teacher will show prints of Kandinsky's work and discuss the similarities between his style of abstract visual art and the abstract qualities of jazz music. Then, instruct the students to sit quietly for 5 to 10 minutes while a selection of music is played and imagine what colors, lines and shapes can be used to show the feelings that the music creates.

Assessment:

The students' notes on this procedure will be included in their Daily Art Journals and reviewed by the teacher

Quadrant Three - Step Six - The Right Mode

Objectives:

The students will apply media, techniques and processes with demonstrated skill, craftsmanship and a sensitivity to the Abstract Expressionism style of art. (1AV-P1, PO 1 and PO 2)

Activity: Painting Music, Part Two

The students will listen to the music again while painting a picture of the sounds using lines, shapes and colors without trying to draw any particular object. They will create an abstract design that is made up spontaneously - an improvisation created without planning or sketching ahead of time. The teacher will change the music selection and the students will paint again and then the class will discuss their experiences with this technique.

Assessment:

The teacher will use a rubric to analyze the degree of the student's attainment of the concept as demonstrated in his/her artwork.

Quadrant Two: Concept Formulation #6

Quadrant Two - Step Three - The Right Mode

Objectives:

The students will identify contemporary issues that exist in Cubist art. (2AV-P5, PO 1)

Activity:

The teacher will display examples of Cubism.

Assessment:

The teacher will observe the students as they view the artwork and take note of individual interests.

Quadrant Two - Step Four - The Left Mode

Objectives:

The students will analyze and interpret how elements of time and place influence the visual characteristics, content, purpose and message of works of art in the Cubist style. (2AV-P1)

Activity:

The teacher will discuss the principles of Cubism and the various collage techniques (two-dimensional as well as three-dimensional) used by 20th century artists.

Assessment:

The students will actively participate in the discussion.

Quadrant Three: Practice and Personalization #6

Quadrant Three - Step Five - The Left Mode

Objectives:

The students will explain the skills and techniques necessary to create a Cubist artwork. (1AV-P2)

Activity: Cubist Collage, Part One

The teacher will demonstrate the Cubist Collage activity:

  1. Spread out a variety of papers on the work space, then choose a piece of paper and tear away a piece into a square or other geometric shape.
  2. Using glutter (white glue thinned with water) and a sponge brush, glue the torn shape onto a piece of background paper.
  3. Repeat steps 1 and 2 until a satisfactory composition is created.
  4. Using tempera paints, incorporate painting with the glued shapes in various ways:
  5. While the paint is still wet, press other torn paper shapes into the wet paint and then allow the collage to dry.

Assessment:

The students' notes on this procedure will be included in their Daily Art Journals and reviewed by the teacher

Quadrant Three - Step Six - The Right Mode

Objectives:

The students will apply media, techniques and processes with demonstrated skill, craftsmanship and a sensitivity to the Cubist style of art. (1AV-P1, PO 1 and PO 2)

Activity: Cubist Collage, Part Two

The students will create Cubist Collages as demonstrated.

Assessment:

The teacher will use a rubric to analyze the degree of the student's attainment of the concept as demonstrated in his/her artwork.

Quadrant Two: Concept Formulation #7

Quadrant Two - Step Three - The Right Mode

Objectives:

The students will identify contemporary issues that exist in Surrealist art. (2AV-P5, PO 1)

Activity:

The teacher will display examples of Surrealism.

Assessment:

The teacher will observe the students as they view the artwork and take note of individual interests.

Quadrant Two - Step Four - The Left Mode

Objectives:

The students will analyze and interpret how elements of time and place influence the visual characteristics, content, purpose and message of works of art in the Surrealist style. (2AV-P1)

Activity:

The teacher will discuss the concept of Surrealism: "Sur" can mean "beyond" in French. Sur-realist artists like Magritte created art works that were "beyond reality."

Assessment:

The students will actively participate in the discussion.

Quadrant Three: Practice and Personalization #7

Quadrant Three - Step Five - The Left Mode

Objectives:

The students will explain the skills and techniques necessary to create a Surrealist artwork. (1AV-P2)

Activity: Surrealistic Shoes, Part One

The teacher will show examples of "Surrealistic Shoes" and explain the procedure to the class:

  1. Take off a shoe and set it on the table in front of you. Carefully draw a detailed picture of the shoe, making it as realistic as possible and big enough to fill the whole sheet of paper. Draw all the details of the shoe, including texture.
  2. When the shoe drawing is finished, add tiny people and animals to the scene, using the shoe as an element of the landscape.
  3. When the Surrealistic Shoe scene is finished, add color using markers or paints if desired.

Assessment:

The students' notes on this procedure will be included in their Daily Art Journals and reviewed by the teacher

Quadrant Three - Step Six - The Right Mode

Objectives:

The students will apply media, techniques and processes with demonstrated skill, craftsmanship and a sensitivity to the Surrealist style of art. (1AV-P1, PO 1 and PO 2)

Activity: Surrealistic Shoes, Part Two

The students will create Surrealistic Shoes drawings as demonstrated.

Assessment:

The teacher will use a rubric to analyze the degree of the student's attainment of the concept as demonstrated in his/her artwork.

Quadrant Four: Integrating Application and Experience

Quadrant Four - Step Seven - The Left Mode

Objectives:

The students will explain the skills and techniques necessary to complete a Transformations Project and reflect on and articulate reasons for artistic decisions. (1AV-P2, 1AV-P3)

Activity: Transformations Project, Part One

The teacher will show slides and prints of Christo's work and discuss possibilities for transforming an ordinary object into a work of art, then display examples of "Transformations" and explain the procedure.

The students will seek out objects at home that express aspects of their personality and bring them to class. Examples: an avid reader might bring an old used book; a baseball player might bring a worn-out catcher's mitt, etc.

The students will choose at least one contemporary art style/technique that is most compatible with their found objects and best expresses what they want to say about themselves.

The students will sketch out several thumbnail ideas, bearing in mind the elements and principles of design.

Assessment:

The students will write a summary of their plans for the Transformations Project.

Student Checklist (written summary):

  1. Which styles of contemporary art will be used?
  2. Which elements and principles of design are evident in the thumbnail sketches?
  3. What are the main ideas the student will communicate through this artwork?
  4. Compare the styles of art to be used in this piece with the styles of art that predominated the Renaissance era and primitive cultures studied earlier in the course.
  5. Use vocabulary words learned in this unit in context.

Quadrant Four - Step Eight - The Right Mode

Objectives:

The students will create original works of art based on methods and styles used by 20th Century artists. (1AV-P1)

Activity: Transformations Project, Part Two

The students will attach smaller found objects and textural materials to the main object with appropriate adhesive and use acrylic paints in the chosen style/technique to enhance their work. The finished project should completely transform the original object while maintaining aspects that promote recognition of the object.

Assessment:

The students will present their projects to the class.

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