Lucien freud resource

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  • Freud is known for his extraordinary paintings and I will give examples throughout this presentation. HOWEVER, I am focusing on how to use his work to include in a drawing module.
  • Many people have said that Freud ‘is known as the greatest figurative painter of our time’Although the focus of my presentation is ‘drawing’ I wanted to briefly touch upon Freud as a painter. This is what he is known for.
  • Couldn’t miss out on Freud’s favourite subject: he was completely mesmerised by the female figure, especially when they are nude. Freudseemed to celebrate the nakedbody as a whole; covered in light and life, without deceit or cunning, just the uncovered honesty of female fleshAs I have pointed out here, I don’t think that this work is appropriate for primary school children to see BUT do not have to by pass this vast area of his work completely. We could take sections of the painting (like I have done here) and study his fantastic tonal work on the skin. If we were to do this, another great artist is Jenny Saville as her work on skin is equally as fantastic.
  • These quotes from Freud himself and other people state the effort that he went to complete these works. He ALWAYS worked from real life models which I think is a great example to set children. Also, he took a very long time to finish work so again, this can be iterated to children in that they don’t have to rush. It is our role to provide that working time for them. Define ‘put into practice with children’
  • The work that Freud did before 1940 was a completely different style. There were no signs of scratchy pencil drawings like the one above (Stephen Spender). Instead, he painted people and scenes that has subtle links to the war. At this time, he had not discovered his love for the human figure so he focused more upon still life. We can see how his style changes over the years, finishing with this fantastically realistic images towards the end of his life.
  • Lucien freud resource

    1. 1. Looking at Drawing through LUCIAN FREUD<br />
    2. 2. All About Freud...<br />He is still alive today <br />His early years were simple and untroubled, with plenty of time for his active imagination to wander freely!<br />In April 1940, Freud's name was put<br />before the public for the 1st time in the 3rd issue of Cyril<br />Connolly’s magazine ‘Horizon’ <br />Born in Berlin (December 8th 1922) and came to England with parents before the war (1933)<br />He discovered a love for painting<br />
    3. 3. 20th Century Artist<br />He is known as ‘the greatest figurative painter of our time’. <br />What does this mean?<br />‘Since the arrival of abstract art the term figurative has been used to refer to any form of modern art that retains strong references to the real world and particularly to the human figure. In a general sense figurative also applies retrospectively to all art before abstract art.’<br />www.tate.org.uk<br />NOT to be mixed up with the psychologist Sigmund Freud <br />(his grandfather)<br />
    4. 4. He also liked to paint…<br />The female nude remains the most powerful form inFreud’swork. He liked to KNOW the person, rather than have a paid model so he tended to use friends, lovers and relatives.<br />Freudseemed to celebrate the naked body as a whole; covered in light and life, without deceit or cunning, just the uncovered honesty of female flesh<br />BUT...<br />Obviously not appropriate for young children to see<br />SO...<br />Could take sections of skin to study instead<br />
    5. 5. He enjoyed the reality of having<br />someone in front of him to copy directly:<br />He worked with his subjects on portraits very slowly. Subjects described the experience of sitting for him as “very intense” but others have said how he makes them special, that he gives everything to them until the process is over. <br />"I could never put anything into a picture that wasn't actually there in front of me. That would be a pointless lie, a mere bit of artfulness."<br />"I paint what I see, not what you want me to see"<br />THIS IS SUCH A GOOD EXAMPLE TO FOLLOW. <br />NEED TO PROVIDE OPPORTUNITIES FOR CHILDREN TO PRACTISE THIS<br />
    6. 6. Timeline of Freud’s work <br />Early pencil works, still life – detailed portraits<br />Loch Ness from Drumnadrochit<br />Girl in a green dress<br />New Yorker<br />1940<br />2007<br />1950<br />Stephen Spender<br />Girl in a fur coat<br />Woman with a daffodil<br />
    7. 7. Other artists with a similar style…<br />IN PAINTING<br />ALL VERY REALISTIC<br />Stanley Spencer<br />John Minton<br />Samuel Palmer<br />Chuck Close <br />
    8. 8. Unit of Work – <br />SELF PORTRAITS<br />Look at portraits by other artists – <br />How have the artists conveyed ideas about themselves? How do the artists show themselves? As a painter? As a mother? As a friend? As a person with status? <br />Ask the children to suggest why portraits are made, e.g. to record an important time in a person's life, to project a powerful image of the person, to portray individuals as wealthy, knowledgeable or hard working.’<br />Make a collection of photos of the class<br />- Baby photos/current photos: How have they changed?<br />Face proportions<br />How many noses make up the whole length of the head? Where are the eyes positioned in relation to the ears? Etc.<br />
    9. 9. SIMILAR ARTISTS<br />Portrait of Mark Gertler(Unknown Artist)<br />KatheKollwitz<br />AdrianPiper<br />Adolf Von <br />Menzel<br />Jean-francois<br />Millet<br />Henri Matisse<br />
    10. 10. The Refugees (1941)<br />
    11. 11. Talking about the work<br />THE REFUGEES (1941)<br />Oil painting. Very rigid composition. Strong contrast between dark clothing and background to light faces. This creates an eerie effect. Sad faces. <br /><ul><li>Obvious link to the war: great opportunity for some cross-curricular work. How does the picture make you feel?
    12. 12. Could talk about whyFreud has given the people completely white faces. Although this is not 100% realistic what effect does it give. </li></li></ul><li>Task . . .<br />Get children to try to recreate the image but with their own people (friends or family) – use dark colours for clothing and very light colours for the faces<br /> OR<br />Children draw individual ‘head and shoulder’ portraits in the style of Freud and then joined together to form a whole class portrait. Completed in blacks, greysand white<br />
    13. 13. A boy with a pipe (1943)<br />
    14. 14. Talking about the work<br />A boy with a pipe (1943)<br />Pencil drawing. Simple yet effective technique. Small areas of shadow draw the viewer into the picture. Person placed to one side. Nothing in the background.<br /><ul><li>This a great starting place for children when looking at portraiture. There is not a lot of detail – the focus is on the outline of the figure. </li></li></ul><li>Task...<br />Could introduce the children to continuous line drawings and encourage them to try this technique.<br />Speed/timed drawings: give children specific time slots (2 mins, 40 secs etc) to draw a partner in sketch book.<br />
    15. 15. Man at Night (1947/8)<br />
    16. 16. Talking about the work<br />Man at night (1947/48)<br /><ul><li>Pen and ink
    17. 17. Simplistic drawing – features have been simplified but exaggerated
    18. 18. Basic use of shadow in background – contrasts against the light face
    19. 19. Figure slightly to one side.</li></li></ul><li>Task...<br />On whiteboard, get children to pick out shapes that they can see (e.g. Triangle in the nose). <br />Look at cubism and artists such as Picasso.<br />Can they draw their face using different shapes that they have looked at in maths?<br />
    20. 20. A Woman Painter (1954)<br />
    21. 21. Talking about the work<br />A woman painter (1954)<br /><ul><li>Incredibly realistic
    22. 22. Fantastic use of tone
    23. 23. Expression (caught in the moment)
    24. 24. Bold contrast between light face and background with dark clothing
    25. 25. Captured texture of the skin</li></li></ul><li>Task...<br />Take photos of the children and print them off so that they have one each/between two. Use viewfinders to pick out a small section of face. Draw an enlarged version of it an focus on tone:Where are the light areas? Dark areas? What shapes can you see?<br />
    26. 26. Useful Resources<br />…for personal skills<br />AND<br />for use within the classroom<br />A Step-by-step guide on how to draw a face:<br />http://www.theartgallery.com.au/kidsart/activities/draw/face/<br />Edit photos to make them look like work from a particular movement:<br />www.befunky.com<br />Artist Workshops:<br />http://www.artisancam.org.uk/pages/workshops.php?artist=chun<br />Teaching to Draw<br />(teacher notes)<br />http://drawsketch.about.com/cs/kidsdrawing/a/teachkids.htm<br />Art lesson on drawing<br />
    27. 27. http://www.standards.dfes.gov.uk/schemes2/art/art1a/01aq1?view=get<br />http://www.tate.org.uk/collections/glossary/definition.jsp?entryId=104<br />
    28. 28. Cross-curricular learning<br />MATHS<br /><ul><li>Dimensions of face/other body parts
    29. 29. Shapes within the face (could look at cubism OR create a face using 2D shapes</li></ul>HISTORY<br /><ul><li>Time period in which the art work was done
    30. 30. Look at content – Was it influenced by anything during that time (e.g. War)</li></ul>PSHE<br />- Why are people different? How can we tell from their appearances?<br />
    31. 31. I hope that this resource is useful for you in your teaching<br /><br />

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