Friedensreich Hundertwasser was an Austrian artist considered one of the most important emerging from Europe after World War II. He rejected straight lines in his paintings and architecture, favoring spirals and vibrant colors. Though born in Austria, Hundertwasser traveled widely but found inspiration in nature, living in solitude in New Zealand surrounded by a garden of global plants. He is best known for his whimsical architectural works in Austria, especially the Hundertwasser Haus in Vienna.
Friedensreich Hundertwasser nació en Viena en 1928 y estudió en la Academia de Bellas Artes de esa ciudad. Su obra pictórica se caracterizó por hacer un uso abundante de líneas curvas, espirales, colores brillantes, texturas y formas tomadas de la naturaleza, y transmitía un mensaje ambientalista a favor de volver a vivir en armonía con la naturaleza.
This document provides lesson objectives and instructions for students to analyze and create artwork in the style of artist Friedrich Hundertwasser. The objectives are to appreciate and understand art from different cultures by looking at, thinking about, and experimenting with Hundertwasser's use of spirals, bright colors, and organic, nature-inspired shapes like lollipop trees. Students are guided to observe Hundertwasser's paintings, develop their own tree designs, and then use watercolors to paint a larger picture applying patterns and considering the success criteria.
Friedensreich Hundertwasser was an Austrian artist known for his style of transautomatism painting. Transautomatism focuses on the viewer's fantasy interpretation rather than objective representation, with different viewers seeing different things. Hundertwasser believed that straight lines were "godless and immoral" and that humans had lost their organic connection to nature. His paintings and architectural works featured fluid, organic shapes and spirals. Some of his most famous works included the District Heating Plant in Vienna, the Green Citadel in Magdeburg, and the Forest Spiral in Darmstadt.
Friedensreich Hundertwasser was an Austrian artist, architect and environmentalist known for his colorful, organic and irregular style. He believed that nature and human creations should work harmoniously together. Hundertwasser saw correcting nature as an irreparable mistake, arguing that communities should protect natural landscapes and that streams regulated into concrete channels have negative environmental impacts. He advocated for an irregular, organic approach that works with nature rather than against it.
During this project, students will investigate the work of artist and architect Friedensreich Hundertwasser. They will research his artistic and ecological ideology as expressed through his paintings, architecture, and philosophy of the "five skins." Students will develop skills in observational drawing, painting, printing, and collage to create works inspired by Hundertwasser's use of color, spirals, and a harmony between nature and human environments.
The document outlines a lesson plan about the artist Friedensreich Hundertwasser and his theory of the "five skins." The plan includes:
1. Recapping Hundertwasser's idea that humans have five layers or "skins" - physical skin, clothes, home, identity, and earth.
2. Having students apply this knowledge to designing their own ecological buildings inspired by Hundertwasser's work, which incorporated recycled materials and renewable energy.
3. Culminating in a mixed media collage where students work collaboratively to design a Hundertwasser-style building that is also ecological.
Friedensreich Hundertwasser was an Austrian artist considered one of the most important emerging from Europe after World War II. He rejected straight lines in his paintings and architecture, favoring spirals and vibrant colors. Though born in Austria, Hundertwasser traveled widely but found inspiration in nature, living in solitude in New Zealand surrounded by a garden of global plants. He is best known for his whimsical architectural works in Austria, especially the Hundertwasser Haus in Vienna.
Friedensreich Hundertwasser nació en Viena en 1928 y estudió en la Academia de Bellas Artes de esa ciudad. Su obra pictórica se caracterizó por hacer un uso abundante de líneas curvas, espirales, colores brillantes, texturas y formas tomadas de la naturaleza, y transmitía un mensaje ambientalista a favor de volver a vivir en armonía con la naturaleza.
This document provides lesson objectives and instructions for students to analyze and create artwork in the style of artist Friedrich Hundertwasser. The objectives are to appreciate and understand art from different cultures by looking at, thinking about, and experimenting with Hundertwasser's use of spirals, bright colors, and organic, nature-inspired shapes like lollipop trees. Students are guided to observe Hundertwasser's paintings, develop their own tree designs, and then use watercolors to paint a larger picture applying patterns and considering the success criteria.
Friedensreich Hundertwasser was an Austrian artist known for his style of transautomatism painting. Transautomatism focuses on the viewer's fantasy interpretation rather than objective representation, with different viewers seeing different things. Hundertwasser believed that straight lines were "godless and immoral" and that humans had lost their organic connection to nature. His paintings and architectural works featured fluid, organic shapes and spirals. Some of his most famous works included the District Heating Plant in Vienna, the Green Citadel in Magdeburg, and the Forest Spiral in Darmstadt.
Friedensreich Hundertwasser was an Austrian artist, architect and environmentalist known for his colorful, organic and irregular style. He believed that nature and human creations should work harmoniously together. Hundertwasser saw correcting nature as an irreparable mistake, arguing that communities should protect natural landscapes and that streams regulated into concrete channels have negative environmental impacts. He advocated for an irregular, organic approach that works with nature rather than against it.
During this project, students will investigate the work of artist and architect Friedensreich Hundertwasser. They will research his artistic and ecological ideology as expressed through his paintings, architecture, and philosophy of the "five skins." Students will develop skills in observational drawing, painting, printing, and collage to create works inspired by Hundertwasser's use of color, spirals, and a harmony between nature and human environments.
The document outlines a lesson plan about the artist Friedensreich Hundertwasser and his theory of the "five skins." The plan includes:
1. Recapping Hundertwasser's idea that humans have five layers or "skins" - physical skin, clothes, home, identity, and earth.
2. Having students apply this knowledge to designing their own ecological buildings inspired by Hundertwasser's work, which incorporated recycled materials and renewable energy.
3. Culminating in a mixed media collage where students work collaboratively to design a Hundertwasser-style building that is also ecological.
The document discusses issues and problems in music and art instruction with the integration of technology. In music, challenges include redefining music literacy, training teachers to meet standards, illegal music downloading, and relating popular music to instruction. Music educators also take on business responsibilities. In art, funding for instruction, ethical issues with image use, accessing instructional images, and meeting standards are problems. The document concludes that technology has the potential to transform student learning experiences in music and art classes.
The document discusses the benefits of incorporating more technology into an art classroom, such as using a digital portfolio to store and present student artwork, displaying art examples and lessons on a smart board or projector, creating teacher and student presentations, improving classroom communication through blogging, and enabling active learning through technology. The art teacher expresses excitement over using technology to enhance classroom activities, teaching, and student portfolio development.
Molas are colorful pieces of fabric artwork created by the Kuna women of Panama. They originated from the body painting traditions of the Kuna people between 150-170 years ago. Originally made through painting, molas now involve sewing together pieces of fabric in geometric patterns influenced by the Maya or depicting animals and plants. Molas are worn as clothing and their vibrant designs and sewing techniques are similar to American quilts.
Creative APP-titude - iPad Activities for the Art ClassroomKaren Bosch
This document provides an overview of iPad apps that can be used for art classroom activities. It discusses drawing, photography, augmented reality, audio, video, and digital storytelling apps. Specific apps are highlighted with examples of student art projects created using the apps. Recommendations are provided for managing student work created on iPads. The document aims to inspire teachers to integrate iPad technology creatively into their art curriculum.
The document discusses technology integration strategies for art instruction and identifies some issues and solutions. It outlines strategies such as accessing art examples from the internet or DVD collections, using tools like PowerPoint and HyperStudio for teaching examples, and producing and editing digital images with scanners, cameras, and software. It also lists some graphic design and 3D modeling programs that can support instruction.
The document discusses a middle school art teacher's goal of integrating more technology into her art classes to help students develop 21st century literacy skills. She currently uses some basic technologies like PowerPoint for digital portfolios and a website to display student artwork online. Through research, she has identified many other ways to incorporate technologies like drawing software, video, and the internet for research. She outlines potential art lessons involving different technologies that teach the four disciplines of art education. The teacher's conclusion is that art and technology naturally converge and she wants to be a leader at her school in promoting 21st century skills through innovative technology-infused art projects.
Keith Haring was born in 1958 in Pennsylvania and was inspired by pop artists like Andy Warhol. He attended art school but left to live in New York City where he began creating chalk drawings in subway stations in the 1980s. Haring developed a unique style using bold lines and simplified figures to create repeating patterns conveying social and political messages. His iconic symbols like the radiating baby became well known around the world. Haring aimed to make art accessible to the public through affordable prints and merchandise before his early death from AIDS in 1990.
An art education presentation defining Cubsim and Picasso. The presentation provides examples and inspiration for creating your own cubist superhero. All cubist superhero images are from here http://www.wonderbros.com/art/artwork-so-awesome-it-will-melt-your-face-off/
The document discusses issues and problems in music and art instruction with the integration of technology. In music, challenges include redefining music literacy, training teachers to meet standards, illegal music downloading, and relating popular music to instruction. Music educators also take on business responsibilities. In art, funding for instruction, ethical issues with image use, accessing instructional images, and meeting standards are problems. The document concludes that technology has the potential to transform student learning experiences in music and art classes.
The document discusses the benefits of incorporating more technology into an art classroom, such as using a digital portfolio to store and present student artwork, displaying art examples and lessons on a smart board or projector, creating teacher and student presentations, improving classroom communication through blogging, and enabling active learning through technology. The art teacher expresses excitement over using technology to enhance classroom activities, teaching, and student portfolio development.
Molas are colorful pieces of fabric artwork created by the Kuna women of Panama. They originated from the body painting traditions of the Kuna people between 150-170 years ago. Originally made through painting, molas now involve sewing together pieces of fabric in geometric patterns influenced by the Maya or depicting animals and plants. Molas are worn as clothing and their vibrant designs and sewing techniques are similar to American quilts.
Creative APP-titude - iPad Activities for the Art ClassroomKaren Bosch
This document provides an overview of iPad apps that can be used for art classroom activities. It discusses drawing, photography, augmented reality, audio, video, and digital storytelling apps. Specific apps are highlighted with examples of student art projects created using the apps. Recommendations are provided for managing student work created on iPads. The document aims to inspire teachers to integrate iPad technology creatively into their art curriculum.
The document discusses technology integration strategies for art instruction and identifies some issues and solutions. It outlines strategies such as accessing art examples from the internet or DVD collections, using tools like PowerPoint and HyperStudio for teaching examples, and producing and editing digital images with scanners, cameras, and software. It also lists some graphic design and 3D modeling programs that can support instruction.
The document discusses a middle school art teacher's goal of integrating more technology into her art classes to help students develop 21st century literacy skills. She currently uses some basic technologies like PowerPoint for digital portfolios and a website to display student artwork online. Through research, she has identified many other ways to incorporate technologies like drawing software, video, and the internet for research. She outlines potential art lessons involving different technologies that teach the four disciplines of art education. The teacher's conclusion is that art and technology naturally converge and she wants to be a leader at her school in promoting 21st century skills through innovative technology-infused art projects.
Keith Haring was born in 1958 in Pennsylvania and was inspired by pop artists like Andy Warhol. He attended art school but left to live in New York City where he began creating chalk drawings in subway stations in the 1980s. Haring developed a unique style using bold lines and simplified figures to create repeating patterns conveying social and political messages. His iconic symbols like the radiating baby became well known around the world. Haring aimed to make art accessible to the public through affordable prints and merchandise before his early death from AIDS in 1990.
An art education presentation defining Cubsim and Picasso. The presentation provides examples and inspiration for creating your own cubist superhero. All cubist superhero images are from here http://www.wonderbros.com/art/artwork-so-awesome-it-will-melt-your-face-off/