A selection of integrated experiential art workshops developed and taught by teaching artist, Sarah Stone, at middle and high schools in the San Fernando and Conejo Valleys, Los Angeles metro area.
The purpose of this lesson plan was to integrate art and language arts. Students were to narrate the story The Legend of the Indian Paintbrush, by displaying a use of symbols on a collage.
Contemporary Arts in Regions. The different arts from contemporary period until modern arts. Classifications of the different contemporary arts from different regions.
2. Classroom Behavior Expectations
Students are expected to assist in maintain a classroom environment that is
conductive to
learning. Disruptive behaviour in the classroom may be classified as anything that
disturbs the teacher or other students during the class period and will not be
tolerated. One verbal warning will be given and if behaviour continues a sanction
will be given.
•YES put your hand to speak
•YES share equipment and treat with care
•YES participate in class discussions
•YES try your best every time
•YES work quietly or in silence when asked
•YES complete all homework on time
•YES be respectful to the teacher and
eachother
•NO mobile phones
•NO challenges to teachers authority
•NO eating or drinking in the classroom
•NO excessive tardiness
•NO making of offensive remarks
•NO interrupting or belittling other students
•NO shuffling, whistling or making other
disruptive noise
3. Art like morality consists of drawing the line somewhere !
-G.K Chesterton
Don’t be afraid to try, perfection is
over rated and mistakes can be
beautiful.
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5. ART IS IN THE EYE OF THE BEHOLDER.
SHIGEO FUKUDA
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14. LESSON 1
Objectives:
•To understand that there are important rules and
health and safety regulations in an Art room setting and
during lessons.
•To consider their own prior understanding of Art as a
distinctive subject.
Outcomes:
•To have learnt the classroom rules.
•To complete a reflective interview.
To complete one tonal ladder showing graduated
shading.
15. Task 1: ‘What do you know about Art?’ worksheet. Arrange half the class
sitting down with sheets of questions and then pair the others up with them,
they get 2 minutes to discuss question one, then sound a buzzer and the
interviewees move on to the next person. 2 minutes for question 2 etc.
(Like speed dating)!!!
Then spend another 10 minutes getting feedback to whole class, who can
remember an interesting answer to question 1 etc. Merits for well
remembered details !!
Task 2: Draw out and complete a 6 box tonal ladder using a 2B pencil.
Discuss type of pencil and building up of layers etc.
16. Plenary: ‘What did my teacher say about…?
Merits for answers !
Homework: Cover your sketchbook with a timeline
of art and sticky back plastic
17. LESSON 2
Objectives:
•To provide evidence of baseline
attainment.
Outcomes:
•A series of experimental drawing
exercises.
1.Continual line
2.Blind drawing
3.Double pencil
4.Wrong hand
5.Writting excersise*
18. Claude Heath (British, 1964)
Timeline
1983–1986
BA Philosophy, King's College London
Born London, England
Collection - British Museum
Collection - Simmons & Simmons
Collection - Eel Pie Publishing
Collection - UBS AG
Lives and works in London, England
CONTINUOUS LINE DRAWING
The line in a continuous line drawing is unbroken from the
beginning to the end. The drawing implement stays in
uninterrupted contact with the surface of the paper during
the entire length of the drawing.
19. 5.Writting excersise: All students must read and
re-write the following paragraph in their own words
using the word bank provide.
From 1886 to 1888, Van Gogh was living in Paris. It was during this time that he created many still life
paintings; a lot of these were of fish or fruit, but there were several paintings he created of shoes. One of
the most notable shoe paintings that Van Gogh created was A Pair of Shoes, 1886 (shown below – top left).
This painting was discussed in an essay titled “The Origin of the Work of Art” by Martin Heidegger in the
1930s and has since been the subject of many debates surrounding art and life.
Another reason that the shoe paintings still fascinate individuals today is that these works are also often
interpreted as a study of Van Gogh’s life. In these paintings, he captures a pair or pairs of shoes on the floor
most with laces untied as if they have just been taken off at the end of a long day. Unlike other still life
subjects, the shoes have been to all the places and have seen all of the struggles of the owner. To many, Van
Gogh’s shoes with the worn leather and tired soles represent the rough life of the artist himself and the
weathered journey he has endured.
In a letter to his brother Theo from August 29, 1888, Van Gogh wrote about a still life and one of the shoe
paintings when stating,
“I have heaps of ideas for my work, and if I go on with figure painting very industriously, I may possibly find
more. But what’s the use? Sometimes I feel too feeble to fight against existing circumstances, and I should
have to be cleverer and richer and younger to win.
Fortunately for me, I do not hanker after victory any more, and all that I seek in painting is a way to make life
bearable.”
Today Van Gogh’s shoe paintings can be seen in several different museums including The Van Gogh Museum,
Fogg Art Museum at Harvard University, The Baltimore Museum of Art, and The Metropolitan Museum of
Art in New York. There is also one in a private collection.
View Van Gogh’s shoe paintings below, and comment and share your thoughts on these works.
20. Plenary: Using the art vocabulary word bank in
their sketchbooks select an adjective to write on
another pupils drawing.
Homework: Observational drawing of the
contents of your school bag using only continual
line.
21. LESSON 3
Objectives:
To understand how mark making has been
used to convey meaning
Outcomes:
Hand print with mark making frame.
22. Mark Making
Mark making is a term used to describe the different
lines, patterns, and textures we create in an artwork. It
applies to any art material we use on any surface, not
only paint on canvas or pencil on paper. A dot made
with a pencil, a line created with a pen, a swirl painted
with a brush, these are all types of mark making.
23. Mark Making
Mark making is a term used to describe the different
lines, patterns, and textures we create in an artwork. It
applies to any art material we use on any surface, not
only paint on canvas or pencil on paper. A dot made
with a pencil, a line created with a pen, a swirl painted
with a brush, these are all types of mark making.
24. Starter: Fill in the mark making grid with
your pencil! How many different marks can
you make ???
27. Who were the artists?
• Cro-Magnon peoples from 30,000 BCE are
currently known as the world’s first artists.
• They lived in caves when it was cold.
• Hunted animals for food, clothing, tools, and
shelter.
28. The First Discovery…
• In the autumn of 1879, Spanish nobleman
and amateur archeologist Marcelino Sanz de
Sautuloa and his young daughter, Maria, set
out to explore a cave in the hillside of
Altamira, not far from the family estate in
northern Spain. As a gentleman scholar, De
Sautuola took a serious interest in finding out
more about the prehistoric past.
29. Little Maria was small enough to see into the narrow
opening of the cave in their backyard.
What she saw changed history…
30. Making history…
• Maria had just become the first modern
human to set eyes on the first gallery of
prehistoric paintings ever to be discovered.
32. Cave paintings
• Cave Paintings are found all over the world.
Western Europe, primarily Southern France
and Northern Spain, are rich with caves
containing Stone Age wall paintings.
33. The Art
• Rock paintings have been found to include line
drawings in charcoal and red ochre, painted
images, and negative images, which are
formed by painting the rock area around an
object, such as a hand.
34. How were they made?
• These Paleolithic artists made paint out of
natural substances such as red and yellow
earth, different colored minerals, and black
charcoal. They would grind these into a
powder and mix with water (scientists have
found cave water works really well for this).
36. Lascaux Caves
15,000-13,000BCE
Researchers think that
this horse was part of a
magic hunting ritual.
They believe that the
artists threw spears at
the horse because there
are marks on the walls
of the cave.
37. Task 2: Create a boarder on one A4 sheet in their book using
mark making techniques from the starter activity.
Task3: In the centre of the page with the frame place your hand
palm down firmly flat on the page. Using an oil pastel colour of
your choice colour in the negative space around your hand and
lift.
38. Homework:
Revisit PowerPoint on weebly
and complete prehistoric mark
making grid and if incomplete
Van Gogh paragraph.
39. Task 4: On the next clear page in your
sketchbooks produce an A4 copy of the cave
painting provided. Remember to add detail and
colour.
41. LESSON 4
Objectives:
To gain an understanding of the practice
function and aesthetic of Egyptian art.
Faith and society
Outcomes:
Context box
Paragraph
Peer profile drawing from observation
43. Ancient Egyptian Art
• The art of the ancient Egyptians is about 5000 years
old and developed between 3000BC and 200AD.
• Artworks are highly stylised, organised and followed
strict rules and conventions. Symbols, including
colours and hieroglyphics, were used to tell the story
of the artwork.
44. Ancient Egyptian Art
• Hieroglyphics is a method of writing with pictures.
• A scribe is someone who is trained to
read and write hieroglyphics
45. Ancient Egyptian Art
• Artworks took the forms of
painting and sculpture.
• In 2D works, objects,
figures and symbols were
depicted as clearly
outlined, flat shapes.
• In 3D sculptures, figures
of importance were shown in
basic poses with their
left foot forward
46. Ancient Egyptian Art
• Images of the human figure combined
profile views (side view) of the head and legs with
frontal views of the eyes and shoulders
• It was also conventional for people of high status to
be depicted as larger than people of low status
47. Ancient Egyptian Art
• Every colour had a particular meaning and
was used for a reason
• Black was the colour of the night
and the underworld, but also, the
colour of the fertile soil of the
Nile
• Blue was the colour of the sky and
the water
• Gold was the colour of the sun and
the skin of the gods
• Green was the colour of vegetation
48. Ancient Egyptian Art
• In ancient Egypt it was
fashionable for both Men and
Women to wear make-up
• People did not realise
though, that the lead-based
paints they were using were
actually poisonous!
50. Task 1: Write a paragraph about Egyptian art in your own words.
Task2: Peer profile portraits from observation.
Plenary: Progress box.
Homework: Using Egyptian hieroglyphics sheet write your own
name in your sketchbook and add colour.
51. LESSON 5,6 & 7
Objectives:
To gain an understanding of elementary
water colour technique.
Outcomes:
Water colour painting of Egyptian wall
painting.
52. Starter: Egyptian key word hangman. Prior learning
cloud. Colour matching and recipe worksheet exercise.
67. Complement
A complement (with an e) is something that enhances something else or
goes well with it. (For example, ‘Cranberry sauce is a complement for
turkey’.)
VS
Compliment
A compliment (with an I ) is an expression of praise.
Complimentary
(For Example, ‘My compliments to the chef for such a wonderful starter’)
68. Complement
A complement (with an e) is something that enhances something else or
goes well with it. (For example, ‘Cranberry sauce is a complement for
turkey’.)
VS
Compliment
A compliment (with an I ) is an expression of praise.
(For Example, ‘My compliments to the chef for such a wonderful starter’)
71. Fill in the colour wheel
Copy this into your books using a compass or something circular
Make sure with the person next to you that you have the colours in the
correct place.
