Philosophy of Art:
I believe that the philosophy of art should include all cultures. Students can easily understand art concepts when exposed to different cultural ideas and designs. I think art that is multicultural shows students how to appreciate their culture as well as the cultures of other people. I think teaching art from a multicultural perspective helps students to understand art and appreciate other cultures as well as their own more.
Grade Level: 8th grade
9.2 D. Analyze a work of Art from its historical and cultural perspective.
Nets Standards: 1. Facilitate and Inspire Student Learning and Creativity.
· Students will choose a theme for their porcelain plate landscape with at least one character in their theme to be portrayed in their landscape.
· The students will make an artwork that demonstrates a theme and use of aerial perspective and monochromatic color in a landscape.
· The students will choose symbols to represent their theme and a landscape background.
Goal:
§ The Students will understand how to use elements of design to create an aerial landscape using monochromatic color and a theme using symbols.
§ The students will understand what a porcelain willow plate is and how it was valued in European trade.
Materials Needed:
http://images.google.com/images?q=Monet+London
http://www.etsy.com/shop.php?user_id=5122615
http://www.henri-matisse.net/cut_outs.html
Step by Step Directions for Porcelain Plate Design
1st Choose a theme explain why it is important: tag it: in notebook
2nd Draw a 9 inch circle using template in your new sketchbook (write name on front of sketchbook)
3rd Look in magazines for symbols of theme that you have choosen.
4th Trace small size symbols onto tracing paper around outline of object
5th Choose one small character for your design: trace onto tracing paper around outline of object
6th Put name & section on trace paper
7th Landscape pictures: look at art textbook and resource worksheet examples.
8th Choose simple shapes in landscape to outline using trace paper
9th Choose Asian calligraphy symbol for theme add to design
Step by Step: Add different shades of Blue:
1st Shade darkest blue in front of picture design
2nd Shade medium blue in middle of picture design
3rd Shade light blue in background of picture design
I created this image as a mockup to show willow plates and aerial perspective to my middle school. We discussed themes, outlines, as well as borders. The willow plate lesson was about trade between Asia and Europe. I used the porcelain willow plate as an example of Asian trade and for their art project. My students enjoyed transferring their outline drawings using tracing paper onto paper plates. The students explored monochromatic color with paint. The students learned that aerial perspective is different from one point perspective.
PA Standards: 9.2 G.: Relate works of art to geographical regions: Africa, Asia, Australia, Europe, North, South, and Central America.
9.1 H. Demonstrate and maintain materials safely in work spaces.
Nets Standards: 1. Facilitate and Inspire Student Learning and Creativity
Brief History of Shadow Puppet:
The area of the world called Indonesia in the country of Java is the origin of the shadow puppet play. The shadow puppet play is a play with a hero fighting villains to help save his community. The play has outline characters that are in silhouette against a brightly shaded and dramatic background landscape. The play is very dramatic and the hero always wins.
Objectives:
· Students will learn about brief history of Java Shadow Puppet.
· Students will learn how to create shadow puppet.
· Students will create landscape background and shade it using bright and dark colors.
Resources: Brief History of Shadow Puppet PowerPoint or PowerPoint worksheet. Multicultural plays, examples of characters to create outline and silhouette, directions worksheet with vocabulary, notebook, sketchbook, travel magazines for landscape pictures, multicultural building worksheets, Java shadow puppet Batik design examples, step-by-step example of shadow puppet project.
Silhouette Websites:
http://images.google.com/images?q=Monet+London
http://www.etsy.com/shop.php?user_id=5122615
http://www.henri-matisse.net/cut_outs.html
http://artsedge.kennedy-center.org/shadowpuppets/artsedge.html
Step-By-Step Directions Shadow Puppet
Step one:
Students read multicultural story
Take notes in notebook: to earn 10 points:
· When is your setting: is it day or night in your landscape setting?
· How will you place the sun or moon into the background of your landscape?
· Who are your characters choose one or two per group member
· You may work in two people group to create your play setting (landscape) and characters-
· Who is your hero and what actions do they take to help their community or resolve an issue?
Step Two:
o Choose characters from character example pictures
o Make outline of character onto thick white paper (use trace paper)
o Outline is line that is drawn around outside of character
o Check step-by-step example on display board for understanding
o Ask teacher or group member
Step Three:
· Cut out outline glue onto black paper (write your name on it and place into sketch book)
· Next Cut out black paper
· Attach black paper onto Popsicle stick so that it can be held easily in your hand
Step Four:
· Create a setting using a landscape and building that fits your plays story.
· Look at travel magazines and building worksheets:
· Use a ruler to create a horizon line with a pencil
· Use your ruler to make your building with a pencil
· Look at travel magazines:
· Add trees, plants, mountains, rivers, etc… with a pencil
· Shade your landscape with bright and dark colors
Step Five:
Practice your play and dialogue for your play. Hold your shadow puppets up against landscape and practice part of the plays dialogue.
American Indian: The Secret Community Message of Culture
Ms. Weatherby 11-2-09 Art
PA standards: 9.3 & 9.2 8th
B. Analyze and interpret specific works of art. Identify and classify styles, forms, types and genre within art.
A. Explain the historical, cultural and social context of an individual work in the arts.
Nets Standards: 1. Facilitate and Inspire Student Learning and Creativity-
Theme “The Secret Community Message of Culture”
Directions for American Indian Culture Project, Tag it (Rubric 0-3) and Graphic Organizers:
Part A:
Write: Name, Section, Date, “Title” and Do Now for Lesson:
· Who were the role models and/or leaders of American Indians? Who are the role models and/or leaders in your community and/or in America?: Venn Diagram: Compare and Contrast: Make a list: Tag It
· I believe…
· Therefore…
· However…
· For Example…
· Examples of Indian leaders: medicine man, chief, teacher, warrior, hunter-
· Read: American Indian story book about Sequoyah: Teacher and Leader: “Sequoyah: The Cherokee Man Who Gave His People Writing”
· Part B Culture Art Project:
· Theme “The Secret Community Message of Culture”
· Students create secret community message using Cherokee word or words:
· Directions “Secret Community Message of Culture”
· Write large Cherokee word on thin white scroll paper
· Outline word with color dark or bright
· Outline word with glue
· Add glitter
· Shake excess glitter onto paper and pass onto next group member
· Shake left over glitter carefully into glitter container
· Let paper dry
Sequoyah was a famous Cherokee because he invented the first written American Indian language. Sequoyah taught the Cherokee Indians how to use the syllabary to read and write. Many Cherokee Indian historians believe that Sequoyah only rediscovered the written Cherokee language. The creation of the Cherokee syllabary was important because it kept Cherokee language alive. Sequoyah created a new system of writing that has not been recorded in history since ancient times.
Born in the 1770s in the Cherokee village of Tuskegee on the Tennessee River, Sequoyah was half Cherokee and half European. Sequoyah was raised as a Cherokee Indian and new tribal ways and customs. Sequoyah became a hunter and fur trader. Sequoyah was a skilled silver craftsman and didn’t learn to speak, write or read English. Sequoyah was interested in the European people’s ability to communicate through written language.
Sequoyah decided the Cherokee language was made up of particular sounds and combinations of vowels and consonants. He decided to use a Syllabary instead of an alphabet to create word combinations. Sequoyah taught the people of the Cherokee language how to read and write using the Cherokee syllabary. In 1827, the Cherokee council began the publishing of a Cherokee newspaper using a printing press. The Cherokee newspaper became the first Indian newspaper to be published in the United States.
Important Terms: Syllabic signs: represents combination of two or three consonants. http://www.powersource.com/gallery/people/sequoyah.html
Cherokee Syllabary
Vowel Sounds
a, as a in father, or short as a in rival
e, as a in hate, or short as e in met
i, as i in pine, or short as i in pit
o, as o in note, approaching aw as in law
u, as oo in fool, or short as u in pull
v, as u in but, nasalized
Consonant Sounds
g, nearly as in English, but approaching to k
d, nearly as in English, but approaching to t as in English
Syllables beginning with g except qa have sometimes the power of k
go, du, dv are sometimes sounded to, tu, tv and syllables written with ti except tia sometimes vary to di.
·Website: http://www.powersource.com/gallery/people/sequoyah.html
The consonants g and d are voiceless in certain positions and in some dialects.
You can hear the sounds of Cherokee at:
http://www.cherokee.org/Extras/Downloads/syllabary.html
Information about Chief Sequoyah and the Cherokee Syllabary, written by his descendants: http://www.sunflower.com/~dewatson/dma-ls05.htm
Place names of Cherokee origin
http://chenocetah.wordpress.com
WebQuest: Henri Matisse: Color me Joyful
Jazz, Matisse
Henri Matisse (31 December 1869 – 3 November 1954)
“I have always tried to hide my own efforts and wished my works to have the lightness and joyousness of a springtime which never lets anyone suspect the labours it cost.”
Henri (pronounced On Ree) Matisse was born in Le Cateau-Cambrésis, Nord, France, on December 31 1869, he grew up in Bohain-en-Vermandois, Picardie, France, where his parents owned a farm business. He was their first son. In 1887 he went to Paris to study law, working as a court attendant. Matisse began to paint in 1889, when his mother had brought him art supplies during a period of sickness following an episode of appendicitis. Matisse found "a kind of paradise" in creating art and decided to become an artist, which disappointed his father.
In 1891, he returned to Paris to study art at the Académie Julian and was a student of William-Adolphe Bouguereau and Gustave Moreau. At first Matisse painted still-lifes and landscapes in a traditional Flemish style.
Still life, Matisse
In 1897 and 1898, Matisse visited the painter John Peter Russell on the island Belle Île off the coast of Brittany. Russell introduced him to Impressionism and to the work of van Gogh. Matisse's style began to change, and he later said "Russell was my teacher, and Russell explained color theory to me."
Matisse was influenced by the works of Nicolas Poisson, Antoine Watteau, Jean-Baptiste-Siméon Chardin, Edouard Manet, and the post-Impressionists Cézanne, Gauguin, van Gogh, and Signac, and also by Auguste Rodin, and Japanese art.
“ Woman with the Hat”, Matisse
In 1905, Matisse and a group of artists known as "Fauves" exhibited together in a room at the Salon d'Automne. The paintings expressed emotion with wild and mostly unharmonious and unnatural colors. Matisse showed Open Window and Woman with the Hat at the Salon.
In 1904 Matisse met Pablo Picasso who was 12 years younger than him. The two artists became long time friends and competitive rivals that are often compared. Matisse drew and painted from nature and liked to capture joyfulness in his work, while Picasso was more likely to work from imagination. Matisse changed his style not long after meeting Picasso to a more decorative style, which he used to create a joyful and happy mood for the viewer.
Matisse
Step 1: Answer the following questions, using the above two images, and visit sites listed.
Is it okay to use unrealistic colors?
Can you relate to the shapes and colors?
Why did the artist paint this way?
Is it alright to create art purely for decoration and to make others feel joy?
Visit this site for a gallery of Matisse’s artwork, click here.
Step 2: Compare and Contrast
Jazz (1947) is an artist's book of around one hundred prints based on paper cutouts by Henri Matisse. Tériade, a 20th century art publisher, had Matisse's cutouts made into pochoir (stencil) prints. The prints in Jazz take their theme from the theatre or circus. Matisse decided on Jazz as a title for his art print book after sensing a connection of the visual and musical through improvisation on his circus and theater theme.
Jazz, Matisse
How does Matisse’s Jazz book resemble a circus or theater scene?
How does Matisse’s Jazz book remind you of music thorough use of pattern, shape and bright and dark colors?
- Matisse creates a theater scene that shows flat shapes, patterns and bright and dark colors. Matisse has selected what he felt were the basic elements of a theater or circus scene thorough use of shapes, patterns and unrealistic color.
Step 3:
Using Matisse's style as inspiration, research his other works. Create six symbols that represent your interests and personality. Create a Matisse name cutout using six shapes and six symbols then add your name.
You can use inspiration from:
Looking at a realistic picture of a favorite object
Looking at objects or people in magazines or on the Internet and creating an outline of the object or person
Procedure:
reflect on your own interpretation of Matisse’s style and artwork
research images for your symbols and shapes
find elements in your nametag cut out you wish to emphasize, use pattern, bright and dark colors; look at Matisse's work.
lightly sketch out your final drawing of your symbols on construction paper
cut out your six shapes and six symbols and arrange them in an interesting way then add your outlined name over top of your design using glue on 11x17 paper
Conclusion / Critique:
students will be graded upon the following:
completion of project
following directions
incorporating Matisse's style
creativity
content knowledge
collage technique
