Tokie Rome: High Museum Lesson Plans, Elementary
Individual Artist Reports
Mattie Lou O'Kelley
Back to A Masterpiece of Learning
#1. Chuck Close
After viewing the work of Chuck Close and identifying at least two characteristics of his work, s/w be able to apply the identified characteristics in creating a Portrait using the grid technique, and tints and shades to add value.
Time frame: 8 class periods
Understand that artists use grids can to help organize a work of art.
Understand that a portrait is an image of a person or people.
Understand that creating tints and shades of a color
Materials: Paint, Computer with internet, LCD projector, Paint supplies, rulers or grid paper paint, Black and white paint
Standard 3.9- Recognizes value as the lightness or darkness of a color.
Standard 2- Produces artworks in the following area: panting and drawing.
Standard 4- Creates artworks using value.
Whole Group: View the work of Chuck Close and identifying at least two characteristics of his work, using the LCD projector to view the PowerPoint presentation.
Practice: Mix tints and shades on the value sheet.
Low level students: Use Artist Tool Kit found on http://www.artsconnected.org/toolkit/create_value_tint.cfm to mix tints and shade. Completed composition can be printed out.
Project: Create a 1” by 1” grid using a ruler.
Low or struggling students: use pre-made grid.
Label the grid
Draw a portrait on the grid.
Add tints and shades to add value in the style of Chuck Close.
ELL: Pair with buddy.
How is Value created?
What are at least two characteristics of Chuck Close paintings?
Review what tints and shades are. Review the characteristics of Chuck Close paintings. How did using a grid help you in drawing your portrait? In adding color?
H.W: Find examples of tins and shades in a magazine and bring them to class.
Those without magazines- use your oil pastels to create a color composition that has a least three tints and three shades.
#2. Individual Artist Reports
After examining a variety of reproductions, s/w select an artist to personally study by creating a reproduction of the selected work of art.
Create a research paper discussing the artists and the artwork selected.
Time frame: 8 class periods
Understand that artists often study the work of other master artists to improve their techniques.
Teacher will explain that artist often study the work of other famous artist. T/will inform the class that during the assignment they are to think about why artists would do this. Each student will select a reproduction to study and reproduce in their own style, using the painting/ drawing medium of their choice. Students will also research their artist and the selected artwork this will be done as a homework assignment. Completed artwork and research papers will be presented to the class for critique.
Art reproductions, paint, pencils, oil pastels, paint supplies
Topic: Artistic Skills and Knowledge: Creating, Performing, Producing
Standard: Emphasizes specific elements of art and principles of design and selects materials and techniques appropriate to creating an artwork based on own idea and self-direction.
What effect does studying a master artist have on your one work?
Why do people study the work of old masters?
Answer blooms taxonomy questions.
HW: Work on research paper.
Note: Each artist research paper is different and is based on the artist that the student selected.
#3. Mattie Lou O'Kelley
After examining Yard Sale by Mattie Lou O'Kelley and identifying at least three characteristics of the painting, students will create a work of art focusing on three identified characteristics (i.e. landscape, depicting common everyday scene, basic perspective)
Teacher display Yard Sale by Mattie Lou O’Kelley via LCD projector. Ask students what they notice first about the artwork. Ask what elements and principles of art stand out to the students (repetition to create rhythm, patterns on the brick and in the trees shape, lines, etc.) Ask students what view point is the viewer i.e. aerial, underneath, or eye level. Ask why. Tell students the artist is actually an artist from rural Georgia that painted everyday things that she witness, and that se was an untrained artist (folk artist). Ask students what they notice about items in the foreground, middle ground, and the background (size, placement on the page, details that are visible). Tell students they are going to paint a landscape using the three of the characteristics identified in the painting---everyday scene, basic aerial perspective, depict the landscape in your everyday scene). Make sure to brainstorm so common everyday scenes that students would see.
Differentiation: Students may choose their medium that they work with to complete the work i.e. crayon, paint, or oil pastel.
Understand that Mattie Lou O’Kelley depicted everyday scenes in her landscapes.
LCD projector Yard Sale image by O’Kelley, paint, pencils, oil pastels, paint supplies Standard 4.3: Creates artwork portraying an object, subject, or theme from different points of view (e.g., close-up, below, and above).
Ask students what view point is the viewer i.e. aerial, underneath, or eye level. Ask why. Tell students the artist is actually an artist from rural Georgia that painted everyday things that she witness, and that se was an untrained artist (folk artist). Ask students what they notice about items in the foreground, middle ground, and the background (size, placement on the page, details that are visible).
Review characteristics of O’Kelley painting and have students volunteer how their landscape differs or has similarities to O’Kelley’s.
#4. Alexander Calder
After examining the mobiles of Alexander Calder (1898 – 1976) and discussing how his sculptures are capable of moving, focus on basic shapes and are made of wire, students will create their own mobiles using the characteristics identified.
Display examples of Calder’s mobiles (LCD and website http://www.calder.org/SETS/work/work.html ) and discuss their characteristics. Have students identify key points. Tell students that Calder focused on basic geometric shapes in his sculptures however students may choose to integrate their own theme as well. Students will create a mobile using wire and model magic. The sculptural forms will be shaped out of model magic with students leaving a small hole in the area they want to attach the wire. Allow model magic to harden and all students to paint using primary colors. Students will then have to problem solved to use the forms they created and wire to create a sculpture that can move.
Understand that a mobile is a sculpture that moves.
Materials: Wire and model magic, paint and supplies, LCD and computer
4.6 Standard: Produces artworks in a variety of subject matter and in the areas of drawing, painting, sculpture, printmaking, pottery, fiber arts, and mixed media.
What are the characteristics of Calder sculptures?
What was your problem solving process in using your forms and the wire to create a sculpture that moves?
Review the characteristics of Calder’s work. Check student progress and check for issues they are having that other peers may be able to assist with.
View overview PowerPoint of Chuck Close using LCD; after discussing the Chuck Close
born 1940 Self-Portrait (3 Parts) 1980 and examining how he focused on 3 parts of the face to make a portrait, students will create a portrait composed of 3 parts that they think are their strongest traits.
Differentiation: Students can select to use the digital camera, draw or paint their three strongest parts to represent them. Will write a reflection about why they selected the tree parts. Early finishers or more advanced students may choose to add the verbs and nouns from their reflection to their artwork.
Students will understand that a portrait does not have to be traditional.
Materials: LCD projector and Chuck Close images, Digital Camera, paint, colored pencils
Standard 5.1: Produces artworks and graphic designs that use selected subject matter, including symbols and ideas, to communicate a message.
Why do you think choose to depict these three parts?
Does a portrait have to show a person’s face?
Review characteristics of Chuck Close’s work, review enduring understanding.