Introducing Famous Artists and Their Use of The Elements and Principles of Art.

Elementary School Curriculum By: Patricia Baker

Objective: In this class, students will meet famous artists and learn about their use of the Elements and Principles of Art. They will be inspired by the artist they are introduced to while being given the opportunity to explore the endless possibilities of using the elements of art. Learning about the fundamental elements, principles and theories of art and composition is important to a child’s education. The ability to create artwork is very empowering to a child and allows the child to embrace and explore his or her talent. In this class, students will learn how different elements of art can be combined to create artwork that is unique and inspiring.

Cost Index: Low- $

Moderate- $$ Expensive- $$$

Weeks 1,2 Outlining Figures Weeks 3,4 Creating a Pastel Portrait Weeks 5, 6, 7 Saint Jerome Weeks 8, 9, 10 Michelangelo’s Pieta and The Human Body Weeks 11, 12 The Horse Fair Weeks 13, 14, 15 Impressionist Painting Weeks 16, 17, 18 Native American Costumes Weeks 19, 20, 21 Foreshortening scenes Weeks 22, 23 Expressionism Weeks24, 25 Exotic Landscapes Weeks 26, 27, 28 Frida Kahlo Folding Screens Weeks 29, 30, 31 Composition in Red, Blue and Yellow Weeks 32, 33, 34 Art in a Box Weeks 35, 36 Tampas

Index

Weeks 1, 2Theme: Outlining FiguresEssential Question: How did Sandro Boticelli outline his figures to give

them a feeling of movement?Resources: old magazines, scissors, white card stock, glue stick, black

thin-line marking penSkills: Learn to experiment with movement and the art principle of

rhythm by outlining faces and figures.Activity: Cut out figures from magazines and glue onto card stock.

Using black markers, outline areas to create rhythm.Assessment: Class critiqueHabits of Mind: Observe, stretch and exploreInterdisciplinary: HistoryPA Standards: 9.1, 9.3Cost: $

Weeks 3,4Theme: Creating a Pastel portraitEssential Question: How did Rosalba Carriera use different values to

add highlights and shadows?Resources: scrap paper, colored pastels, newspapers, fixative, white

drawing paperSkills: Learn how the use of value adds depth and dimension to a

drawing.Activity: Choose a subject for a portrait and draw the portrait using

colored pastels. Use dark colors to add shadow and light colors to highlight.

Assessment: RubricHabits of Mind: Applying Past Knowledge, Striving for AccuracyInterdisciplinary: HistoryPA Standards: 9.1, 9.3Cost: $

Week 5, 6, 7Theme: Saint JeromeEssential Question: How did Albrecht Durer demonstrate texture

in his wood block prints?Resources: colored crayons, fine grade sandpaper, white

construction paper, electric iron, towelSkills: Expand the ability to suggest texture in artworkActivity: Create a sandpaper print using crayons. Teacher will use

iron to transfer images onto construction paper.Assessment: RubricHabits of Mind: Applying Past Knowledge, Creating, Imagining and

InnovatingInterdisciplinary: SciencePA Standards: 9.1, 9.3, 9.2Cost: $

Weeks 8, 9, 10Theme: Michelangelo’s Pieta and Studying the Human BodyEssential Question: How did Michelangelo apply form, balance and

emphasis to his sculptures?Resources: cooking pot, wooden spoon, hot plate or other heat

source, sand, cornstarch, powdered alum, hot waterActivity: Sculpting a figureSkills: Experiment by using modeling dough to sculpt a figure that

suggests form, balance and rhythm.Assessment: Rubric, Class CritiqueHabits of Mind: Remaining Open to Continuous LearningInterdisciplinary: SciencePA Standards: 9.1, 9.3, 9.2Cost: $

Weeks 11, 12Theme: The Horse FairEssential Question: How did Rosa Bonheur bring such realism to

her paintings? Which features give the animals the “alive” look?

Resources: tracing paper, pencils, nature magazinesActivity: Drawing a favorite animalSkills: Create life-like qualities by using value, shape, form and

texture.Assessment: Rubric, Class CritiqueHabits of Mind: Envision, Reflect, ExpressInterdisciplinary: SciencePA Standards: 9.1, 9.3, 9.2Cost: $

Weeks 13, 14, 15Theme: Impressionist PaintingEssential Question: How did Mary Cassatt capture the changes in light

on her subjects? Where do you see emphasis and value changes?Resources: newspapers, white construction paper, toothbrushes,

tempera, pieces of screenActivity: Creating an Impressionist painting by brushing paint through

a screenSkills: Create a painting that exhibits the way light is reflected by

focusing on value and emphasisAssessment: Rubric, Class CritiqueHabits of Mind: Envision, Reflect, ExpressInterdisciplinary: HistoricalPA Standards: 9.1, 9.3, 9.2Cost: $

Weeks 16, 17, 18Theme: Native American Costumes Essential Question: How did George Catlin demonstrate balance,

unity and pattern in his Native American portraits and artifacts?

Resources: brown paper bags, scissors, pencils, scratch paper, poster paint, paint brushes

Activity: Design a Native American costumeSkills: Create a Native American costume that demonstrates

pattern and symmetryAssessment: Rubric, Class CritiqueHabits of Mind: Observe, Evaluate, ExpressInterdisciplinary: Historical, culturalPA Standards: 9.1, 9.3, 9.2Cost: $

Weeks 19, 20, 21Theme: Foreshortening scenesEssential Question: How did Edgar Degas experiment with space

and perspective by using the foreshortening technique in his paintings?

Resources: art chalk in various colors, liquid starch, medium-point brushes, paper with a glossy surface

Activity: Draw a scene using the foreshortening techniqueSkills: Create a painting in which the distance between the

foreground and background is shortened. Focus on space.Assessment: Rubric, Class CritiqueHabits of Mind: Observe, Evaluate, ExpressInterdisciplinary: HistoricalPA Standards: 9.1, 9.3, 9.2Cost: $

Week 22, 23Theme: ExpressionismEssential Question: How did Edvard Munch create paintings

that evoke strong emotions in viewers? How might his use of color and rhythm enhance this effect?

Resources: oil pastels in various colors, white drawing paperActivity: Draw a picture that portrays strong emotionSkills: Use color and rhythm to elicit emotion in a drawingAssessment: Rubric, Class CritiqueHabits of Mind: Observe, Evaluate, ExpressInterdisciplinary: HistoricalPA Standards: 9.1, 9.3, 9.2Cost: $

Weeks 24, 25Theme: Exotic LandscapeEssential Question: How did Henri Rousseau use his imagination

in his jungle scenes? Do they depict reality? Consider his use of space, shape and emphasis.

Resources: pencils, art chalk, cotton swabs, newspaper, fixative, black construction paper, liquid white glue in dispensers

Activity: Drawing a landscape with jungle plants from imaginationSkills: Apply imagination to create a surrealistic landscapeAssessment: Rubric, Class CritiqueHabits of Mind: Observe, Evaluate, ExpressInterdisciplinary: SciencePA Standards: 9.1, 9.3, 9.2Cost: $

Weeks 26, 27, 28Theme: Frida Kahlo Folding ScreensEssential Question: How did Frida Kahlo use her paintings to tell a

story, or depict a problem or challenge? Can we use art to help us through life’s obstacles?

Resources: cardstock, scissors, magazines, pencils, colored pencilsActivity: Create a screen that tells a story about a problem or

challenge. Focus on emphasis, line, color, balanceSkills: Tell a story without using textHabits of Mind: Understand Art World Domain, Stretch and

ExploreInterdisciplinary: LiteraturePA Standards: 9.1, 9.3, 9.2Cost: $

Weeks 29, 30, 31Theme: Composition in Red, Blue and YellowEssential Question: Why do you think did Piet

Mondrian use color, line and shape in his artwork rather than creating an actual scene or picture?

Resources: black book tape, scissors, large poster board, red, blue and yellow tempera paint, paintbrushes

Activity: Create a geometric composition that is non-representational using primary colors, line and shape

Skills: knowledge of composition and the color wheelHabits of Mind: Reflect, Evaluate, EnvisionInterdisciplinary: GeometryPA Standards: 9.4, 9.3, 9.2Cost: $

Weeks 32, 33, 34Theme: Art in a BoxEssential Question: Do you think that Louise

Nevelson’s assemblages of found objects create a theme? Which shapes do you think Cubism involves?

Resources: rubber cement, spray paint, assortment of cardboard boxes, assortment of found objects, paint, glue

Activity: Create an assemblage or “art in a box, "using found objects

Skills: Focus on shape, balance, and space to create a three dimensional structure with a strong composition

Habits of Mind: Reflect, Evaluate, EnvisionInterdisciplinary: GeometryPA Standards: 9.4, 9.3, 9.2Cost: $

Weeks 35, 36Theme: TampasEssential Question: How do you think Faith

Ringgold expressed her feelings and experiences as a black woman in America through her quilts? Where do you see, pattern, texture, repetition and symmetry in her quilts?

Resources: assortment of fabric pieces, scissors, art tissue paper, pencils, black, thin-line markers, colored markers, glue

Activity: Create a quilt that exhibits pattern, texture, repetition and balance.

Skills: Experimenting with mixed media materials

Habits of Mind: Reflect, Evaluate, EnvisionInterdisciplinary: Historical, CulturalPA Standards: 9.4, 9.3, 9.2Cost: $$

Adaptations for Students with Special Needs

• Provide direct assistance• Modifying or adapting existing materials• Simplifying or supplementing existing materials• Seating accommodations or preferential seating• Working in a small group with staff• Simplify/adapt the lessons• Extended time• Sign language interpreter, amplification or visual display• Step by step lesson demonstration• Large print handouts• Use of Assistive Technology as needed

Art Show

Students will select their best pieces to be exhibited in the yearly art show at the elementary school.

References

• www.instructables.com• www.mrsbrownart.com• www.kinderart.com• Elementaryartroom.blogspot.com• www.deepspacesparkle.com• www.arteducators.org• www.greatartistprogram.com