1-2 1-1 Marc Chagall: I and the Village African Tribal Art: Banda Mask Discussion Students learn about Marc Chagall and his painting I and the Village. They discuss Chagall’s use of fantasy and realistic images to tell a story about his own life. They identify the use of primary and secondary colors, geometric shapes, and realistic and abstract images. They find profile and frontal faces. They compare designs of objects in this painting with objects in their own environment. Discussion Students learn about African tribal masks, how they are carved from wood, and how they are used in ceremonies. They discuss the placement of facial features and their human and animal characteristics. They identify 3-D geometric shapes, natural color pigments, angular lines, and rough and smooth textures. Project: Story About Me Students sketch faces, draw self-portraits, pets, upside-down houses, favorite foods, and sports. They mix and paint a wash with secondary colors. Project: African-style Mask Students sketch faces in proportion and create collage sculptures of symmetrical masks, using lines and geometric patterns inspired by tribal masks. © 2014 Art in Action™ • www.artinaction.org © 2014 Art in Action™ • www.artinaction.org 1-3 1-4 Paul Klee: Sinbad the Sailor Discussion Students learn about Klee’s fanciful painting and discuss realistic and abstract parts of the story. They identify the vertical and horizontal patterns in the background and the curving, and angular lines and geometric shapes in the figures. They describe how contrasting colors create mood. Project: Fingerpaint Underwater Scene Students sketch fish and sea creatures. They fingerpaint underwater scenes using expressive lines. © 2014 Art in Action™ • www.artinaction.org Polynesian Art: Tapa Cloth Discussion Students learn about tapa cloth from the Polynesian Islands. They talk about how tapa cloth is made using natural materials and pigments. They identify geometric shapes and symmetrical and balanced patterns. In a sample of real Polynesian tapa cloth they see the patterns that make visual texture and feel the actual rough texture of the bark. Project: Printed Tapa Designs Students sketch symmetrical designs. They print patterns, inspired by Polynesian designs, with positive and negative shapes. © 2014 Art in Action™ • www.artinaction.org 1-5 1-6 Georges Seurat: The Circus Discussion Students analyze The Circus. They discuss Seurat’s use of color to create a mood and his style of Pointillism, or painting with dots. They identify the primary and secondary colors and the patterns of straight and jagged lines. They see how distance is shown by the size of objects in the foreground, middle ground, and background. Project: Pointillist Butterflies Students sketch butterflies with symmetrical patterns. They paint butterflies, using Seurat’s Pointillist style. © 2014 Art in Action™ • www.artinaction.org Pieter Bruegel: Winter Scene Discussion Students analyze Bruegel’s landscape and learn about how people lived in Holland during the 16th century. Students learn how size, placement, and detail show perspective, or distance. They identify foreground, middle ground, and background and the horizon line. Project: Winter Landscape Students draw houses, figures in the middle ground, and snowmen or trees in the foreground. They color winter landscapes with oil pastels. © 2014 Art in Action™ • www.artinaction.org 1-7 1-8 Native American: Tlingit Rattle Discussion Students learn about a ceremonial rattle in the shape of an imaginary animal with realistic features. They identify the shapes and details that make the imaginary animal appear realistic. They identify the actual and visual textures. They talk about how the photograph shows the rounded forms of a 3-D object. Project: Clay Animal Students sketch arctic animals and sculpt animals from clay. © 2014 Art in Action™ • www.artinaction.org Monet: Bridge over a Pool of Water Lilies Discussion Students analyze Monet’s painting of water lilies and see how small brushstrokes and impasto paint show sunlight. They identify Impressionist styles that use color to create mood. They see how actual texture captures the impression of light on plants and water. They talk about Monet’s perspective in the foreground, middle ground, and background. Project: Impressionist Garden Students sketch landscapes and paint Impressionist landscapes with actual and visual texture, using tempera paint. © 2014 Art in Action™ • www.artinaction.org 1-9 1-10 Romare Bearden: She-Ba Egyptian Stela: Lector Priest of Amun Discussion Students learn about how Bearden uses collage and overlapping shapes to tell the story of the Queen of Sheba. They identify how repeated colors and shapes give rhythm to the picture. They find positive and negative space, angular lines, and contrasting colors. Discussion Students analyze an Egyptian stone stela of an Egyptian-style portrait and still life. They learn about stylized Egyptian portrait painting. They learn how Egyptians carved pictures in stone and used natural pigments to paint them. They find actual and visual textures. Project: Collage Figure Students sketch figures in proportion and use textured and colored paper to create abstract figures in proportion. They cut and layer overlapping paper to show negative space. Project: Egyptian Figure Students sketch contour figures in Egyptian stylized poses and draw Egyptian-style figures and hieroglyphics, using variations in line, color, shape, and texture, to tell stories. © 2014 Art in Action™ • www.artinaction.org © 2014 Art in Action™ • www.artinaction.org 1-11 1-12 Miró: People and Dog in the Sun Discussion Students talk about People and Dog in the Sun and learn about Miró’s technique of automatic drawing to start an abstract picture and express his feelings. They identify how the expressive lines and organic shapes make a balanced composition. They find positive and negative spaces in this abstract composition. Project: Color Doodles Students use Miró’s automatic drawing techniques and create abstract works of art, using chalk pastels. © 2014 Art in Action™ • www.artinaction.org Jackson Pollock: Composition Discussion Students learn about Jackson Pollock and how he dripped and poured paint to create action paintings. They identify primary colors and overlapping shapes and lines, but they discover they cannot find objects in this nonobjective painting. They observe the way expressive lines and contrasting colors create the appearance of depth and movement. Project: Action Painting Students paint expressive lines to show movement, overlap colors to show depth, and create non-objective compositions. © 2014 Art in Action™ • www.artinaction.org