PAINTING - Findlay City Schools individual has a moral and ethical obligation ... several...

PAINTING Course #375

Course of Study

Findlay City Schools 2008

TABLE OF CONTENTS

1. Findlay City Schools’ Mission Statement and Beliefs 2. Painting Curriculum Map 3. Benchmarks and Indicators

PAINTING (Course # 375) Course of Study

Writing Team

Nancy Frankenfield Jon Gaberdiel

Nicole Metzger Sandy White

KEY: ACADEMIC CONTENT STANDARDS Historical - Historical, Cultural and Social Contexts Creative Expression - Creative Expression and Communication Valuing – Valuing the Arts/Aesthetic Reflection Connections – Connections, Relationships and Applications

Mission Statement

The mission of the Findlay City Schools, a community partnership committed to educational excellence, is to instill in each student the knowledge, skills and virtues necessary to be lifelong learners who recognize their unique talents and purpose and use them in pursuit of their dreams and for service to a global society. This is accomplished through a passion for knowledge, discovery and vision shared by students, families, staff and community.

Beliefs Our beliefs form the ethical foundation of the Findlay City Schools. We believe….

• every person has worth • every individual can learn • family is the most important influence on the

development of personal values. • attitude is a choice and always affects performance • motivation and effort are necessary to achieve full

potential • honesty and integrity are essential for building trust. • people are responsible for the choices they make. • performance is directly related to expectations. • educated citizens are essential for the survival of the

democratic process. • personal fulfillment requires the nurturing of mind,

body and spirit. • every individual has a moral and ethical obligation to

contribute to the well-being of society. • education is a responsibility shared by students,

family, staff and community. • the entire community benefits by investing its time,

resources and effort in educational excellence. • a consistent practice of shared morals and ethics is

essential for our community to thrive.

PAINTING CURRICULUM MAP

WEEK UNIT TOPIC INDICATORS

1 Color Theory

Color Wheel Color Schemes

9.4, 9.3, 9.1, 9.4, 9.1, 9.2, 10.3

2 Colored Field Painting

3 Personal Color Scheme

4 Oil Paint Stretch Canvas 10.1, 11.2, 9.3, 9.4, 10.4, 10.2, 12.1, 10.4, 12.1, 9.3

5 Oil Painting

6

7

8

9 Watercolor Watercolor Technique Painting

10.1, 12.1, 10.5, 10.6, 10.3, 11.2, 10.2, 11.5, 10.1

10 Watercolor Still Life

11

12

13 Acrylic Portrait 11.1, 11.3, 12.1, 10.6, 11.1, 11.4, 10.3

14

15

16

17 Mixed Media

11.3, 12.1, 10.5, 11.1, 9.2, 11.1

18

BENCHMARK: CREATIVE EXPRESSION-(A) Demonstrate mastery of materials, concepts and personal concentration when creating original artworks. HISTORICAL-(A) Explain how and why visual art forms develop in the contexts (e.g., cultural, social, historical and political) in which they were made. ANALYZING & RESPONDING-(B) Explain how form, subject matter and context contribute to meanings in works of art. VALUING-(C) Judge the merit of selected artworks and provide the aesthetic basis for their positions. CONNECTIONS-(C) List and explain opportunities for lifelong involvement in the visual arts. TOPIC/UNIT: COLOR THEORY Time Line: 3 Weeks Indicator (#9.3) Make informed choices in the selection of materials, subject matter and techniques to achieve certain visual effects. (#9.4) Explain artistic processes from conceiving an idea to completing a work of art. (#9.1) Discuss the roles of visual art forms within social contexts. (#9.4) Use appropriate vocabulary to define and describe techniques, materials and methods the artists use to create works of art. (#9.1) Distinguish the aesthetic qualities in works of art and determine how the artist achieved the effect. (#9.2) Research and compare how visual art is used in a musical, theatre or dance production. (#10.3) Explain commonalities between visual art and other disciplines.

KNOW

• Color Wheel • Simultaneous Contrast • Color Schemes - monochromatic - analogous - complimentary - split compliment - warm - cool • Personal Color Scheme • Characteristics of Color - hue - value - intensity • Opaque

DO

• Students will paint a painting that reflects an understanding of mixing colors

• Students will paint a painting that reflects an understanding of Personal Color Scheme

• Students will fill out and review a

worksheet on Color Theory

PRE-ASSESSMENT: ASSESSMENT:

Painting Critique and self-evaluation Worksheet

GRAPHIC ORGANIZER & OR TECHNOLOGY:

SUGGESTED ARTISTS: Mark Rothko, Colorfield Painting

BEST PRACTICES:

RESOURCES: Painting of the Masters Powerpoints Handouts

TESTING VOCABULARY: (See Painting Glossary) Color scheme Warm colors Cool colors Primary colors Analogous Split compliment Complimentary colors Color theory Simultaneous contrast Opaque Monochromatic

HISTORICAL/MODERN LINK:

ENRICHMENT:

REMEDIATION/REVIEW:

BENCHMARK: CREATIVE EXPRESSION-(B) Create expressive artworks that demonstrate a sense of purpose and understanding of the relationship among form, materials, techniques and subject matter. HISTORICAL-(B) Compare works of art to one another in terms of the historical, cultural, social and political influences evident in the works. ANALYZING & RESPONDING-(A) Apply the knowledge and skills of art criticism to conduct in-depth analyses of works of art. VALUING-(B) Identify and analyze a variety of viewpoints on aesthetic issues and themes in visual art and develop a personal point of view. CONNECTIONS-(B) Formulate and solve a visual art problem using strategies and perspectives from other disciplines. TOPIC/UNIT: OIL PAINTING Time Line: 5 Weeks Indicator . (#10.1) Create original artworks in at least two three-dimensional media and several two-dimensional media that show the development of a personal style. (#11.2) Create artwork that interprets a theme, idea or concept and demonstrates technical skill and the perceptive use of visual art elements (e.g., show light sources, different vantage points and local or subjective color). (#9.3) Research and describe the cultural values in various traditions that influence contemporary art media. (#9.4) Compare and contrast the stylistic characteristics of visual art from the historical period with those of the previous time period. (#10.4) Investigate the recurrence of a particular style or technique (e.g., pointillism and realism) in a contemporary art movement. (#10.2) Apply methods of art criticism in writing and speaking about works of art. (#12.1) Analyze and interpret the way in which the theme or meaning in an artwork expresses a social, political or cultural comment and use examples from the artwork to support the interpretation. (#10.4) Justify the merits of specific works of art using theories that may be different from their own conceptions of art. (#12.1) Compare the ways in which the emotional impact of a specific artwork affects the interpretation. (#9.3) Research and provide examples that show the relationship of visual art to other subjects in the curriculum (e.g., English language arts, mathematics, social studies and science).

KNOW

• How to stretch a canvas • How to use gesso • Underpainting • Oil painting techniques - scumbling

- impasto - frottage - sgraffito

• Concepts - work from the background to

foreground - paint the background and

foreground as one - work thin to thick - arrange colors on palette

• Advantages of Oil - dries slowly - mix colors on canvas

• Environmentally safe way to dispose of mineral spirits

DO

• Students will create an oil painting using a theme

• Students will participate in class critique and self-evaluation


Oil Painting Critique Self-evaluation Quiz /Test


SUGGESTED ARTISTS: Georgia O’Keefe – theme “Larger than Life”

BEST PRACTICES:

RESOURCES: Powerpoint Books and Pictures

TESTING VOCABULARY: (See Art Glossary and Painting Glossary) Scumbling Underpainting Frottage Impasto Sgraffito Foreground Middleground Background Gesso


ENRICHMENT:

REMEDIATION/REVIEW:

BENCHMARK: CREATIVE EXPRESSION-(A) Demonstrate mastery of materials, concepts and personal concentration when creating original artworks. HISTORICAL-(B) Compare works of art to one another in terms of the historical, cultural, social and political influences evident in the works. ANALYZING & RESPONDING-(B) Explain how form, subject matter and context contribute to meanings in works of art. VALUING-(A) Communicate how an aesthetic point of view contributes to the ideas, emotions and overall impact of personal artworks and the works of others. CONNECTIONS-(A) Summarize and explain the impact of a historical event or movement (e.g., realism, feminism, modernism or postmodernism) on the development of visual art. TOPIC/UNIT: WATERCOLOR Time Line: 4 Weeks Indicator: (#10.1) Create original artworks in at least two three-dimensional media and several two-dimensional media that show the development of a personal style. (#12.1) Integrate the elements of art and principles of design using a variety of media to solve specific visual art problems and to convey meaning. (#10.5) Compare the artistic styles and subject matter in artworks by contemporary artists of different cultures. (#10.6) Describe various sources (e.g., personal experience, imagination, interests, everyday events and social issues) visual artists use to generate ideas for artworks. (#10.3) Understand how the structure and composition of an art form relate to its purpose. (#11.2) Explain how visual, spatial and temporal concepts integrate with content to communicate meaning in artworks. (#10.2) Formulate generalizations about the value of art from their experiences making and responding to art. (#11.5) Explain how the context in which an artwork is viewed influences the way it is perceived and judged. (#10.1) Identify the philosophical beliefs, social systems and movements that influence the function and role of art in people’s lives

KNOW

• Watercolor comes in two forms - pan - tube

• Still life • Papers for Watercolor

- Hot press - Cold press

• Watermark lets you know which side of paper to paint on

• Good quality papers - Arches - Reeves

• Transparent • Watercolor techniques

- layering - wet on wet - wet on dry - dry on dry - glue - salt - bleach - crayon

DO

• Students will create a painting of a still life

• Students will make a painting that shows watercolor techniques

• Students will participate in a class

critique and/or self-evaluation


Watercolor Painting Critique and self-evaluation Worksheet Quiz/Test

GRAPHIC ORGANIZER & OR TECHNOLOGY: Power point

SUGGESTED ARTISTS:

BEST PRACTICES:

RESOURCES: Powerpoint Examples Watercolor Worksheet

TESTING VOCABULARY: (See Art Glossary and Painting Glossary) Hot press Cold press Still life Layering Wet on wet Dry on dry Dry on wet Glue Bleach Crayon resist Transparent


ENRICHMENT: REMEDIATION/REVIEW:

BENCHMARK: CREATIVE EXPRESSION-(A) Demonstrate mastery of materials, concepts and personal concentration when creating original artworks. HISTORICAL-(A) Explain how and why visual art forms develop in the contexts (e.g., cultural, social, historical and political) in which they were made. ANALYZING & RESPONDING-(B) Explain how form, subject matter and context contribute to meanings in works of art. VALUING-(A) Communicate how an aesthetic point of view contributes to the ideas, emotions and overall impact of personal artworks and the works of others. CONNECTIONS-(B) Formulate and solve a visual art problem using strategies and perspectives from other disciplines. TOPIC/UNIT: ACRYLIC PAINTING Time Line: 4 Weeks Indicator (#11.1) Create original works of art that demonstrate increased complexity and skill and use a variety of two-dimensional and three-dimensional media. (11.3) Create artworks that demonstrate a range of individual ideas, subject matter and themes with at least one idea explored in depth. (#12.2) Solve visual art problems that demonstrate skill, imagination and in-depth understanding of media and processes. (#10.6) Describe various sources (e.g., personal experience, imagination, interest, everyday events and social issues) visual artists use to generate ideas for artworks. (#11.1) Describe the relationship between the content or ideas in artworks and the artist’s use of media and compositional elements. (#11.4) Compare and contrast responses to works of visual art on the basis of how well the works communicate intent and purpose. (#10.3) Explain commonalities between visual art and other disciplines.

KNOW

• How to paint on another surface • Portrait • Characteristics of Acrylic

- fast drying - water-based - works like oil paint

• History—developed in 1950s • Opaque

DO

• Students will create a portrait using Acrylic Paint

• Students will participate in class critique and/or self-evaluation

PRE-ASSESSMENT: ASSESSMENT: Acrylic Painting Critique and self-evaluation Quiz/Test


SUGGESTED ARTISTS: Rehindle Wiley

BEST PRACTICES:

RESOURCES: Powerpoints Handouts on drawing figure

TESTING VOCABULARY: (See Painting Glossary) Opaque Acrylic Paint


ENRICHMENT:

REMEDIATION/REVIEW:

BENCHMARK: CREATIVE EXPRESSION-(B) Create expressive artworks that demonstrate a sense of purpose and understanding of the relationship among form, materials, techniques and subject matter. HISTORICAL-(C) Explain ways in which selected, contemporary works of art relate to the themes, issues and events of their contexts. ANALYZING & RESPONDING-(C) Critique their own works, the works of peers and other artists on the basis of the formal, technical and expressive aspects in the works. VALUING-(C) Judge the merit of selected artworks and provide the aesthetic basis for their positions. CONNECTIONS-(B) Formulate and solve a visual art problem using strategies and perspectives from other disciplines. TOPIC/UNIT: MIXED MEDIA Time Line: 2 Weeks Indicator: (#11.3) Create original works of art that demonstrate increased complexity and skill and use a variety of two-dimensional and three-dimensional media. (#12.2) Solve visual art problems that demonstrate skill, imagination and in-depth understanding of media and processes. (#10.5) Compare the artistic styles and subject matter in artworks by contemporary artists of different cultures. (#11.1) Describe the relationship between the content or ideas in artworks and the artist’s use of media and compositional elements. (#9.2) Demonstrate logical reasoning when arguing the merit of a selected work of art and discuss the arguments put forward by others. (#11.1) Identify ways in which culture has influenced the work of contemporary artists (e.g., photographers, painters and sculptors).

KNOW

• How to create a painting by working with a theme

• Combine different objects and materials to create a painting

DO

• Students will make a mixed media painting

• Students will participate in a class critique and/or self-evaluation

PRE-ASSESSMENT: ASSESSMENT: Mixed media painting Critique Self-evaluation


SUGGESTED ARTISTS: Romare Bearden

BEST PRACTICES:

RESOURCES: Powerpoint Handouts Examples

TESTING VOCABULARY: (See Art Glossary) Mixed Media Medium



BENCHMARK: HISTORICAL-(A) Explain how and why visual art forms develop I the contexts (e.g., cultural, social, historical and political) in which they were made. ANALYZING & RESPONDING-(A) Apply the knowledge and skills of a criticism to conduct in-depth analyses of works of art. CREATIVE EXPRESSION-(A) Demonstrate mastery of materials, concepts and personal concentration when creating original artworks. TOPIC/UNIT: LANGUAGE OF ART – ART ELEMENTS/PRINCIPLES Time Line: 2-3 Intensive lessons, continuous application throughout semester Indicator (#10.1) Explain how art historians, curators, anthropologists and philosophers contribute to our understanding of art history. (#9.4) Use appropriate vocabulary to define and describe techniques, materials and methods that artists use to create works of art. (#9.5) Analyze and describe the visual aspects of their own artworks and the work of others. (#11.1) Describe the relationship between the content or ideas in artworks and the artist’s use of media and compositional elements. (#12.1) Integrate the elements of art and principles of design using a variety of media to solve specific visual art problems and to convey meaning.

KNOW

• Definitions of Element and Principles terms

• How to apply when looking at and making art

DO

• Creation of projects • Criticism

PRE-ASSESSMENT: ASSESSMENT: Through critiques nd projects

GRAPHIC ORGANIZER & OR TECHNOLOGY: SUGGESTED ARTISTS:

BEST PRACTICES:

RESOURCES: Packet of terms for Elements/Principles Handouts Power point

TESTING VOCABULARY: Elements Principles



BENCHMARK: ANALYZING & RESPONDING-(A) Apply the knowledge and skills of art criticism to conduct in-depth analyses of works of art. (B) Explain how form, subject matter and context contribute to meanings in works of art. (C) Critique their own works, the works of peers and other artists on the basis of the formal, technical and expressive aspects in the works. CREATIVE EXPRESSION-(A) Demonstrate mastery of materials, concepts and personal concentration when creating original artworks. TOPIC/UNIT: ART CRITICISM Time Line: 2-3 Intensive lessons, applied throughout semester Indicator (#9.1) Apply various methods of art criticism to analyze and interpret works of art (e.g., the methods of Edmund Burke Feldman, Louis Lankford or Terry Barrett). (#10.4) Develop and use criteria to select works for their portfolios that reflect artistic growth and achievement. (#11.3) Apply peer review and critique processes to a student exhibition. (#12.1) Analyze and interpret the way in which the theme or meaning in an artwork expresses a social, political or cultural comment and use examples from the artwork to support the interpretation. (#12.2) Explain the role of galleries, museums, art periodicals and performances I interpreting works of art. (#9.5) Develop criteria for assessing the quality of their artworks. (#10.2) Evaluate their choices of compositional elements in terms of how these choices affect the subject matter of the work. (#10.4) Use criteria to revise works-in-progress and describe changes made and what was learned in the process. (#11.4) Use feedback and self-assessment to organize a collection of their artworks in a variety of media. (#11.5) Use self-assessment to reflect on the effectiveness of their processes and choice of subject matter, materials and techniques to achieve their intent.

KNOW

• On own work and master work: - Describe - Analyze - Interpret - Judge

• Career options as an Art Critic

DO

• Critique: - Master work - Peer work - Self evaluation



SUGGESTED ARTISTS:

BEST PRACTICES: Student individually fills out sheet, and discuss/critique as a group

RESOURCES: Worksheet Critique Art in Focus, textbook page 19 Master artist worksjeet

TESTING VOCABULARY: (See Glossary) Art Criticism

- Describe - Analyze - Interpret - Judge



BENCHMARK: ANALYZING & RESPONDING-(B) Explain how form, subject matter and context contribute to meanings in works of art. HISTORICAL-(B) Compare works of art to one another in terms of the historical, cultural, social and political influences evident in the works. VALUING-(A) Communicate how an aesthetic point of view contributes to the ideas, emotions and overall impact of personal artworks and the works of others. (B) Identify and analyze a variety of viewpoints on aesthetic issues and themes in visual art and develop a personal point of view. (C) Judge the merit of selected artworks and provide the aesthetic basis for their positions. CONNECTIONS-(A) Summarize and explain the impact of a historical event or movement (e.g., realism, feminism, modernism or postmodernism) on the development of visual art. CREATIVE EXPRESSION-(B) Create expressive artworks that demonstrate a sense of purpose and understanding of the relationship among form, materials, techniques and subject matter. TOPIC/UNIT: AESTHETIC APPROACHES Time Line: 1-3 Days Indicator (#9.3) Research and describe the work of an artist on the basis of how the artist’s choice of media and style contribute to the meaning of the work. (#10.1) Analyze the way media, technique, compositional elements and subject matter work together to create meaning in selected artworks. (#11.2) Explain how visual, spatial and temporal concepts integrate with content to communicate meaning in artworks. (#9.4) Compare and contrast the stylistic characteristics of visual art from the historical period with those of the previous time period. (#9.7) Analyze major changes to selected artistic styles in art history and determine the historical, social, political or artistic factors that influenced the change. (#10.6) Describe various sources (e.g., personal experience, imagination, interests, everyday events and social issues) visual artists use to generate ideas for artworks. (#11.6) Explain the process used to acquire and use knowledge from art history for art production. (#12.2) Identify and compare the relationships between artworks on the basis of history, culture and aesthetic qualities. (#9.1) Distinguish the aesthetic qualities in works of art and determine how the artist achieved the effect. (#9.3) Research and explain various aesthetic theories in visual art. (#10.2) Formulate generalizations about the value of art from their experiences making and responding to art. (#11.4) Compare and contrast responses to works of visual art on the basis of how well the works communicate intent and purpose. (#12.1) Compare the ways in which the emotional impact of a specific artwork affects the interpretation. (#12.3) Demonstrate the ability to form and defend their judgments about the merits and significance of works of art. (#10.1) Identify the philosophical beliefs, social systems and movements that influence the function and role of art in people’s lives. (#11.1) Identify ways in which culture has influenced the work of contemporary artists (e.g., photographers, painters and sculptors). (#12.1) Compare and contrast universal themes and sociopolitical issues in a variety of artworks from different cultural contexts. (#9.4) Explain artistic processes from conceiving an idea to completing a work of art. (#10.1) Create original artworks in at least two three-dimensional media and several two-dimensional media that show the development of a personal style. (#11.3) Create artworks that demonstrate a range of

individual ideas, subject matter and themes with at least one idea explored in depth. (#12.2) Solve visual art problems that demonstrate skill, imagination and in-depth understanding of media and processes.

KNOW

• What is art? • Applied vs. Fine Art vs. Commercial Art • Theories of Art - Emotionalism

- Imitationalism - Formalism

DO

• View and discuss examples of Applied, Fine and Commercial Art and verbally identify the differences

• Identify different approaches to making art

PRE-ASSESSMENT: ASSESSMENT: Quiz on: Imitationalism Emotionalism Formalism Test Worksheet


SUGGESTED ARTISTS:

BEST PRACTICES:

RESOURCES: What is Art? Handout Handouts

TESTING VOCABULARY: Emotionalism Imitationalism Formalism



BENCHMARK: CREATIVE EXPRESSION-(B) Create expressive artworks that demonstrate a sense of purpose and understanding of the relationship among form, materials, techniques and subject matter. CONNECTIONS-(A) Summarize and explain the impact of a historical event or movement (e.g., realism, feminism, modernism or postmodernism) on the development of visual art. (B) Formulate and solve a visual art problem using strategies and perspectives from other disciplines. VALUING-(B) Identify and analyze a variety of viewpoints on aesthetic issues and themes in visual art and develop a personal point of view. HISTORICAL-(A) Explain how and why visual art forms develop in the contexts (e.g., cultural, social, historical, and political) in which they were made. (B) Compare works of art to one another in terms of the historical, cultural, social and political influences evident in the works. (C) Explain ways in which selected, contemporary works of art relate to the themes, issues and events of their contexts. (D) Select a culture and create an original work of art that demonstrates understanding of a historical, social or political issue of the culture. ANALYZING & RESPONDING-(B) Explain how form, subject matter and context contribute to meanings in works of art. TOPIC/UNIT: ART HISTORY Time Line: 1-2 Introductory lessons, continuous application throughout semester Indicator (#10.3) Trace the origin of symbolism, imagery and metaphor in art and demonstrate the use of these visual devices in their artworks. (#10.2) Compare the media, materials and processes (e.g., perceiving, responding, creating and communicating) used in visual art with those used in other arts disciplines. (#11.1) Identify ways in which culture has influenced the work of contemporary artists (e.g., photographers, painters and sculptors. (#11.2) Research and explain the relationships between specific artworks and major historical events. (#12.1) Compare and contrast universal themes and sociopolitical issues in a variety of artworks from different cultural contexts. (#12.2) Analyze the cultural influences on art in American today. (#10.1) Articulate how individual beliefs, cultural traditions and current social contexts influence response to the meanings in works of art. (#11.2) Analyze how society influences the interpretation of works of art. (#11.5) Explain how the context in which an artwork is viewed influences the way it is perceived and judged. (#9.2) Explain the relationship of a selected work of art to the time period in which it was created. (#9.4) Compare and contrast the stylistic characteristics of visual art from one historical period with those of the previous time period. (#9.5) Connect a variety of contemporary art forms, media and styles to their cultural, historical and social origins. (#9.6) Explain how art history interrelates with the study of aesthetics, criticism and art making. (#10.4) Investigate the recurrence of a particular style or technique (e.g., pointillism and realism) in a contemporary art movement. (#10.5) Compare the artistic styles and subject matter in artworks by contemporary artists of different cultures. (#11.3) Explain how issues of time, place and culture influence trends in the visual arts. (#12.2) Identify and compare the relationships between artworks on the basis of history, culture and aesthetic qualities. (#10.3) Understand how the structure and composition of an art form relate to its

purpose. (#12.1) Analyze and interpret the way in which the theme or meaning in an artwork expresses a social, political or cultural comment and use examples from the artwork to support the interpretation. (#12.2) Explain the role of galleries, museums, art periodicals and performances in interpreting works of art.

KNOW

• How art history is a visual record of history

• How these are related/intertwined: - Time Periods - Different Cultures - Different Artists

DO

• Virtual museum tour • Complete a response sheet on specific

artists and/or time periods and/or culture

PRE-ASSESSMENT: ASSESSMENT: Response sheet


SUGGESTED ARTISTS:

BEST PRACTICES:

RESOURCES: Museum video Art In Focus

TESTING VOCABULARY: HISTORICAL/MODERN LINK:


BENCHMARK: CREATIVE EXPRESSION-(A) Demonstrate mastery of materials, concepts and personal concentration when creating original artworks. ANALYZING & RESPONDING-(B) Explain how form, subject matter and context contribute to meanings in works of art. Explain how form, subject matter and context contribute to meanings in works of art. TOPIC/UNIT: COMPOSITION Time Line: 1-2 Intensive lessons, continuous application throughout semester Indicator (#9.3) Make informed choices in the selection of materials, subject matter and techniques to achieve certain visual effects. (#10.2) Evaluate their choices of compositional elements in terms of how those choices affect the subject matter of the work. (#11.1) Create original works of art that demonstrate increased complexity and skill and use a variety of two-dimensional and three-dimensional media. (#12.2) Solve visual art problems that demonstrate skill, imagination and in-depth understanding of media and processes. (#9.3) Research and describe the work of an artist on the basis of how the artist’s choice of media and style contribute to the meaning of the work. (#10.1) Analyze the way media, technique, compositional elements and subject matter work together to create meaning in selected artworks. (#11.1) Describe the relationship between the content or ideas in artworks and the artist’s use of media and compositional elements. (#11.2) Explain how visual, spatial and temporal concepts integrate with content to communicate meaning in artworks.

KNOW

• Open vs. Closed composition • Positive vs. Negative space • Balance • Dominance

DO

• Composition exercise sheets • Compositional studies • Final projects


Studies/sketches Projects


SUGGESTED ARTISTS:

BEST PRACTICES:

RESOURCES: Worksheets Handouts

TESTING VOCABULARY: Open vs. Closed Positive vs. Negative Dominance Balance



Glossary Painting Vocabulary

Color- element of art that comes from reflected light. Hue- the name of a color, pure color Color wheel- the light spectrum bent in a circle Neutrals- white, gray, black Tint- the color + white to make it lighter Shade- the color + black to make it darker Neutralized color- the color + its compliments to dull it down Simultaneous Contrast- the effect that colors have on one another. When two colors come into direct contact, their differences increase. For example, yellow-green surrounded by green looks more yellow. Transparency- capable of transmitting light so that objects on the other side can be seen clearly. Translucency- a visual quality where light is transmitted but diffused enough to cause images to be blurred; in watercolor, the light of the paper, or another color, is seen through the layer of paint. Opaque- impenetrable by light. Stretcher bars- strips of wood that are used to provide frame in which to stretch a canvas on Gesso- brilliant white ground used to prepare canvases and boards for painting Medium- any material used to create art with Triptych- painting that has 3 panels to it Chiaroscuro- the arrangement of dramatic contrasts of light and shadow. Trompe l’oiel- a painting technique designed to fool the viewer’s eye by creating a very realistic illusion of three-dimensional qualities on a flat surface. The color wheel consists of the following:

Primary colors- colors that make all other colors; red, yellow, blue Secondary colors- colors made by mixing two primary colors; green, orange, violet Tertiary colors- colors made by mixing a primary color with a secondary color; yellow-green, yellow-orange, blue-green, blue-violet red-violet, red-orange

Two characteristics of color:

Intensity- the purity and brightness of a color Value- the lightness or darkness of a color

Color schemes- A plan that an artist uses to maximize the effect of color Monochromatic- a one-color color scheme Analogous color scheme- the colors sit right next to each other on the color wheel Complimentary color scheme- A primary color and the color across from it on the color wheel Split-Complement- one color and the two colors on either side of its compliment Color triad- three colors that are spaced equidistantly on the color wheel, i.e. red, yellow, and blue Cool colors- are colors such as blue, green or violet Warm colors- are colors such as yellow, orange or yellow-orange

Ways in which color is used:

Define shape Evokes emotion Creates a mood Creates interest Color builds form

Paints: Acrylic Paint- any of a range of synthetic substitutes for oil paint, mostly soluble in water. Acrylic paints are used in a variety of painting techniques, from was to impasto. They dry more quickly than oil paint, but lack the translucency of natural substances. Oil Paint- painting medium in which ground pigment is bound with oil, usually linseed. Capable of the greatest flexibility and luminosity, oil paint has since the 16th century been considered the prominent painting medium. Watercolor- method of painting with pigments mixed with water, known in China as early as the 3rd century. Gouache- painting medium in which watercolor is mixed with white pigment. Applied in the same way as watercolor, gouache gives a chalky finish similar to that of tempera painting. Tempera- painting medium in which powdered pigments are mixed with a water-soluble binding agent, such as egg yolk. It is noted for its strong colors.

Oil Painting Techniques: Frottage- areas of irregular texture can be made by laying a flat area of color in opaque paint and then blotting it, when semi-dry, with non-absorbent paper such as pages from a glossy magazine. As you peel back the paper, it drags at the surface layer of paint and creates a texture. Impasto- another way of creating texture is to paint thickly, often with a palette knife. Scumbling- painting technique that applies semi-opaque paint on top of another dry or semi-dry area of color in an irregular way. A broken color and texture is created. Sgraffito- interesting effects can be achieved by drawing or scratching into a layer of wet oil paint to reveal another color beneath.

Watercolor Techniques:

Layering- painting one color evenly over another to create a new, more interesting color. Wet on wet- painting wet watercolor on wet paper Wet on dry- painting wet watercolor on dry paper Dry on dry- using a fairly dry brush and water color on dry paper

Glue- putting glue on paper and allowing it to dry will create an interesting texture and act as a resist. Salt- sprinkling salt on very wet and dark watercolor creates an interesting effect once the watercolor is dried and salt gently rubbed off the paper. Bleach- use bleach in an area that has already been painted with a dark watercolor and the color will bleach out. Crayon- color an area with a crayon and then paint over it with watercolor. It will resist the watercolor.

Date post:	03-Apr-2018
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PAINTING - Findlay City Schools individual has a moral and ethical obligation ... several...

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