OBJECTIVES:
The student should be able to:
• Learn French vocabulary words about Henri Matisse’s life, techniques and
style and be able to read and understand the meaning of simple sentences.
• Understand the use of shapes, and colors, in Matisse’s cutouts.
• Be able to read, and understand simples sentences in French.
• Identify some aspect of Henri Matisse’s cutouts such as:
Colors: Primary and Secondary, Warm, and Cool Colors.
Different types of shapes: Geometric, Rectilinear and Curvilinear shapes.
Subjectives shapes, Abstract and Non-objective.
• Create an artwork by using Henri Matisse’s cutout technique.
TIME: (4) 45 minute class periods
MATERIALS
Book: Henri Matisse “Drawing with Scissors”, by Jane O’Connor and Keesia Johnson (Smart About series)
9”x 12’ white Bristol.
6”x 9” white construction paper
Construction paper (6”x9”) Warm colors Cool colors and black.
Scissorsaccomodate the shy
Stick glue
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
Teacher will introduce the students to the French artist Henri Matisse by reading the book: “Drawing with scissors”.
Students will make: ‘la ligne du temps’ from Matisse’s birth to his death.
Students will be shown some Henri Matisse’s works, especially his cutouts.
Students will learn about the colors and shapes used by Matisse in his cutouts and identify them.
Students will create cutouts by using Henri Matisse’s techniques to make a book.
ACTIVITY:
Day 1:
The teacher will introduce the students to the French artist Henri Matisse by reading the book: Drawing with scissors:
In front of the classroom the students will read in alternate turn a page of the book.
The teacher will use the projector to show the pictures of the book while
the students will read simple sentences in French. Teacher will instruct the students to examine the pictures and remember as many details as they can.
Teacher will show Henri Matisse’s works and the students will identify
paintings from the cutouts.
Students will make “la ligne du temps”(time life) of Henri Matisse in French.
Day 2:
A student will read how Henri Matisse made his cutouts.
The teacher will present Henri Matisse’s cutouts by projecting them.
Students will learn the differences between materials, techniques, and identify the materials and techniques used by Henri Matisse in his cutouts.
The teacher will introduce the art concepts of shape :
Geometric shapes, Rectilinear, Curvilinear.
Subjective shapes, Abstract, Non-objective.
Students will use the art concepts of shape to identify and name shapes used by Matisse in cutouts.
Students will draw shapes and identify them by using the art concept of shape.
Day 3:
The teacher will introduce the art concept of color:
Primary, Secondary, Warm and Cool Colors.
The teacher will project Henri Matisse’s cutouts and the students will identify the colors used by the artist.
The teacher model cutting Rectilinear and Curvilinear shapes. Abstract and Non-objective shapes.
The teacher will give students scissors and several plain white pieces of construction paper(6”x9”) to create: A Geometric shape. A Rectilinear shape .A Curvilinear shape. An Abstract shape. A Non-objective shape.
The teacher will put each student’s cutouts on display in the classroom.. The students will identify and named in French the shapes used.
Day 4:
The teacher will use copies of the book JAZZ to show to the students some examples of cutouts made by Henri Matisse.
The students will observe the background of the cutouts: shapes and colors used by Matisse.
The teacher will give each student a sheet of white Bristol (9”x12”), Scissors. Stick Glue. Several pieces of Warm colors, Cool colors and Black construction papers.
On the white Construction Paper, the students will create a background by using Geometric, Rectilinear shapes, warm or cool colored paper.
The students may create the cutouts by using Curvilinear, Rectilinear shapes. Subjective shapes, Abstract or Non-objective shapes.
The students will use Henri Matisse’s technique by placing the cutouts on the background. This way they could see how they looked together and keep cutting more shapes and keep changing the arrangement until finally they was satisfied. The last step will be to paste the cutouts down on paper.
EVALUATION/ASSESSMENT:
The teacher will observe student’s participation throughout the lesson.
Students will demonstrate their knowledge of French by:
- Reading simple sentences.
- Be able to identify and name different types of shapes and colors.
- Students create their own cutout by using Henri Matisse’s technique.
ART CONTENT/CONCEPTS:
Geometric shapes (Formes Géometriques)
A shape that appears related to Geometry.
Geometric shapes are usually simple, such as Triangles. Rectangles and Circles.
Rectilinear (Rectiligne): A shape whose boundaries usually consist of straight lines.
Curvilinear (Curviligne): Stressing the use of curved lines; as opposed to “Rectilinear” which stresses straight lines.
Subjective shape: (Forme subjective)
Derived from the mind and reflects an individual viewpoint .
Abstract- Has a source.
Non-objective- entirely from the mind of the artist.
Primary color ( Couleur primaire): One of the basic colors from which all other colors can be made. Red(Rouge), Yellow (Jaune), and Blue ( Bleu) are the primary colors.
Secondary color ( Couleur secondaire): a color created by mixing two primary colors.
The secondary colors are: Orange (Orange )Green (vert) and Violet (Violet).
Warm color (Couleur chaude): colors associated with the sun or fire.( Red, Orange and Yellow).
Cool color( Couleur froide) : any colors containing blue.Cool colors are associated with air,sky and water.
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
French:
CL-1-B-5: Demonstrate a comprehension of common words,phrases,and idioms that reflect the target culture.
CL-2-B-2: Identify and react to expressive products of the target cultures such as types of art art work.
CN-2-B-1: Find information in authentic materials.
Visual Art:
VA-CE-E3: Use art vocabulary and the elements and principles of design to convey the language of art;
VA-CE-M3: Use the elements and principles of design and art vocabulary to visually express and describe individual ideas;
VA-CE-M4: Develop skills in creating various art forms, including art forms from other cultures;
VA-HP-E6: Recognize great artists and works of art that have shaped the history of art;
VA-CA-E2: Identify images, colors and other art elements that have specific meanings in cultural contexts
MODIFICATIONS | ACCOMODATIONS:
Students reluctant to read the text in front of the classroom will be given the opportunity to choose remain seated.
VARIATIONS | ENHANCEMENTS:
none provided
TEACHER REFLECTION:
The fourth graders enjoyed doing this art project. The students were very attentive and motivated to participate in every aspect of the lesson. They were enthusiasm to read in English and French their part of the book:”Drawing with Scissors” to learn more and more about Henri Matisse’life and work. The students worked well, they really enjoyed to create their cutouts
REFERENCES:
National Standards for Arts Education (2007)
“Standards, Assessement and Accountability”
Louisiana Department of Education.(2007)
4/3/2008- http://www.does.louisiana.gov/lde/saa/1222.html
Second Language programs Articulated Curricula (French )
Henri Matisse’s print:
Cutouts from the Book JAZZ
Henri Matisse’s Biography
http://www.centrepompidou.fr/education/ressources/ENS-matisse-EN.htm
http://www.passion-estampes.com/deco/matisse.html
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