TIME: Four sessions of +/- 30 minutes each
MATERIALS:
- Construction paper (yellow, orange, red, green, blue, violet)
- White card stock paper
- Crayons
- Projector (& screen)
- Computer
- Pictures of French still-life paintings (see attached powerpoint)
- Black tempera paint (a 16 oz bottle works for 75 students)
- Sponge rolls
- Toothpicks
- English-French dictionaries.
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
Session 1:
Teacher shows students an example of a final product.
Students use crayons to color their piece of card stock, following these rules:
Boys take only cool colors; girls take only warm colors.
When coloring, students apply pressure to the crayon.
Pattern coloring like a “layered cut”: circles or lines,
or teacher's choice pattern.
ACTIVITY:
Sessions 2-4:
Teacher introduces and explains still life painting. Teacher shows several French still life paintings, and discusses both the paintings and the artists who created them. (See “LINC Commentaires” attached.)
Students put black paint on the work already done. Allow the paint to dry, then put a second coat of black paint.
Learner uses card stock as canvas to “draw” a still life with at least two food items plus one non-food object (bottle, vase, etc.). Drawing is done by using a toothpick (or a substitute pointed instrument) as a “pencil” to scratch the dry black paint. The learner must use hatching in at least one item, cross-catching in another and stippling in a third.
The learner gives the final painting a French title.
EVALUATION/ASSESSMENT:
- Did the learner use the appropriate color types (warm vs cool)?
- Does the learner's work reflect the definition of “still life?
- Did the learner use hatching, cross-hatching and stippling to adjust value?
- How is the overall composition?
- Did the learner title the painting in French?
GRADE
LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Louisiana Foreign Language Standards/Benchmarks – Grades 4-5:
CM-1-B1 : Demonstrating comprehension of simple oral instructions through
appropriate physical response
CM-1-B4 : Identifying familiar things based on oral descriptions
CM-2-B3 : Exchanging basic information about people, places and things
through descriptions or by asking and answering simple questions
CM-2-B8 : Sharing likes, dislikes, feelings and emotions in a variety
of situations
CL-1-B4 : Participating in age-appropriate cultural activities, such
as music
CL-2-B4 : Identifying and reacting to expressive products of the target
cultures, such as types of art work
CT-2-B4: Listening to music from the target cultures
Louisiana Visual Arts Content Standards/Benchmarks:
VA-CE-E1 : Explore and identify imagery from a variety of sources and
create visual representations
VA-CE-E5 : Draw on imagination, individual experience, and group activities
to generate ideas for visual expressions
VA-AP-E3 : Explore the beauty in nature and discern images and sensory
qualities found in nature and arts
VA-AP-E4 : Recognize that there are many possibilities and choices in
the processes for designing and producing visual arts
VA-AP-E5 : Participate in guided inquiry into the basic question “What
is art?” and share personal feelings or preferences about various
works
VA-HP-E1 : Identify the subject, basic style, and culture represented
by various works of art
VA-HP-E3 : Identify art images and themes from the past and present and
discuss historical differences
VA-HP-E6 : Recognize great artists and works of art that have shaped
the history of art
TEACHER'S REFLECTION:
The first time I taught the lesson, I reversed the order of Lesson 1 and 2, introducing still life paintings before the initial work with crayons. I adjusted the order the second time (see above), and found that worked better. The warm-cool colors lesson was very easy for the students and they had fun creating their own patterns. Students in all classes discovered by themselves “colors of a sunset” for warm colors and “colors of deep sea” for cold colors.
I put the black tempera paint on learners’works myself, because
I had only one roll. I do think it is easier this way. It took a night
to dry perfectly well.
When learners drew their pictures, it was a “one shot try” because they had to do it directly with their toothpick. It would be interesting to ask them to draw it first, then to scratch with the toothpick. The stippling effect was particularly difficult, and often the paper tore.
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