OBJECTIVES:
The student should be able to:
• Identify objects and events, such as weather conditions, in the environment through abstract art work expressing warm and cool colors.
TIME: (2) 45 minute class periods
MATERIALS
Rain book
Paper example of hues of warm and cool colors
Slideshow of paintings of Rothko and Jackson Pollack (Due to copyright laws for the artist paintings, the slideshow will not be included. The slideshow consisted of single paintings of Rothko and Jackson Pollack for viewing purposes only.)
White construction paper
Tempera paint in warm and cool colors (red, orange, yellow, blue, green, purple)
Paint brushes
Hose pipe (if need to simulate rain)
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will read a story about rain. During reading the teacher and students will discuss how rain is formed, what kind of clothing we should wear in the rain, and activities we can and cannot do in the rain.
ACTIVITY:
Teaching Model: The teacher will state that we can make art by using the rain. The teacher will explain that they will use rain to help them create art. The teacher will ask the students “What color is the rain and sky?” (Blue) The teacher will show the students hues of blue, green, purple papers and discuss how these colors are called cool colors. The teacher will relate the cool colors to being cold, ex, the rain is cold, water is cold, ice is cold, ect.) The teacher will ask the students to name other things in the classroom or outside that are hues of cool colors. The teacher will continue by asking the students “What color is fire?” (Red, Orange, Yellow) The teacher will show the students hues of red, orange, yellow papers and discuss how these colors are called warm colors. The teacher will relate the warm colors to being hot, ex, the sun is hot, the stove top is hot, fire is hot, ect. The teacher will ask the students to name other things in the classroom or outside that are hues of warm colors.
Guided Practice: The teacher will show the students artwork from Rothko. The learner will fan themselves when they see warm colors in the paintings and shiver when they see cool colors in the painting. The teacher will also show the students painting from Jackson Pollack and have the students state what warm and cool colors they see in the paintings. The teacher will also lead the students into a discussion about what they think the paintings are or are about. The teacher will explain that the artist is the only one how knows what the painting is about and we can only guess what it is about. The teacher will state that these kinds of paintings are called abstract paintings. The teacher will have the students share what they see or think the abstract painting is about. The teacher will explain to the students they will create a painting like Rothko using only warm and cool colors. The teacher will explain instructions for using the paint and brushes as well as give directions for the activity.
Independent Practice: The learner will paint on a piece of construction paper with cool colors on one half and warm colors on the other half. The learner will go outside while the painting is still wet and use the rain to create their artwork. The teacher will ask the students before they place their art in the rain “What do you think will happen to the painting?” (Answers will vary, hopefully relate to Jackson Pollock or colors will mix.) The teacher will simulate rain if there is none with a hose pipe. After paintings have been wet, The learner will return to the classroom to discuss what happened to their painting and what was created. The teacher will allow each student to share their abstract painting and allow others to state what they see in each others paintings.
Closure: The learner will critique one another’s abstract art by stating what they see in the artwork.
EVALUATION/ASSESSMENT:
Informal assessment: Students will be informally assessed through teacher observation throughout the lesson. The teacher will observation the students understanding of warm and cool colors, abstract artwork and point of views, as well as knowledge of rain.
Formal assessment: Students will formally assessed through teacher’s observation during the independent practice. The teacher will observe the students use of warm and cool colors in their paintings to assess understanding of warm and cool colors and listen to their points of view during the critiques.
ART CONTENT/CONCEPTS:
none provided
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
7. Describe the daily weather (e.g., rainy, cold) (G-1C-E1)
VA-CE-E1: Explore and identify imagery from a variety of sources and create visual representations.
VA-CE-E2: Explore and discuss techniques and technologies for visual expression and communication.
VA-CE-E3: Use art vocabulary and the elements and principles of design to convey the language of art (create and discuss own artwork)
VA-AP-E1: Use elements and principles of design and basic art vocabulary for expressing responses to the work of others
VA-AP-E4: Recognize that there are many possibilities and choices in the processes for designing and producing visual arts.
VA-AP-E6: Identify where and how the visual arts are used in daily life and in the community.
VA-CA-E2: Identify images, colors, and other art elements that have specific meanings in cultural contexts.
VA-CA-E4: Express and explain opinions about visual works of others using basic art vocabulary
VA-CA-E5: Express interpretations about works of art and give supporting reasons.
MODIFICATIONS | ACCOMODATIONS:
For students who may still struggle with identifying colors or focusing on large tasks, the teacher might limit the students choice of colors to two (one cool and one warm) and have the student pick a cool or a warm color at a time so their focus is on the warm/cool colors verses picking a color they might like.
VARIATIONS | ENHANCEMENTS:
none provided
TEACHER REFLECTION:
I really enjoyed this lesson. Although, I felt this was more of an art lesson than a social living lesson with art in it. This lesson would be a great extension to any weather unit. The lesson flowed very well, but there were a lot of components to the lesson and preparation with the paint that could not be done before hand. Setting up the equipment for the slide show and getting the paper, paintbrushes, and paint ready was time consuming. Although I was very prepared ahead of time, there were some things that could not be done before hand due to our schedule. Even though the students could help pass out some things to help with the time, the length of time it took to prepare the paint for each table of students was lengthy and the students began to get overly excited and a little out of hand. Once everything was in place, the students really responded well to the expectations of the lesson and their work showed great understanding of the art concepts taught. Their artwork came out great! Taking the artwork outside was a bit messy. Once the artwork was outside it was not raining, so we used a hose pipe to simulate rain. The artwork did not come out quite as I anticipated, but it did show colors blending to make a new color, lines and shapes to create something new, such as abstract art. The artwork works better in the rain when the paint is wet. It will not do anything if the paint has dried. If I were to try this lesson again, I would experiment with powder tempera paint. I think it would have made a more dramatic affect when the water would have hit it. Overall, it was an exciting lesson and the students will enjoyed it. They really understood the art concepts and enjoyed seeing and producing artwork.
REFERENCES:
Lafourche Parish Comprehensive Curriculum
http://www.art.com/asp/display_artist-asp/_/crid--4/Mark_Rothko.htm
http://www.jasonvoos.com/jpol.html
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