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Investigation: How is Movement represented in art? Grade 8Criterion A: Using Knowledge Goals: 1. Cite 2 pieces of art (one collage and one print) using MLA Format 2. Discuss movement and contrasting color scheme in the artworks 3. Compare and Contrast how the artists create movement (lead your eye around the piece) using the elements of art (specifically color placement, repetition of shapes & use of value) STEP 1 Explain the art of Printmaking (in your own words) http://en.wikipedia.org/wiki/Printmaking Explain Collage Art (in your own words) http://en.wikipedia.org/wiki/Collage Find one Interesting Collage: 1. Look through the images of collage artists found below (in this document) 2. Find a Collage Artwork that you like and SKETCH it into your process journal (use color!) 3. Write all of the information you can find about the piece… Artist Name. Title. Date. Medium. Size. *You can click on the artist’s name for futher information or images 4. Cite this piece of art using MLA format Find one Interesting Print: 1. Look through the images of prints found below (in this document) 2. Find a Print that you like and SKETCH it into your process journal (use color!) 3. Write all of the information you can find about the piece… Artist Name. Title. Date. Medium. Size. *You can click on the artist’s name for futher information or images 4. Cite this piece of art using MLA format STEP 2 Compare and Contrast the Collage & the Print Answer the following questions in your Process Journal: draw and make notes on top of your chosen artworks! a. Where is the emphasis or focal point(s) in these pieces of art mark the focal point on top of your sketch with a pen! b. How is your eye led from the focal point to other parts of the composition? c. Mark out the path of movement in each artwork using a contrasting color/pen on your sketches, draw the path that your eye takes when viewing each piece of art. d. Which Elements of Art have the artists used to help guide your eye around the artwork? i. How have they used these elements to guide your eye around the artwork? (For example: Explain how the placement of color, or repetition of shape or organization of value create a flow to the work.) How can you use this knowledge in inform or inspire movement in your own artwork? a. How can you show movement in your final artwork (in the background/focal point)? b. How will your use of color and value contribute to the sense of movement in your artwork? What contrasting colors will you be using? c. How can you cut up and collage your papers to create movement in your background? d. Do at least 3 thumbnails of different shapes/lines you could cut/collage into your background to create movement! Step 3 Extension (if students finish within two class periods) Extension: Look at student art around our school Hard court murals: 1. Look at all the murals on the hard court. Choose 2 that show movement. Sketch these 2 pieces. 2. How does this work show movement? (Look at the figure and the background) 3. How have the artists used color or value? Does these elements contribute to the feeling of movement in the artwork? Crit. A Descriptor 12 • Demonstrates limited knowledge and understanding of the representation of movement in art. • Occasionally uses basic art vocabulary (elements of art) to describe the artwork being investigated 34 • Demonstrates an adequate knowledge and understanding of how movement is represented in the pieces of art being investigated. • Uses some basic art vocabulary (elements of art) to describe their artwork being investigated. 56 • Demonstrates substantial knowledge and understanding of how movement is represented in the artwork being investigated and regularly uses appropriate language, concepts and processes. • Regularly uses art vocabulary to describe the artwork being investigated and to purposefully inform their individual work. 78 • Demonstrates excellent knowledge and understanding of how movement is represented in art, including consistent use of appropriate language, concepts and processes. • Consistently uses appropriate art vocabulary to describe the artwork being investigated and to purposefully inform their individual artwork. Extra Links for Adinkra Symbol Inspiration: • Adinkra Symbols http://www.adinkra.org/htmls/list.htm • Adinkra Stencil Collection http://africanhistory.about.com/od/stencils/a/Stencil_Adinkra.htm
Transcript of Goals:,, 3. STEP1>,,
Investigation: How is Movement represented in art? Grade 8-‐Criterion A: Using Knowledge
Goals:
1. Cite 2 pieces of art (one collage and one print) using MLA Format 2. Discuss movement and contrasting color scheme in the artworks 3. Compare and Contrast how the artists create movement (lead your eye around the piece) using the elements of art
(specifically color placement, repetition of shapes & use of value) STEP 1-‐
Explain the art of Printmaking (in your own words)-‐ http://en.wikipedia.org/wiki/Printmaking Explain Collage Art (in your own words)-‐ http://en.wikipedia.org/wiki/Collage Find one Interesting Collage:
1. Look through the images of collage artists found below (in this document) 2. Find a Collage Artwork that you like and SKETCH it into your process journal (use color!) 3. Write all of the information you can find about the piece… Artist Name. Title. Date. Medium. Size.
*You can click on the artist’s name for futher information or images 4. Cite this piece of art using MLA format
Find one Interesting Print:
1. Look through the images of prints found below (in this document) 2. Find a Print that you like and SKETCH it into your process journal (use color!) 3. Write all of the information you can find about the piece… Artist Name. Title. Date. Medium. Size.
*You can click on the artist’s name for futher information or images 4. Cite this piece of art using MLA format
STEP 2-‐
Compare and Contrast the Collage & the Print-‐ Answer the following questions in your Process Journal: draw and make notes on top of your chosen artworks!
a. Where is the emphasis or focal point(s) in these pieces of art-‐ mark the focal point on top of your sketch with a pen! b. How is your eye led from the focal point to other parts of the composition? c. Mark out the path of movement in each artwork-‐ using a contrasting color/pen on your sketches, draw the path
that your eye takes when viewing each piece of art. d. Which Elements of Art have the artists used to help guide your eye around the artwork?
i. How have they used these elements to guide your eye around the artwork? (For example: Explain how the placement of color, or repetition of shape or organization of value create a flow to the work.)
How can you use this knowledge in inform or inspire movement in your own artwork?
a. How can you show movement in your final artwork (in the background/focal point)? b. How will your use of color and value contribute to the sense of movement in your artwork? What contrasting colors will you be using? c. How can you cut up and collage your papers to create movement in your background? d. Do at least 3 thumbnails of different shapes/lines you could cut/collage into your background to create movement!
Step 3-‐ Extension (if students finish within two class periods)
Extension: Look at student art around our school-‐ Hard court murals: 1. Look at all the murals on the hard court. Choose 2 that show movement. Sketch these 2 pieces. 2. How does this work show movement? (Look at the figure and the background) 3. How have the artists used color or value? Does these elements contribute to the feeling of movement in the artwork?
Crit. A
Descriptor
1-‐2 • Demonstrates limited knowledge and understanding of the representation of movement in art.
• Occasionally uses basic art vocabulary (elements of art) to describe the artwork being investigated
3-‐4 • Demonstrates an adequate knowledge and understanding of how movement is represented
in the pieces of art being investigated. • Uses some basic art vocabulary (elements of art) to describe their artwork being investigated.
5 -‐ 6 • Demonstrates substantial knowledge and understanding of how movement is represented in
the artwork being investigated and regularly uses appropriate language, concepts and processes.
• Regularly uses art vocabulary to describe the artwork being investigated and to purposefully inform their individual work.
7 -‐ 8 • Demonstrates excellent knowledge and understanding of how movement is represented in
art, including consistent use of appropriate language, concepts and processes. • Consistently uses appropriate art vocabulary to describe the artwork being investigated and
to purposefully inform their individual artwork. Extra Links for Adinkra Symbol Inspiration:
• Adinkra Symbols-‐ http://www.adinkra.org/htmls/list.htm • Adinkra Stencil Collection-‐ http://africanhistory.about.com/od/stencils/a/Stencil_Adinkra.htm
Printmaking Artworks: (choose one)
The Great Wave at Kanagawa (from a Series of Thirty–Six Views of Mount Fuji), Edo period ca. 1831–33
Katsushika Hokusai (Japanese, 1760–1849); Polychrome ink and color on paper; 10 1/8 x 14 15/16 in.
Four Horsemen of the Apocalypse, ca. 1497–98
Albrecht Dürer (German, 1471–1528) Woodcut; 15 3/8 x 11 in. (39.2 x 27.9 cm)
Elizabeth Catlett, There is a Woman in Every Color, a woodcut, linocut & screenprint, 1975, Height 18.7 in.; Width 26 in.
Ernst Ludwig Kirchner, Portrait of Otto Müller, a woodcut
Germany, AD 1915
Andy Warhol (American, 1928-1987)
Moonwalk, 1987 screen print on Lenox Museum Board
38 x 38 in. (96.5 x 96.5 cm.)
Divan Japonais, 1892–93
Henri de Toulouse–Lautrec (French, 1864–1901) Lithograph printed in four colors on wove paper; 31 13/16 x 23
15/16 in. (80.8 x 60.8 cm)
Collage Artworks: (choose one)
Owusu-‐Ankoma (Ghana), Thinking the Microcron No. 1, 2010. Acrylic
on canvas, 120 x140 cm
Kurt Schwitters (German, 1887–1948), Picture with Light Center, 1919, Cut-‐and-‐pasted colored paper and printed paper, watercolor, oil, and pencil
on board, Dimensions:33 1/4 x 25 7/8" (84.5 x 65.7 cm)
HANNAH HÖCH, Das schöne Mädchen [The Beautiful Girl], 1920, Collage
Pablo Picasso (Spanish, 1881–1973), Guitar
Date:(after March 31, 1913), Cut-‐and-‐pasted paper and printed paper, charcoal, ink, and chalk on colored paper on board, 26 1/8 x 19 1/2"
Swoon, Sambhavna, Cloth covered board, hand painted acrylic, paper cut
out, screen printing.
Shepard Fairey, Close Knit, 2009
Unique mixed media stencil collage on canvas , h: 60 x w: 44 in
Other Collage Artists to check out: • Henri Matisse, Romare Bearden, Robert Rauschenberg & Juan Gris
