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