Art Comp Skinny Late 20th Century
- What
- Art Comp Skinny Late 20th Century
- When
- 4/12/2024
Teacher : Robert Smith
Course/ Subject: Art Comp Late 20th Century Art Movements
Date of Instruction: 04/12/24
Opening (I Do)
An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.
TKES 1, 2, 3,4,5, 8,10
Standard/s:
VAHSVA.CR.2 Choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art.
VAHSVA.CR.4 Incorporate formal and informal components to create works of art.
a. Use principles of design to organize elements of art to create unified compositions.
VAHSVA.CN.1 Develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts.
a. Discuss the intent of works of art in context to historical events.
b. Examine universal themes that appear in works of art throughout various times and cultures.
c. Analyze the ways in which personal experience affects the understanding and appreciation of works of art.
d. Investigate the role of works of art as visual record keeper.
e. Identify specific knowledge and skills from other disciplines that inform the planning and execution of works of art.
Learning Target:
I can identify the principles of design in the environment and in works of art
I incorporate formal and informal components in works of art
I will choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art.
I recognize the role of art in the context of historical events
I can examine universal themes that appear in works of art throughout time and diverse cultures
Success Criteria:
I identified the principles of design in the environment and in works of art with an emphasis on the role of good design
I incorporated by formal and informal components in works of art through the use of balance
I chose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art.
I recognize and examine the role of art in historical events and through the prisms of time and culture
Introduction/Connection:
Review the following terms
Early 20th Century Art Movement
Abstract - works of art that may have form, but have little or no attempt at pictorial representation
Collage - a composition made by pasting together different items onto a flat surface
Cubism - born in the studio of Pablo Picasso with the painting Les Demoiselles d’Avignon. A breaking down of complex forms into simple geometric forms and the use of multiple views (simultaneity)
Dada - an early 20th century movement disillusioned by the senseless loss of life of the first World War rejected all conventional methods of the contemporary art world. Accepted the concept of Ready-mades and approved the dominance of concept over execution
Expressionism - inspired by Fauvism groups of German artists sought to convey strong emotional content through bold often clashing color schemes. The bridge and The Blue Rider were some of the early German Expressionist groups.
Fauvism - inspired by Post-Impressionists the Fauves “Wild Beasts” used painterly brushstrokes and often violent color contrasts to maximize the expressive qualities of the work
Ready-made - a commonplace or found object selected and exhibited as a work of art
Surrealism - inspired by the work of Freud and Jung the Surrealists sought to represent the world of dreams, the subconscious mind, and unspoken communication. The juxtaposition of abstractions and hyper-realism were often combined in unusual or unpredictable combinations
DIRECT INSTRUCTION:
The teacher will identify examples of the formal design principles in the environment
The teacher will identify the role of art in the context of historical events
The teacher will identify universal themes that appear in works of art throughout time and diverse cultures
The teacher will identify examples of the use of the principles in visual design.
The teacher will provide a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art.
(See the video link on the below for an overview of the lesson)
Work Period (We Do, You Do)
Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period.
TKES 1, 2, 3, 4, 5, 7. 8,10
GUIDED PRACTICE:
Art Project
The student will complete a composition that organizes the elements of design through guidelines provided by the principles of design.
These elements and principles of design will be incorporated into a work that incorporates historical themes and techniques of prehistoric art.
A range of materials and methods of traditional and contemporary artistic practices will be provided to plan and create works of art.
INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:
Students will create a composition that illuminates the use of the principles of design.
Students will use the principles of design to organize the elements of design in a composition
The works subject matter will incorporate universal themes identified in historical works
The student will choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art.
Closing (We Check)
Describe the instructional process that will be used to close the lesson and check for student understanding .
TKES : 1,2,3, 4,5,6,7,8
SUMMARIZE/CHECK FOR UNDERSTANDING:
Begin a composition that recognizes and applies the principles and elements of design in the surrounding environment and historical works of art
Informal evaluations of emerging principle of designs compositions
Informal evaluations of the use of a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art.