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MonochromaticAbstractPainting
Grade:4thMedium:temperapaint
Studentswilllearnabout(LearningObjectives:1)howmixingwhiteandblackwithahuecreatesatintandshade.2)usingapaintbrushtoblendcolorandapplytoasurface.3)usingarulertodefinegeometricshape.4)makingoneplaceinthecompositioncontrastwiththeresttocreateemphasis.
Author:CynthiaMoring
ElementsofArt/PrinciplesofDesignBalance:thearrangementofelementsthatmakesindividualpartsofacompositionappearequallyimportant;anarrangementoftheelementstocreateanequaldistributionofvisualweightthroughouttheformatorcomposition.Color:thevisiblerangeofreflectedlight.Contrast:atechniquethatshowsdifferencesintheelementsofvisualartsinanartwork,suchassmooth/roughtextures,light/darkcolors,orthick/thinlines.Emphasis:theimportanceassignedtocertainobjectsorareasinanartwork.Line:theflatpathofadotthroughspaceusedbyartiststocontroltheviewer’seyemovement;alongnarrowmarkorstrokemadeonorinasurface;athinmarkmadebyapencil,pen,orbrush.Shape:atwo-dimensional(flat)areaenclosedbyaline.Value:thelightnessanddarknessofaline,shape,orform;ameasureofrelativelightnessanddarkness. VocabularyWords
Diagonal:angled.Horizontal:sideways.Hue:purecolor.Monochrome:1hue.NeutralColors:blackandwhite.
Shade:hueblendedwithblack.Tint:hueblendedwithwhite.Tone:grayaddedtohue.Vertical:upanddown.
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Materials&Supplies• Whitedrawingpaper12”x18”• Classsetof12”rulers• Classsetofpencils• Classset(ormore)offlat
paintbrushes1”-1.5”wide• Classsetofpalettes• Temperapaintinwhite,blackand
onehue(canvaryhuesbyclasseswhichisniceforwalldisplays)
• Papertowels• Tablecovers• Classsetofcircletracingtemplates
(optionalbutlidsworkwell)• Examplesofcompletedstudentwork
thatexhibitsgoodcraftsmanship,interestingcompositionandhassomethinguniqueaboutit
Context(Historyand/orArtists)Manyabstractartistsworkedwithmonochromaticcolorschemes:JosefAlbers,MiltonResnick,AdReinhardt,RichardPousette-DartandPabloPicassoforexample.Firstpresentedin1882inParis,monochromaticpaintingsrepresentedtheideaofsimplifyingelementsandsteppingawayfromrealisticrepresentation.Notallmonochromaticpaintersusedtintsandshadesbutthislessonistointroducetheoverallconcept.AdvancedPreparationCovertables,filleachpalettewiththechosenhue(inthepicturedexampleitisorange)andwhite.Youwillgiveblackoutlater.Putrulers,pencilsandpaperinthecenterofeachtablegroup.Brushesarehandedoutduringtheuseofbrushdemonstration.Tips&Tricks
• Don’tallowstudentstoaddpainttotheirpalettes.Anadultvolunteercandothis.• Savetheblackpaintforthelastpartofthelesson.• Remindstudentsnottopaintwetsectionsnexttowetsections,buttoleavespacesocolors
don’tsmearorbleed.• Askstudentstowritenamesonpaperbeforepaintingstarts,afterdrawingisfinished.• Don’toverloadabrush,spreadalllumpsonthesurfacesmoothbeforereloading.• Thoroughlymixtints/shadesuntilnostreaksremaininthepalette,neveronthepaper.• Distributeplentyofpapertowelsforstudentstocleanbrushes,NOWATER.• Whenmixingcolors:lesspaintofeachportion,lessblackandmorewhitekeepscontrol
(thinkofblacklikepepperwhereasmalldashisplenty,whiteislikesaltwheremoreisok).• Demonstratehowtopullthebrushwiththebristles,notagainstthemtokeepthemaligned.• Optional:demonstratehowtowashabrushproperly:manipulatethebristlesinrunning
wateruntilthewaterrunsclean,airdrybristles-uporlayflat,neverbristles-down.• Adultsshouldcollectpencils,rulerswhilestudentspaint,tokeepsuppliesclean.
DiscussionPointsStudentswilldiscusshowstraight-linedirectionsarelabeledasvertical,horizontalanddiagonal.Theywilldiscusshowacolor’shueisaffectedbytheadditionofwhiteandblack.Theywillobserve
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howtoproperlyloadapaintbrushandapplypainttoaflatsurface.Theywillobservehowtoproperlyuseastraightedgetomakelinesthatcreateacomposition.Theywilldiscusstheimportanceofapointofemphasis.InstructionsforLesson
1) Instructorwillhavethedefinitionofmonochrome(1color),hue,tint(hueblendedwithwhite),shade(hueblendedwithblack)&neutralcolors(black/white)onthewhiteboard.She/hewillhaveatleast1exampleofamonochromaticpaintingandaskstudentstoidentifythehueusedandaskastudenttocometotheboardandpointoutthetints/shades.Askstudents:Howdoestheartistmakeatint?Ashade?Canyoumakemorethanonetintorshade?Ifso,how?(byaddingmoreblackorwhite).She/hecanaskstudentswheretheireyegoesfirstinapainting.Thatisconsideredthepointofemphasisandgivesthecompositionmoreinterest.Contrastofsize,color,shape,texturearewaystomakeoneareastandout.Thislessonusescolorforcontrast.
2) Demonstratehowtocorrectlyusearulersoitdoesn’tslip,andthenon-drawinghandnever
impedesthedrawinghand(i.e.rightiesdrawontherightsideoftherulerandvice-versa),evenifthatmeansturningthepapertomakethelines.(Optional:traceacirclefirsttosetuptheemphasis).
3) Breakthecompositioninto8to10sectionsusinghorizontal,verticalanddiagonallines.Announcethenameofeachdirectionasyoudrawit.Chooseonesectionasthepointofemphasis.Havestudentsdothesameandalsowritetheirnameontheirpaper.
4) Usingthepalette(don’tpassthemoutuntilstudentshavefinisheddrawing)andpassoutdrybrushessostudentscanmimic,demonstrateloadingthebrushwiththehuecolor,wipingonesideoffontheedgeofthepaletteandfillinginthechosenshape.Paintslowlyandmethodically,beginningwiththeedgesandsmooththelumpsbeforereloading.Youmayevenpracticethisonscrappaperfirst.
5) Demonstrateaddingasmallamountofwhitetoaportionoftheoriginalhue,scrapingfromthe
edgeofthepaint,mixinguntilallstreaksaregone,thenapplyingtoasection.Repeatwithadditionalwhitepaintagainandagainuntil3to4sectionsarecovered.Letstudentsdothis,thenhavethemstoptowatchthenextdemonstration(ifnotallstudentsarefinishedwaituntilmostofthemare).
6) Pourablobofblackpaintonyourpalette.Demonstratehowtomixgray(abitofblackaddedto
mostlywhite).Applythattoasection.Studentscanchoosetoaddgray(makesatone)orblacktothehuetofinishthesections.Eachsectionshouldbedifferent,noblacksections.Remindthemtopaintseparatedsectionssowetpaintdoesn’tbleedorsmear(youcanshowthismistakeonyourownpainting).
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7) Demonstratehowtocleanthebrushwithapapertowel:itremovesextrapaintwithoutexcesswater.BUTwhenswitchingfromtinttoshadethebrushshouldeitherbechangedforacleanone(adultscanprovidetheseasneeded)orthestudentshouldwashandDRYthebrushthoroughly.
8) Demonstratewithacleanbrushhowtopaintstraightlinesovershapebordersthataredry.If
timeisshortstudentscanattempttogooverwetareasinordertogetthelinespainted.
9) Astheyfinishyoucanofferunneededpalettestothosewhoaren’tfinishedratherthanpourmorepaint.Collectunusedpaintinonecontainerforfutureuse,orscrapeintothegarbage.Neverwashlargeamountsofpaintdownthedrain.
10) Followupdiscussion:askstudentstodefinenewvocabularywords.Hangbestexamplesonthe
wall(evenwet)tolookforpointsofemphasis,goodcraftsmanshipandinterestingdesign.Saysomethingdifferentabouteach.
ReflectionPoint(AssessmentofLearningObjectives)Studentsdrawstraightlineswitharulertoform8-10sections.Studentschooseonesectionandpaintitwiththehue.Studentsmixwhitewiththehueindifferentratiostofillinapprox.halfofsections,andblackwiththehueindifferentratiostofillintherest.Studentsuseblacktooutlineallsections.Studentsdon’tapplystreakedorlumpypaint.Studentskeepcolors’integritybycleaningtheirbrushesbetweentintsandshades.Studentswillrecognizeartvocabulary.
ReferencesandAttributionsStudentsatCougarRidgeElementarySchool.
NotesforEducators
21stCenturyThinkingSkillsObserving,makingconnections,visualizing,sequencing,comparing/contrasting,findingevidence,cause&effect,evaluating,decisionmaking.
WashingtonStateLearningStandards(VA:Cr2.1.4):Exploreandinventart-makingtechniquesandapproaches.(VA:Cr2.2.4):Whenmakingworksofart,utilizeandcareformaterials,tools,andequipmentinamannerthatpreventsdangertooneselfandothers.(VA:Re9.1.4):Applyonesetofcriteriatoevaluatemorethanoneworkofart.(Doesithavegoodcraftsmanship?Isitinteresting?Doesithavesomethinguniqueaboutit?)(VA:Cn11.1.4):Throughobservation,inferinformationabouttime,place,andcultureinwhichaworkofartwascreated.(Relatemonochromaticchoicesastheypertaintoabstractart).