Lesson 1: Howard Trepning- Art That Tells a Story
Duration: 1 class period
Standards-Based
Assessments
Standard 1:. Recognizes and uses the visual arts as
a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows
and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates
an understanding of art in relation to history, culture, and community. Produces art that has
been influenced by aspects of history. Produces art that has been influenced by
aspects of culture. Produces art that has been influenced by aspects of
community.
Standard 5: Critiques
works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Activities
- Drawing Ritual in
sketchbook- Look at this site for Rituals
to Start an Art Class. This is a five minute sketch in your
sketchbook. Use a blinder card (place the pencil through a hole
in the center of a 8 x 8 inch card).
The blinder card will keep you from looking down on your paper
while drawing.
Trace the
contour of the object in the air by using your finger to follow
the contour of the object SLOWLY until you reach the starting
point. Next, fix your eyes on the starting point and
position your pencil on the sketchbook. As your eyes follow the
contour of the object your pencil follows your eye movements
exactly. Put the date in your sketchbook.
- In this Unit students
will analyze and critique the art of
Howard Trepning, known as the 'The
Storyteller of the Native American' because each of his
paintings seems to tell story of life as a Native American
Indian. He is one of America's most respected Western
artists. He said,
"I think it is important to tell the story of the
plains Indians because their history is our history ... part of
our heritage. The history of the West is the only history
America has that is uniquely our own."
-
Look at the paintings in
the
Howard Trepning Gallery.
Pick a painting and discuss the
story you think the artist was trying to tell. How does he use
light and dark colors to help create a mood?
Differentiation
Support:
Extension:
Lessons 2-3:
Colors Create a Mood- Painting Exploration
Duration: 2 class period(s)
Standards-Based
Assessments
Standard 1:. Recognizes and uses the visual arts as
a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows
and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates
an understanding of art in relation to history, culture, and community. Produces art that has
been influenced by aspects of history. Produces art that has been influenced by
aspects of culture. Produces art that has been influenced by aspects of
community.
Standard 5: Critiques
works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Materials: two sheets of painting paper (at least 12"x18"),
tray of cool colors and black tempera paint, tray of warm colors and
white paint, newspaper to cover the table, paper towels, water
container, large and small brushes, assorted music
Vocabulary:
tint and shade, warm and cool, tone, balance look at the
ARTLEX website
for vocabulary information
Activities
- Drawing Ritual in
sketchbook- Look at this site for Rituals
to Start an Art Class. This is a five minute sketch in your
sketchbook. Use a blinder card (place the pencil through a hole
in the center of a 8 x 8 inch card).
The blinder card will keep you from looking down on your paper
while drawing.
Trace the
contour of the object in the air by using your finger to follow
the contour of the object SLOWLY until you reach the starting
point. Next, fix your eyes on the starting point and
position your pencil on the sketchbook. As your eyes follow the
contour of the object your pencil follows your eye movements
exactly. Put the date in your sketchbook.
- Watch the video on
Colors That
Create Mood.
Read this
Color and Mood Webpage.
-
Try this mood exploration lesson: You need two sheets of
painting paper with your name on the back.
-
Put three colors of tempera paints in a tray-either blue,
green and violet (cool colors), OR blue, violet and red. These
colors are placed next to each other on a primary and secondary
color wheel and will blend nicely together without getting too
muddy.
-
You are creating
a mood painting using dark tones. You may add black to some or
all of your colors to darken them. When you add black to a color
you create SHADES. Listen to somber music and apply your colors
in any way you'd like. Use large shapes, small shapes, lines,
patterns, dots...Switch your brushes as you need to from large
to smaller ones for detail. Try not too mix ALL of your colors
together but choose two at a time to blend. Do not overlap and
over mix too many colors when you apply your paints on your
paper.
When changing colors wipe your brush first on a paper towel
before rinsing. Dry your brush after rinsing in water to keep
your water as clean as possible.
- Try to BALANCE your painting
by applying colors in empty areas. Look at this
Cool School webpage for some balance information. Your lines and shapes may
touch your edges or come off the page.
- When you are satisfied switch
to new paper and another tray with warm colors such as red,
orange and yellow. Use white to some or all of your colors. When
you add white to a color you create a TINT.
- Listen to happy or peppy
music and apply your paints the same way as above.
- When you are finished place
both paintings next to each other and observe how they create
different moods. How do they make you feel? Why do you
think so? What specific colors make you feel a certain
way? Which colors are SHADES? Which colors are
TINTS?
- Compare the colors of your
paintings with the paintings of Howard Trepning. Look at the
Howard Trepning Gallery. Are any of
the colors in your paintings similar with the colors of the
Trepning paintings? Is the MOOD similar between one of your
paintings and Trepnings?
- Allow both paintings to dry.
Rinse your trays and brushes and dry them with paper towels. Put
them away. Throw away dirty newspapers and paper towels.
Differentiation
Support:
Extension:
Lesson 4: Mood Collage
Duration: 1 class period
Standards-Based
Assessments
Standard 1:. Recognizes and uses the visual arts as
a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows
and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates
an understanding of art in relation to history, culture, and community. Produces art that has
been influenced by aspects of history. Produces art that has been influenced by
aspects of culture. Produces art that has been influenced by aspects of
community.
Standard 5: Critiques
works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Activities
- Drawing Ritual in
sketchbook- Look at this site for Rituals
to Start an Art Class. This is a five minute sketch in your
sketchbook. Use a blinder card (place the pencil through a hole
in the center of a 8 x 8 inch card).
The blinder card will keep you from looking down on your paper
while drawing.
Trace the
contour of the object in the air by using your finger to follow
the contour of the object SLOWLY until you reach the starting
point. Next, fix your eyes on the starting point and
position your pencil on the sketchbook. As your eyes follow the
contour of the object your pencil follows your eye movements
exactly. Put the date in your sketchbook.
Differentiation
Support:
Extension:
Lesson 5:
Duration: 1 class period
Standards-Based
Assessments
Standard 1:. Recognizes and uses the visual arts as
a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows
and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates
an understanding of art in relation to history, culture, and community. Produces art that has
been influenced by aspects of history. Produces art that has been influenced by
aspects of culture. Produces art that has been influenced by aspects of
community.
Standard 5: Critiques
works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Activities
- Drawing Ritual in
sketchbook- Look at this site for Rituals
to Start an Art Class. This is a five minute sketch in your
sketchbook. Use a blinder card (place the pencil through a hole
in the center of a 8 x 8 inch card).
The blinder card will keep you from looking down on your paper
while drawing.
Trace the
contour of the object in the air by using your finger to follow
the contour of the object SLOWLY until you reach the starting
point. Next, fix your eyes on the starting point and
position your pencil on the sketchbook. As your eyes follow the
contour of the object your pencil follows your eye movements
exactly. Put the date in your sketchbook.
Differentiation
Support:
Extension:
Lesson 5:
Duration: 1 class period
Standards-Based
Assessments
Standard 1:. Recognizes and uses the visual arts as
a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows
and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates
an understanding of art in relation to history, culture, and community. Produces art that has
been influenced by aspects of history. Produces art that has been influenced by
aspects of culture. Produces art that has been influenced by aspects of
community.
Standard 5: Critiques
works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Activities
-
Differentiation
Support:
Extension:
Lesson 6:
Duration: 1 class period
Standards-Based
Assessments
Standard 1:. Recognizes and uses the visual arts as
a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows
and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates
an understanding of art in relation to history, culture, and community. Produces art that has
been influenced by aspects of history. Produces art that has been influenced by
aspects of culture. Produces art that has been influenced by aspects of
community.
Standard 5: Critiques
works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Activities
-
Differentiation
Support:
Extension:
Lesson 7:
Duration: 1 class period
Standards-Based
Assessments
Standard 1:. Recognizes and uses the visual arts as
a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows
and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates
an understanding of art in relation to history, culture, and community. Produces art that has
been influenced by aspects of history. Produces art that has been influenced by
aspects of culture. Produces art that has been influenced by aspects of
community.
Standard 5: Critiques
works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Activities
-
Differentiation
Support:
Extension:
Lesson 8:
Duration: 1 class period
Standards-Based
Assessments
Standard 1:. Recognizes and uses the visual arts as
a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows
and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates
an understanding of art in relation to history, culture, and community. Produces art that has
been influenced by aspects of history. Produces art that has been influenced by
aspects of culture. Produces art that has been influenced by aspects of
community.
Standard 5: Critiques
works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Activities
-
Differentiation
Support:
Extension:
Lesson 9:
Duration: 1 class period
Standards-Based
Assessments
Standard 1:. Recognizes and uses the visual arts as
a form of communication. Selects visual images for works of art to communicate ideas.
Standard 2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard 3: Knows
and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates
an understanding of art in relation to history, culture, and community. Produces art that has
been influenced by aspects of history. Produces art that has been influenced by
aspects of culture. Produces art that has been influenced by aspects of
community.
Standard 5: Critiques
works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Activities
-
Differentiation
Support:
Extension:
