Ideal Rooms Plaster Frescoes
Goal: Students will understand that paintings come in more forms than just paper or canvas, and appreciate the practice of brainstorming and planning in creating works of art.
PGC's:
Explain, demonstrate, and interpret a range of purposes of art and design, recognizing that the making and study of art and design can be approached from a variety of view points, intelligences, and perspectives
Recognize, interpret, and validate that the creative process builds on the development of ideas through a process of inquiry, discovery, and research
Recognize, compare, and affirm that the making and study of art and design can be approached from a varitey of viewpoints, intelligences, and perspectives
Pre-assessment:
Can students illustrate how they brainstorm ideas and sketches?
Can students demonstrate how to mix plaster to the correct consistency?
Can students define the term “fresco?”
Can students identify Michelangelo’s “Sistine Chapel” fresco ceiling?
Objectives:
Students will be able to illustrate how they brainstorm ideas and sketches
(Applying; Create: Use basic media to express ideas through the art-making process)
Students will be able to demonstrate how to mix plaster to the correct consistency.
(Applying; Create: Demonstrate basic studio skills)
Students will be able to define the term “fresco.”
(Remember; Reflect: Artists, viewers, and patrons use the language o art to respond to their own art and the art of others)
Students will be able to identify Michelangelo’s “Sistine Chapel” fresco ceiling
(Understand; Comprehend: The identification of characteristics and expressive features in works of art and design help to determine artistic intent)
Students will be able to create a fresco using watercolor paint on plaster.
(Creating; Create: Use basic media to express ideas through the art making process.)
Accommodations:
For students who work quickly, they can add color to their sketches with colored pencils. For students like Alec, who need to focus and won’t work, have them draw their favorite place. This will be their “ideal room.”
Materials:
Resources:
Preparations:
Action to Motivate:
Procedures:
Day 2: Action to motivate
Student Reflective Activity:
While walking around, assess student’s progress. See who needs more help brainstorming, and who is struggling. This is an in progress assessment, as we have not yet covered many of the objectives.
Post-assessment (Teacher Centered):
Can students illustrate how they brainstorm ideas and sketches?
Can students demonstrate how to mix plaster to the correct consistency?
Can students define the term “fresco?”
Can students identify Michelangelo’s “Sistine Chapel” fresco ceiling?
Reflection:
For this lesson, we thought about ideal rooms, and what our ideal rooms would look like. We brainstormed on the first day, thinking about the colors in their room, what people would sit on, how big their room would be, and what their room might be made out of. We also learned about fresco painting, or painting on plaster. To make the fresco, we mixed plaster powder and water in a paper plate. This lesson was a good reminder about the importance of being over prepared. The plaster that the students mixed did not have enough time to set up. I did bring a full class set of frescoes that had been created the night before so students had something to paint on.
Goal: Students will understand that paintings come in more forms than just paper or canvas, and appreciate the practice of brainstorming and planning in creating works of art.
PGC's:
Explain, demonstrate, and interpret a range of purposes of art and design, recognizing that the making and study of art and design can be approached from a variety of view points, intelligences, and perspectives
Recognize, interpret, and validate that the creative process builds on the development of ideas through a process of inquiry, discovery, and research
Recognize, compare, and affirm that the making and study of art and design can be approached from a varitey of viewpoints, intelligences, and perspectives
Pre-assessment:
Can students illustrate how they brainstorm ideas and sketches?
Can students demonstrate how to mix plaster to the correct consistency?
Can students define the term “fresco?”
Can students identify Michelangelo’s “Sistine Chapel” fresco ceiling?
Objectives:
Students will be able to illustrate how they brainstorm ideas and sketches
(Applying; Create: Use basic media to express ideas through the art-making process)
Students will be able to demonstrate how to mix plaster to the correct consistency.
(Applying; Create: Demonstrate basic studio skills)
Students will be able to define the term “fresco.”
(Remember; Reflect: Artists, viewers, and patrons use the language o art to respond to their own art and the art of others)
Students will be able to identify Michelangelo’s “Sistine Chapel” fresco ceiling
(Understand; Comprehend: The identification of characteristics and expressive features in works of art and design help to determine artistic intent)
Students will be able to create a fresco using watercolor paint on plaster.
(Creating; Create: Use basic media to express ideas through the art making process.)
Accommodations:
For students who work quickly, they can add color to their sketches with colored pencils. For students like Alec, who need to focus and won’t work, have them draw their favorite place. This will be their “ideal room.”
Materials:
- Paper plates
- Water
- Plaster bucket
- Plastic cups
- Watercolor paints
- Acrylic paints
- Paintbrushes
- Drawing paper
- Pencils
- Colored pencils
- Brainstorming handouts
Resources:
- Plaster fresco examples
- Powerpoint presentation
- Gardner’s Art Through the Ages: Thirteenth Edition
Preparations:
- Create brainstorming handout
- Collect examples
- Create powerpoint
- Gather supplies
- Gather class smocks
- Cover tables with butcher paper
Action to Motivate:
- Introduce students to the idea that painting doesn’t have to be on paper or canvas. Paintings come in all types, and today we’re going to learn about painting on plaster! Ask students if they know what plaster is, and its uses.
- Define plaster: a material that has many uses, it starts as a fine powder, and then when mixed with water it creates a paste, releases heat, and then hardens.
- Talk about the multiple uses of plaster: building material, wall coating, art material (like frescoes and sculpture building), and even in medicine (supporting broken bones-like Ian’s), and as a fireproofing material!
- Show examples of plaster paintings – famous ones and teacher examples
Procedures:
- Begin with action to motivate:
- Introduce students to the idea that painting doesn’t have to be on paper or canvas. Paintings come in all types, and today we’re going to learn about painting on plaster! Ask students if they know what plaster is, and its uses.
- Define plaster: a material that has many uses, it starts as a fine powder, and then when mixed with water it creates a paste, releases heat, and then hardens.
- Talk about the multiple uses of plaster: building material, wall coating, art material (like frescoes and sculpture building), and even in medicine (supporting broken bones-like Ian’s), and as a fireproofing material!
- Go through powerpoint presentation slides
- Define plaster – give examples of the different uses of plaster
- Show students fresco examples – Giotto’s “Mourning Fresco,” Michelangelo’s “Sistine Chapel” Ceiling
- Ask for details in the painting, what would be hard about painting on a ceiling? About painting on something wet?
- Remind students about the “ideal” lessons that Tanner gave. Can anyone define the word ideal? Define “ideal.”
- Ideal; meaning what is perfect or most suitable.
- Ask students to name off some things they see in their room. What if you could have anything you wanted in your room? What colors would there be? Would you have games? Food? Seating? Trampolines? Anything in the world, what would it look like?
- Has anyone heard of what’s called brainstorming? Brainstorming, is when you think of ideas by getting your brain working and thinking.
- Today, we’re going to be brainstorming ideas for your ideal rooms that you will paint next time we meet. We’re taking a lot of time to come up with ideas, because painting on plaster there is no erasing, and you only get to paint your room once.
- Pass out brainstorming handout – walk through it with them
- Make my own ideal room
- What color would my room be? Pink
- Where would my room be? In the mountains
- What would my room have in it? Lots of books, room to paint, and a huge window to look outside from
- What food would you eat? I would eat lots of chocolate cake in my room, cause that’s my favorite food
- Give students time to go through brainstorming, walk around to answer any questions
- Bring students attention back. Announce the next step of brainstorming and planning – the sketches.
- Instruct students to have 3 sketches of their room. One of the entire room, one with a detail of an object in the room, and one with them inside their room
- Use color on their sketches if applicable (finish early, need more details)
- Next, watercolor a final sketch of their room
- Clean-up: have students at single desks collect brainstorming handouts and put in a pile at the observer’s desk, have Lela’s and A.J.’s tables collect colored pencils, have Estella’s table collect sketches, Aiden’s table collects watercolors, and Aron’s table collects watercolor sketches.
Day 2: Action to motivate
- Present example of my “ideal room” frescos – both buon fresco, and fresco secco
- Define buon fresco and fresco secco
- Explain the benefits and shortfalls of each style of fresco
- Have students draw final sketches on nice paper, with watercolor details. Specify the importance of adding color and filling in the background and the objects.
- Gather students to bring back attention, direct them to Aidan’s table for demo
- Give demo on mixing plaster
- Pour water into plate
- Sift plaster into water, until the “island” forms in the middle
- Mix plaster with hands, and demonstrate the ideal consistency for the plaster
- Have plaster plate and sketch ready to demo the tracing of the drawing onto the plaster, and watercolor painting technique
- Give direct instructions on safety and being responsible with the plaster, being such a messy material.
- Specify to wash hands off in the bucket before you wash hands in the sink with soap
- Do not eat the plaster, it is harmful
- Release students for work time
- If students finish early with their fresco, give them a dried fresco plate for fresco secco paintings. These can be done on a detail painting of an object in their room that they really like.
- Begin clean up with 15 minutes of class-time left.
- Students at single desks will pick up water cups and empty them
- Students at Aidan’s desk will put frescos at the observer’s table
- Students at Cameron’s desk will collect watercolors
- Students at Estela’s desk will take down the table coverings
- Kaila and Ian will collect watercolor sketches
- Release students for recess
Student Reflective Activity:
While walking around, assess student’s progress. See who needs more help brainstorming, and who is struggling. This is an in progress assessment, as we have not yet covered many of the objectives.
Post-assessment (Teacher Centered):
Can students illustrate how they brainstorm ideas and sketches?
Can students demonstrate how to mix plaster to the correct consistency?
Can students define the term “fresco?”
Can students identify Michelangelo’s “Sistine Chapel” fresco ceiling?
Reflection:
For this lesson, we thought about ideal rooms, and what our ideal rooms would look like. We brainstormed on the first day, thinking about the colors in their room, what people would sit on, how big their room would be, and what their room might be made out of. We also learned about fresco painting, or painting on plaster. To make the fresco, we mixed plaster powder and water in a paper plate. This lesson was a good reminder about the importance of being over prepared. The plaster that the students mixed did not have enough time to set up. I did bring a full class set of frescoes that had been created the night before so students had something to paint on.