Painting Our Values
Enduring Understanding: Students will look at their personal values in their daily lives while learning about monochromatic value scales in art. Students will use acrylic paint to create a monochromatic self- portrait. They will also incorporate their personal values which will be painted in text on the background.
PGC’s:
Transfer the value of visual arts to lifelong learning and the human experience.
Analyze, interpret, and make meaning of art and design critically using oral and written discourse.
Develop and build appropriate mastery in art-making skills, using traditional and new technologies and an understanding of the characteristics and expressive features of art and design.
Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about art and design through an expanded use of media and technologies.
Objectives:
Students will be able to define terms related to monochromatic painting including, hue, tint, shade, and value scale.
(Remembering; Comprehend: conceptual art theories explain how works of art are created.)
Students will be able to create a value scale using acrylic paint.
(Creating; Create: Demonstrate technical proficiency and craftsmanship when planning.)
Students will be able to support why they chose their hue for their monochromatic self- portrait.
(Evaluating; Reflect: Visual literacy skill help to establish personal meaning and artistic intent in works of art.)
Students will be able to discuss how the art making process can be used to discover personal insight about our values in everyday life. LITERACY
(Understanding; Transfer: Visual arts are valuable for a variety of art and non-art related lifelong endeavors.)
Pre-assessment:
There are several terms that need to be clarified before the lesson begins. Ask the class as a whole to define the following terms; monochromatic, hue, tint, and shade.
What is the term used for a painting which uses different values of only one color?
Discuss the root of the word monochromatic – mono meaning one.
What do we call a color that has white added to it?
What do we call a color that has black added to it?
Define tints and shades.
Explain that a pure color is also known as a hue.
Accommodations and modifications:
Accommodation:
A photograph of each student will be taken and then converted into black and white. They will block out areas of different values to paint their monochromatic painting. They will have to first transfer the image to their final paper. Students who are struggling will not have to transfer the image to a final painting and instead will paint on top of the picture itself.
Modification:
Students will be asked to blend the areas of color together so it does not seem to be blocked out. Their transition between values should attempt to be seamless.
For a real challenge, rather than using a photograph as a reference students could use a mirror to paint their self-portrait from life.
Materials:
Developmental workbooks
pencil
Paint
Paintbrushes
paper
Palettes
mirrors
Digital camera
Computer for printing pictures and showing slide show
Resources:
1. Jennings, Simon. The New Artists Manual.
San Francisco: HarperCollins Publishers, 2005. Print.
2. Beaton, Cecil and Buckland, Gail. The Magic Image: The Genius of Photography.
Boston: Little Brown & Co, 1975. Print.
3.http://www.youtube.com/watch?v=BonjRaU1S9g
Preparation:
Print out value scale
Arrange paintbrushes in water cups for each table
Put paint on palettes for each table
Prepare strips of paper towel for each table
Put all materials on rolling cart for easy distribution during class time
Safety:
Use of acrylic paint rather than oil paint to avoid toxic materials
Classroom management – make sure materials are used appropriately to ensure the safest possible classroom environment.
Make sure floors are clean and clear to help avoid any accidents.
Action to Motivation:
Show YouTube video, “Values for every adult from a five year old girl”
What values did you hear discussed?
Ask students to relate to the assignment by listing a few of their ideas about value.
Can students add to the young lady’s list?
Ideation/Inquiry:
1.Creating your personal value scale – this focuses on the underlying theme of the project
Have students pick their top ten values for the value worksheet
This worksheet will be used for students to develop which ideas they would like to incorporate into the background of their monochromatic self-portraits
Discuss what students came up with
2.creating a value scale using acrylic paint- this focuses on the materials used for the project
Have students paint a value scale in their developmental workbooks
First have them create a grid with ten distinct steps
The top section will be pure white; the final section will be pure black
Have students work with tints first, gradually adding white to their selected hue
The pure hue should fall around section seven
Remind students that black has very strong shading strength, it does not take very much black to really darken a hue
Procedures:
Day 1
1. Action to motivate – see above
Discuss different meanings of the word value (Discussion)
ambiguities found within art create lessons that can transfer to everyday life
Show YouTube video – discuss values mentioned within the clip (technology)
2. Ideation worksheet (Inquiry)
Pick their top ten values off the list and rank them in order to create their personal value scale
Allow time for students to discuss their results
“Is there a common value that seems to frequently be #1?”
“Was it difficult to put them in order?”
“Have your values changed since you were younger?”
3. Pre-assessment
Ask class if they can define painting terms by a show of hands
Who could provide a definition for each of the following terms: monochromatic, hue, tint, shade
4. Show monochromatic slideshow (technology)
Slideshow will be used to solidify painting terms that will be used during the project
Students will take notes on the terms in their developmental workbooks
5. Painting expectations (Exposition/Lecture)
Before any materials are out, go over what is expected when students are painting.
Be conservative with paint, a little goes a long way.
Be respectful of materials – absolutely no painting on yourself or others. Painting is a privilege, if students break this rule they will not be allowed to paint.
Be tidy, keep work place and brushes clean. Rinse the brush in the water and clean all the excess paint and water by wiping the brush on the paper towel.
6. Pass out materials and have students begin work painting their value scales (Skills)
Be sure to remind students to put their name on the back of their work before they begin painting
Walk around class and help students on an individual level
Tell students you will be looking for tidiness and labeling of the hue as well as tints and shades
If students finish their value scale, have them work on a value painting with overlapping shapes. Each shape will have a different value, where each shape overlaps is also a different value
7. Clean up
All wet paintings will be stored on the drying rack
Send one table at a time to the drying rack to avoid traffic jam
Assign roles for members at each table
- Tell all students to clean their brushes.
-one student will be responsible for collecting all the paintbrushes – return them to bin
-one student will be responsible for taking the palettes to the sink and cleaning them
-most students will be responsible for wiping down tables and cleaning up floor
Collect Developmental Workbooks and store them in their locker
Day2
1. Introduction
As students are becoming more familiar with the techniques they will use with painting introduce the concept of the final project. Students will use their ability to create different values and apply them towards creating a monochromatic self-portrait.
Have students brainstorm ideas of what they would like their portrait to include.
Have students draw thumbnails sketches in their workbooks. (Concept)
Do they want to do super close up? Do they want to be more backed off or use a profile?
How much of the image do they want to be portrait and how much will be words?
Can the words be related to the image? Ex: student could put words in a speech bubble.
Use the ideation worksheet to help them decide which personal values they would like to include.
Students will incorporate ideas about both painting and personal values. Students will use a photograph as a reference to paint a monochromatic self-portrait. Once their portrait is complete they will fill the background of their painting of words that represent their personal values.
2. Work time (Skills)
Pass out materials- palettes, paintbrushes, paper towels, water cups
Have students work on finishing their value scales or creating a new one. They can also work on their overlapping shapes painting.
3. Taking photographs
While students are working have a designated area to snap some quick portraits
Ask students what their top few personal values were. Will they try to represent their personal values in their photograph? (Discussion)
Have one student come up for their photo at a time – no need for a long line. When they are finished have them tell the next person at their table that it is their turn.
When all the photographs are taken upload them to the computer and print them off.
4. Demonstrate how to use their photographs (Demonstration)
print one photo twice so you can use it for demonstration
outline basic areas of value with a dark marker- the face should be divided up into 15 – 25 key areas of value. The goal is not to create a perfect representation but more of a basic outline of the general shapes of value they see on their face.
Map out some key areas on the demonstration photo to give students an idea of what you are looking for
5. Return to work
Students who have finished work on their value scale can begin tracing values area on their photo
Once they have established the value areas transfer those shapes to their final project
Students will chose one color to work with for their monochromatic self-portrait
The color they chose should be related to the personal values they wish to portray
Walk around class and help students on an individual level
6. clean up
All wet paintings will be stored on the drying rack
Send one table at a time to the drying rack to avoid traffic jam
Assign roles for members at each table
- Tell all students to clean their brushes.
-one student will be responsible for collecting all the paintbrushes – return them to bin
-one student will be responsible for taking the palettes to the sink and cleaning them
-most students will be responsible for wiping down tables and cleaning up floor
Collect Developmental Workbooks and store them in their locker
Day 3
1. Introduction
Tell students that for the rest of the assignment they will be responsible for gathering their materials. Describe how I am building trust and responsibility with them. Show them where to collect paintbrushes, palettes, paper towels, and water cups.
Assign one member at each table to collect one of the four materials needed for their table to complete the assignment.
2. Work time (Skills)
most of the period will be focused on working on the final product.
Walk around and help students on an individual level.
Ask questions such as, “Why did you choose your color?”
“What personal values do you wish to portray in this piece?”
3. clean up
All wet paintings will be stored on the drying rack
Send one table at a time to the drying rack to avoid traffic jam
Assign roles for members at each table
- Tell all students to clean their brushes.
-one student will be responsible for collecting all the paintbrushes – return them to bin
-one student will be responsible for taking the palettes to the sink and cleaning them
-most students will be responsible for wiping down tables and cleaning up floor
Collect Developmental Workbooks and store them in their locker
Day 4
1. Work time (Skills)
explain to class that the goal of the day will be to complete the final product
have students gather their materials and begin to work
walk around class and help students on an individual level
2. partner critiques- artist intent/viewer interpretation (critique)
if students finish early have them pair up to discuss their work
first the two students will write the most important values/ideas they wanted to express in their painting in their workbooks.
The students will then exchange paintings with one another and write the most important values/ideas they see in the work of their peers.
Do their ideas seem to line up? If a student missed some meaning why do you think that could be?
After the critique go back and adjust any areas of the painting that would help to create a stronger message.
3. class critique (discussion/critique)
have students leave their painting at their desks
get up and walk around to look at the work of their peers
have students return to their seats
Discuss themes they see within the work of their peers
After the class critique have students write any thoughts about what they have learned about value in their workbooks
“What have you learned about values in painting?”
“What have you learned about your personal values?”
“Can you make any connections between the art making process and how it relates to other areas of your life?”
4. clean up
All wet paintings will be stored on the drying rack
Send one table at a time to the drying rack to avoid traffic jam
Assign roles for members at each table
- Tell all students to clean their brushes.
-one student will be responsible for collecting all the paintbrushes – return them to bin
-one student will be responsible for taking the palettes to the sink and cleaning them
-most students will be responsible for wiping down tables and cleaning up floor
Collect Developmental Workbooks and store them in their locker
Student reflective/inquiry activity:
1. students who finish early on day four will practice partner critiques – artist intent/ viewer interpretation – see day 4
2. the last part of day four the class will take part in the class critique – see day 4
questions to help lead the discussion during class critique include;
Which pieces have very clear artist intent or send a clear message?
Which pieces have a strong use of materials with lots of tints and hues and tonal variation?
Do you notice any common themes through out the work of your peers?
How did the color the artist chose influence your interpretation of the piece?
Post-assessment:
See attached rubric
Self-Reflection:
This biggest success of this lesson came to me when a student said, “Mr. V you always make our lessons really deep and personal and I appreciate that.” I was happy to hear that students were enjoying taking their work to more meaningful levels. Students quickly picked up on the duality of the word value as we learned about creating a monochromatic value scale while talking about what we valued most in our lives. If I were to do this lesson again, however, I would not start talking about our personal values on day one. I would have spent more time allowing students to familiarize themselves with the new material. There is a delicate balance between talking about ideas in our artwork and simply getting down to business. I can see that on the first day I was spending too much time talking. Instead of making students write down what their personal values were I could have simply given them the worksheet as they were walking out the door. This way I could familiarize them with the new concept that was to come rather than using so much class time to discuss it.
I found that students began to really dislike painting their self-portraits. I can see now that this is because they were struggling with the material of acrylic paint and they began to become frustrated when their results did not look like them. I should have spent a lot more time practicing with the paint before I jumped in to a self-portrait. We only spent a class period practicing before we started on to the final draft. If I were to teach painting to eighth grade again I would approach the issue completely differently. I would spend much more time practicing and I don’t even think I would start with a portrait assignment at all. I would start with a still life or landscape that would provide more room for success.What this lesson taught me is students need to spend lots of time practicing and building familiarity and confidence with a material such asacrylic paint before you jump into something complicated like a portrait.
PGC’s:
Transfer the value of visual arts to lifelong learning and the human experience.
Analyze, interpret, and make meaning of art and design critically using oral and written discourse.
Develop and build appropriate mastery in art-making skills, using traditional and new technologies and an understanding of the characteristics and expressive features of art and design.
Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about art and design through an expanded use of media and technologies.
Objectives:
Students will be able to define terms related to monochromatic painting including, hue, tint, shade, and value scale.
(Remembering; Comprehend: conceptual art theories explain how works of art are created.)
Students will be able to create a value scale using acrylic paint.
(Creating; Create: Demonstrate technical proficiency and craftsmanship when planning.)
Students will be able to support why they chose their hue for their monochromatic self- portrait.
(Evaluating; Reflect: Visual literacy skill help to establish personal meaning and artistic intent in works of art.)
Students will be able to discuss how the art making process can be used to discover personal insight about our values in everyday life. LITERACY
(Understanding; Transfer: Visual arts are valuable for a variety of art and non-art related lifelong endeavors.)
Pre-assessment:
There are several terms that need to be clarified before the lesson begins. Ask the class as a whole to define the following terms; monochromatic, hue, tint, and shade.
What is the term used for a painting which uses different values of only one color?
Discuss the root of the word monochromatic – mono meaning one.
What do we call a color that has white added to it?
What do we call a color that has black added to it?
Define tints and shades.
Explain that a pure color is also known as a hue.
Accommodations and modifications:
Accommodation:
A photograph of each student will be taken and then converted into black and white. They will block out areas of different values to paint their monochromatic painting. They will have to first transfer the image to their final paper. Students who are struggling will not have to transfer the image to a final painting and instead will paint on top of the picture itself.
Modification:
Students will be asked to blend the areas of color together so it does not seem to be blocked out. Their transition between values should attempt to be seamless.
For a real challenge, rather than using a photograph as a reference students could use a mirror to paint their self-portrait from life.
Materials:
Developmental workbooks
pencil
Paint
Paintbrushes
paper
Palettes
mirrors
Digital camera
Computer for printing pictures and showing slide show
Resources:
1. Jennings, Simon. The New Artists Manual.
San Francisco: HarperCollins Publishers, 2005. Print.
2. Beaton, Cecil and Buckland, Gail. The Magic Image: The Genius of Photography.
Boston: Little Brown & Co, 1975. Print.
3.http://www.youtube.com/watch?v=BonjRaU1S9g
Preparation:
Print out value scale
Arrange paintbrushes in water cups for each table
Put paint on palettes for each table
Prepare strips of paper towel for each table
Put all materials on rolling cart for easy distribution during class time
Safety:
Use of acrylic paint rather than oil paint to avoid toxic materials
Classroom management – make sure materials are used appropriately to ensure the safest possible classroom environment.
Make sure floors are clean and clear to help avoid any accidents.
Action to Motivation:
Show YouTube video, “Values for every adult from a five year old girl”
What values did you hear discussed?
Ask students to relate to the assignment by listing a few of their ideas about value.
Can students add to the young lady’s list?
Ideation/Inquiry:
1.Creating your personal value scale – this focuses on the underlying theme of the project
Have students pick their top ten values for the value worksheet
This worksheet will be used for students to develop which ideas they would like to incorporate into the background of their monochromatic self-portraits
Discuss what students came up with
2.creating a value scale using acrylic paint- this focuses on the materials used for the project
Have students paint a value scale in their developmental workbooks
First have them create a grid with ten distinct steps
The top section will be pure white; the final section will be pure black
Have students work with tints first, gradually adding white to their selected hue
The pure hue should fall around section seven
Remind students that black has very strong shading strength, it does not take very much black to really darken a hue
Procedures:
Day 1
1. Action to motivate – see above
Discuss different meanings of the word value (Discussion)
ambiguities found within art create lessons that can transfer to everyday life
Show YouTube video – discuss values mentioned within the clip (technology)
2. Ideation worksheet (Inquiry)
Pick their top ten values off the list and rank them in order to create their personal value scale
Allow time for students to discuss their results
“Is there a common value that seems to frequently be #1?”
“Was it difficult to put them in order?”
“Have your values changed since you were younger?”
3. Pre-assessment
Ask class if they can define painting terms by a show of hands
Who could provide a definition for each of the following terms: monochromatic, hue, tint, shade
4. Show monochromatic slideshow (technology)
Slideshow will be used to solidify painting terms that will be used during the project
Students will take notes on the terms in their developmental workbooks
5. Painting expectations (Exposition/Lecture)
Before any materials are out, go over what is expected when students are painting.
Be conservative with paint, a little goes a long way.
Be respectful of materials – absolutely no painting on yourself or others. Painting is a privilege, if students break this rule they will not be allowed to paint.
Be tidy, keep work place and brushes clean. Rinse the brush in the water and clean all the excess paint and water by wiping the brush on the paper towel.
6. Pass out materials and have students begin work painting their value scales (Skills)
Be sure to remind students to put their name on the back of their work before they begin painting
Walk around class and help students on an individual level
Tell students you will be looking for tidiness and labeling of the hue as well as tints and shades
If students finish their value scale, have them work on a value painting with overlapping shapes. Each shape will have a different value, where each shape overlaps is also a different value
7. Clean up
All wet paintings will be stored on the drying rack
Send one table at a time to the drying rack to avoid traffic jam
Assign roles for members at each table
- Tell all students to clean their brushes.
-one student will be responsible for collecting all the paintbrushes – return them to bin
-one student will be responsible for taking the palettes to the sink and cleaning them
-most students will be responsible for wiping down tables and cleaning up floor
Collect Developmental Workbooks and store them in their locker
Day2
1. Introduction
As students are becoming more familiar with the techniques they will use with painting introduce the concept of the final project. Students will use their ability to create different values and apply them towards creating a monochromatic self-portrait.
Have students brainstorm ideas of what they would like their portrait to include.
Have students draw thumbnails sketches in their workbooks. (Concept)
Do they want to do super close up? Do they want to be more backed off or use a profile?
How much of the image do they want to be portrait and how much will be words?
Can the words be related to the image? Ex: student could put words in a speech bubble.
Use the ideation worksheet to help them decide which personal values they would like to include.
Students will incorporate ideas about both painting and personal values. Students will use a photograph as a reference to paint a monochromatic self-portrait. Once their portrait is complete they will fill the background of their painting of words that represent their personal values.
2. Work time (Skills)
Pass out materials- palettes, paintbrushes, paper towels, water cups
Have students work on finishing their value scales or creating a new one. They can also work on their overlapping shapes painting.
3. Taking photographs
While students are working have a designated area to snap some quick portraits
Ask students what their top few personal values were. Will they try to represent their personal values in their photograph? (Discussion)
Have one student come up for their photo at a time – no need for a long line. When they are finished have them tell the next person at their table that it is their turn.
When all the photographs are taken upload them to the computer and print them off.
4. Demonstrate how to use their photographs (Demonstration)
print one photo twice so you can use it for demonstration
outline basic areas of value with a dark marker- the face should be divided up into 15 – 25 key areas of value. The goal is not to create a perfect representation but more of a basic outline of the general shapes of value they see on their face.
Map out some key areas on the demonstration photo to give students an idea of what you are looking for
5. Return to work
Students who have finished work on their value scale can begin tracing values area on their photo
Once they have established the value areas transfer those shapes to their final project
Students will chose one color to work with for their monochromatic self-portrait
The color they chose should be related to the personal values they wish to portray
Walk around class and help students on an individual level
6. clean up
All wet paintings will be stored on the drying rack
Send one table at a time to the drying rack to avoid traffic jam
Assign roles for members at each table
- Tell all students to clean their brushes.
-one student will be responsible for collecting all the paintbrushes – return them to bin
-one student will be responsible for taking the palettes to the sink and cleaning them
-most students will be responsible for wiping down tables and cleaning up floor
Collect Developmental Workbooks and store them in their locker
Day 3
1. Introduction
Tell students that for the rest of the assignment they will be responsible for gathering their materials. Describe how I am building trust and responsibility with them. Show them where to collect paintbrushes, palettes, paper towels, and water cups.
Assign one member at each table to collect one of the four materials needed for their table to complete the assignment.
2. Work time (Skills)
most of the period will be focused on working on the final product.
Walk around and help students on an individual level.
Ask questions such as, “Why did you choose your color?”
“What personal values do you wish to portray in this piece?”
3. clean up
All wet paintings will be stored on the drying rack
Send one table at a time to the drying rack to avoid traffic jam
Assign roles for members at each table
- Tell all students to clean their brushes.
-one student will be responsible for collecting all the paintbrushes – return them to bin
-one student will be responsible for taking the palettes to the sink and cleaning them
-most students will be responsible for wiping down tables and cleaning up floor
Collect Developmental Workbooks and store them in their locker
Day 4
1. Work time (Skills)
explain to class that the goal of the day will be to complete the final product
have students gather their materials and begin to work
walk around class and help students on an individual level
2. partner critiques- artist intent/viewer interpretation (critique)
if students finish early have them pair up to discuss their work
first the two students will write the most important values/ideas they wanted to express in their painting in their workbooks.
The students will then exchange paintings with one another and write the most important values/ideas they see in the work of their peers.
Do their ideas seem to line up? If a student missed some meaning why do you think that could be?
After the critique go back and adjust any areas of the painting that would help to create a stronger message.
3. class critique (discussion/critique)
have students leave their painting at their desks
get up and walk around to look at the work of their peers
have students return to their seats
Discuss themes they see within the work of their peers
After the class critique have students write any thoughts about what they have learned about value in their workbooks
“What have you learned about values in painting?”
“What have you learned about your personal values?”
“Can you make any connections between the art making process and how it relates to other areas of your life?”
4. clean up
All wet paintings will be stored on the drying rack
Send one table at a time to the drying rack to avoid traffic jam
Assign roles for members at each table
- Tell all students to clean their brushes.
-one student will be responsible for collecting all the paintbrushes – return them to bin
-one student will be responsible for taking the palettes to the sink and cleaning them
-most students will be responsible for wiping down tables and cleaning up floor
Collect Developmental Workbooks and store them in their locker
Student reflective/inquiry activity:
1. students who finish early on day four will practice partner critiques – artist intent/ viewer interpretation – see day 4
2. the last part of day four the class will take part in the class critique – see day 4
questions to help lead the discussion during class critique include;
Which pieces have very clear artist intent or send a clear message?
Which pieces have a strong use of materials with lots of tints and hues and tonal variation?
Do you notice any common themes through out the work of your peers?
How did the color the artist chose influence your interpretation of the piece?
Post-assessment:
See attached rubric
Self-Reflection:
This biggest success of this lesson came to me when a student said, “Mr. V you always make our lessons really deep and personal and I appreciate that.” I was happy to hear that students were enjoying taking their work to more meaningful levels. Students quickly picked up on the duality of the word value as we learned about creating a monochromatic value scale while talking about what we valued most in our lives. If I were to do this lesson again, however, I would not start talking about our personal values on day one. I would have spent more time allowing students to familiarize themselves with the new material. There is a delicate balance between talking about ideas in our artwork and simply getting down to business. I can see that on the first day I was spending too much time talking. Instead of making students write down what their personal values were I could have simply given them the worksheet as they were walking out the door. This way I could familiarize them with the new concept that was to come rather than using so much class time to discuss it.
I found that students began to really dislike painting their self-portraits. I can see now that this is because they were struggling with the material of acrylic paint and they began to become frustrated when their results did not look like them. I should have spent a lot more time practicing with the paint before I jumped in to a self-portrait. We only spent a class period practicing before we started on to the final draft. If I were to teach painting to eighth grade again I would approach the issue completely differently. I would spend much more time practicing and I don’t even think I would start with a portrait assignment at all. I would start with a still life or landscape that would provide more room for success.What this lesson taught me is students need to spend lots of time practicing and building familiarity and confidence with a material such asacrylic paint before you jump into something complicated like a portrait.
value_rubric.pdf | |
File Size: | 41 kb |
File Type: |
ideation_worksheet.pdf | |
File Size: | 178 kb |
File Type: |