Transcript Organic Landscapes - Bass Museum of Art

IDEA@thebass
Integrated Inquiry Based Visual Arts Curriculum
1st Grade Lesson Plan
Bass Museum of Art Instructional Resource
Teacher Guide
This Land is my Land -Organic Landscapes
Designed by Lourdes Fuller
•Title: This Land is my Land: Organic Landscapes
Need: We need to understand how we affect nature when we pollute our
water.
Challenge: The students will simulate the transfer and absorption of liquids
that occurs organically in the environment by dying paper.
•Objectives: The students will
I.Interprets personal ideas, feelings, and experiences.
(VA.A.1.1.1)
II.(VA.B.1.1.2)
develop a beginning descriptive vocabulary to
respond to visual qualities in art and in the environment (CBC I.6;
VA.D.1.1.1)
III.The student can produce a minimum of twelve works of original art
through the:
1 .manipulation of a variety of media (VA.A. 1 w 1.2)
2. use of line, color, texture, shapes, and space (VA.A. 1. 1.3)
I.share own art with classmates and the art teacher (CBC I.7,
VA.D.1.1.1)
•Recommended Instructional Time: Three 1 hour sessions
•Vocabulary: landscape, colors, textures, printmaking, paper dyeing
•Curricular Connections:
•Reading and Language Arts
LA.K.1.6.6-The student will relate new vocabulary to prior knowledge.
LA.K.1..2.2-The student will ask questions and recognize the library media specialist or
teacher as an information source.
•Math
MA.K.G.2.1-The student will describe objects using a variety of attributes such as size,
shape, and position.
•Social Science
SS.K.E.1.1-The student will describe different kinds of jobs that people do and the tools
or equipment used.
•Key Artist: French Impressionist painter Jean-Baptiste Armand Guillaumin
( pronounced –GEE-Yo-Man )
•Materials/Set-Up: Jean-Baptiste Armand Guillaumin’s Landscape painting (NOTE: Print
visuals in color and as large as possible or print several copies for the students to view up
close. Explain to the students that these are reproductions and not the original work of art.
Green Option: Project images on an LCD projector), watercolors, coffee filters, 12”x18” white
drawing paper, assorted leaves, pebbles and twigs (NOTE: If You choose to have the students
go outside and collect leaves, you can explain why it is important that they don’t destroy the
environment while gathering leaves. Pick leaves from the ground rather than pull them off
trees) brushes, paints, markers or colored pencils.
J.B.A. Guillaumin
Agay, Red Rocks, 1901, oil on canvas
26 x 36 1/2 inches
Bass Museum of Art, Gift of John and Johanna Bass (79.118)
Jean-Baptiste Armand Guillaumin (1841-1927) French Impressionist
Despite his prolific output Guillaumin is the most under-appreciated of the
French Impressionists. He formed close friendships with Pissarro, Cézanne,
and Vincent van Gogh and shared a passion for color with the so-called
Fauve (Wild Beast) painters, such as Matisse. His body of work
demonstrates his unswerving commitment to the direct observation of
nature. Using a loaded paint brush, he applied swift and unhesitating
strokes to the canvas that caught the mood of the moment. Look for his
bold juxtapositions of cool green and lemon yellow with touches of warm
mauve, salmon pink and purple. Unlike, Monet, who sometimes completed
his work in the studio, many of Guillaumin’s paintings are unfinished
because as soon as the light changed he had to stop.
Starting in 1892, during the late winter and early spring, Guillaumin spent
time in Agay, a small town, situated on the Mediterranean coast between
Marseilles and Nice. He was thrilled by the sandstone rocks, the deep blue
sea and glimmering green pine trees. The painting on view in the gallery
was executed during the late afternoon, when the slanting light heightened
the color contrasts and made the rocks blaze with the fire of the sun.
•Lesson Procedures
Teacher will introduce vocabulary and display the painting by the French Impressionist painter
Guillaumin ( pronounced –GEE-Yo-Man )
Session 1:
•Introduce a unit on the environment. Explain how ecosystems work. Discuss the
responsibilities to our natural environment.
The teacher will start a discussion by asking the students. What is an outdoor space they
enjoy? Why? What makes this place special? What could ruin this environment? What can
we do to protect outdoor scenery from disappearing or getting destroyed?
•The teacher will introduce the Impressionist painting. She will explain that this is a
landscape.
•The class will look at the artwork and discuss: Why do you think the artists did this
artwork? How do you think this artist feels about trees and outdoor spaces?
•The teacher will explain that artist make art to express their feelings.
•The teacher will explain that both good and bad liquids get absorbed into the Earth.
(NOTE: Site examples of both and then ask the students for possible sources.)
•The teacher will explain that plants and trees absorb their nutrients from the Earth, and
ask the students what could happen to a tree if oil gets dumped in the soil around the tree.
•The students will then practice the transfer of color from one paper to another. (NOTE:
paper dyeing will simulate the transfer and absorption of liquids that occurs organically in
the environment.)
•Using torn pieces of tissue or filter paper add water under and over the paper to transfer
the colors.
•Allow papers to dry.
Session 2:
•The teacher will describe both actual and simulated texture and have the students
site examples of both.
•The teacher will review environmental concerns and responsibilities.
•The teacher will have the students go outside to gather natural objects (leaves) that
have textures. (NOTE: Reinforce respect and responsibility for the environment.)
•The teacher will explain printmaking.
•The students will paint their leaves and objects and print them on the previously
dyed papers. (NOTE: students may choose to arrange the prints to look like a
landscape or they can work abstractly.)
•Allow prints to dry.
Session 3:
•The teacher will review how plants eat through absorption. She will ask the students
to look closely at the leaf prints. She will point out texture details in leaves.
•The teacher will ask the students what these lines in the leaves are for? What other
interesting details can they find?
•The students will use makers or color pencils to complete details in the artwork.
They can add meaning or make a statement about the environment through their
drawings. (NOTE: students may choose to work outside or over the prints.)
•The students will present their artwork to the class.
•Assessment: Final presentation of the artwork
Landscape is an artwork that shows natural scenery.
Paper Dyeing is the process of transferring color into paper
in order to stain it.
Texture refers to the way a surface feels to the sense of
touch (actual texture) or how it may appear to the sense of
sight (simulated texture.)
Printmaking is any of several techniques for making
multiple copies of a single image.
The world is filled with Colors. You can add color to your
work with crayons, markers, colored pencils and paint. Artist
use colors to help show feelings.
“ Painting “with color bleeding
tissue paper
The first step is to tear the colored
tissue into smallish pieces and
arrange them on the heavy paper
Next, spray the project with water.
Make sure that all of the tissue is
wet and touching the paper (the
color will only transfer where the
tissue touches the paper).
The last step requires patience. Let dry. As the tissue dries the
color will bleed onto the paper
below. Anywhere that the tissue
colors overlap will give a blend of
color that is sort of magical to
watch.
After the project is dry it is time to
remove the tissue paper. If you
remove the tissue too soon, the
paper underneath may get
damaged or torn.
Affects of color bleeding tissue paper
Alexis Rockman, Manifest Destiny, 2003–2004, oil and acrylic on wood. ©Alexis
Rockman.
Manifest Destiny (2003-2004), oil and acrylic on wood. Courtesy the artist
and Waqas Wajahat, NY. ©Alexis Rockman. Photo courtesy the artist.
Alexis Rockman, The Pelican,
2006, Oil on wood, 56 x 44",
Courtesy Elizabeth Schwartz,
New York
Edward Burtynsky's photo of the BP oil spill