ALEX Classroom Resource

  

Pippin's Story

  Classroom Resource Information  

Title:

Pippin's Story

URL:

https://www.nga.gov/education/teachers/lessons-activities/counting-art/pippin.html

Content Source:

Other
National Gallery of Art
Type: Lesson/Unit Plan

Overview:

Students will analyze the painting style of Horace Pippin.  They will analyze the painting, School Studies.  Then, they will create a painting of a room in their house based on Pippin's "secret number."

Content Standard(s):
Arts Education
ARTS (2017)
Grade: 1
Visual Arts
5) Create an artwork based on observation of familiar objects and scenes that reflect their own social or cultural identity.

Example: Draw a picture of a celebration.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?
Concepts & Vocabulary:
  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue
Skill Examples:
  • Work with a partner or small group to create an artwork.
  • Use the book Perfect Square by Michael Hall to help "thinking outside the box" skills.
  • Create two-dimensional artworks using a variety of gadgets for printmaking.
  • Use paint media to create paintings of family portraits or a favorite memory.
  • Create three-dimensional artworks such as clay pinch pots or found-object sculptures.
  • View a step-by-step demonstration of an artistic technique.
  • Properly clean and store art materials.
  • Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors.
  • Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie.
  • Create a "Pop Art" inspired artwork of positive and negative spaces and shapes by using colored paper cut-outs and gluing to different background squares.
  • Make a color wheel and identify the complimentary colors (red and green, blue and orange, yellow and purple).
  • Draw different forms in the school environment: cones in the gym, cubes in math center, and sphere used for a globe.
  • Create texture rubbings by placing paper over different surfaces and rubbing with a crayon or oil pastel. Use a rough brick wall, a smooth table, bumpy bubble wrap, or soft felt shapes.
  • Use repetition in art by looking at the designs on a shell or the stripes of a zebra for inspiration.
Arts Education
ARTS (2017)
Grade: 1
Visual Arts
10) Select and describe works of art that illustrate daily life experiences.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
EQ: How do life experiences the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art?
Concepts & Vocabulary:
  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue
Skill Examples:
  • Identify the basic elements of art in a work of art through group discussion.
  • Discuss how people create works of art to communicate ideas and serve different purposes.
  • Investigate how a select work of art was created.
  • Identify elements of art and principles of design in their own artwork and in those of others using art vocabulary.
  • Connect the stories in works of art to the cultures they represent.
  • Compare Leonardo DaVinci's Mona Lisa with Johannes Vermeer's The Girl with the Pearl Earring to identify different uses of the elements of art and principles of design.
  • Compare images that represent the same subject matter.
  • Connect visual stories with literary stories.
  • Share their art-making processes with peers
  • Classify/ group art work by portraits, landscapes and still life.
Arts Education
ARTS (2017)
Grade: 2
Visual Arts
12) Interpret art by identifying the mood or feeling suggested by a work of art through subject matter and visual qualities.

Examples: Talk about color qualities and composition in Pablo Picasso's The Old Guitarist.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Compare lines on a seashell to lines made by fence posts.
  • Discuss how artists make choices that communicate ideas in works of art.
  • Discuss how artists use familiar symbols to express and create artwork.
  • Discuss how the artistic process can lead to "happy accidents" discovering something new.
  • Use basic self-assessment strategies to improve their artworks.
  • Discuss the difference between assessing the quality of an artwork and personal preference for the work.
  • Talk about color qualities and composition in Pablo Picasso's The Old Guitarist.
  • Discuss and recognize how artists use different materials and processes to create art.
  • Recognize patterns and textures that can be found in many places in and around the school and community.
  • Use statements that include artistic terminology such as, "I know the texture of the cat is soft from the pencil marks I see."
Arts Education
ARTS (2017)
Grade: 2
Visual Arts
14) Create works of art about events in home, school, or community life.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Interpret
Essential Questions:
EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Students compare, contrast and discuss how art can reflect artists' personal experiences or interests.
  • Compare materials and techniques in works of art using descriptive language.
  • Identify and share the uses of visual arts outside the classroom.
  • Teacher provides a diverse selection of artworks that represents different times and places for student viewing and discusses subject matter with students.
  • Recognize and respect cultural differences in works of art.
  • Compare and contrast Australian Aboriginal dot painting and Plains Indians pictographs.
Tags: Horace Pippin, painting
License Type: Custom Permission Type
See Terms: https://www.nga.gov/notices/terms-of-use.html
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
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Author: Tiffani Stricklin