ALEX Lesson Plan

     

Expressionism: What’s the deal with these strange colors?

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  This lesson provided by:  
Author:Paul Williamson
System: Shelby County
School: Vincent Middle High School
  General Lesson Information  
Lesson Plan ID: 567

Title:

Expressionism: What’s the deal with these strange colors?

Overview/Annotation:

The students will gain a good understanding of the history of Expressionism painting and its use of color and paint application to establish an “emotional feel”. They will use this knowledge to create their own expressionistic oil painting.

 Associated Standards and Objectives 
Content Standard(s):
Technology Education
TC2 (2009)
Grade: 9-12
Computer Applications
9 ) Practice ethical and legal use of technology systems and digital content.

•  Explaining consequences of illegal and unethical use of technology systems and digital content
Examples: cyberbullying, plagiarism

•  Interpreting copyright laws and policies with regard to ownership and use of digital content
•  Citing sources of digital content using a style manual
Examples: Modern Language Association (MLA), American Psychological Association (APA)

Technology Education
TC2 (2009)
Grade: 9-12
Computer Applications
11 ) Critique digital content for validity, accuracy, bias, currency, and relevance.

Arts Education
ARTS (2017)
Grade: 7
Visual Arts
2) Develop and implement criteria to guide making a work of art or design to meet an identified goal.

Example: Students make a group checklist for completion to include technical steps, use of materials, subject matter and compositional strategies.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Demonstrate how to create a think -map to assist with creative blocks.
  • Discuss collaboratively various ideas and innovations that can overcome the creative block and develop ideas.
  • Look at examples of work by student and/artists to gain inspiration.
  • Develop and apply critical thinking skills to create a work of art that communicates an identified goal.
  • Work alone or collaboratively to design a travel poster.
  • Demonstrate perseverance in order to create high quality works of art.
  • Plan, sketch and revise in the process of creating a work of art.
  • Demonstrate various techniques in watercolor painting such as wet-on-wet, dry brush, wet-on-dry, and flat wash.
  • Examine and describe the use and misuse of the practice of appropriating copyrighted artworks and designs in their artwork.
  • Demonstrate care of materials, tools, and equipment when creating works of art.
  • Use visual organization skills to design a flyer for a community function.
  • Write an artist statement for a body of one's own original completed artwork.
  • Demonstrate visual arts vocabulary in an artist's journal when reflecting on their own processes and artwork.
Arts Education
ARTS (2017)
Grade: 7
Visual Arts
4) Demonstrate ethical responsibility to oneself and others when posting and sharing images and other materials through the internet, social media, and other communication formats.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.
EQ: How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the freedom to create?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Demonstrate how to create a think -map to assist with creative blocks.
  • Discuss collaboratively various ideas and innovations that can overcome the creative block and develop ideas.
  • Look at examples of work by student and/artists to gain inspiration.
  • Develop and apply critical thinking skills to create a work of art that communicates an identified goal.
  • Work alone or collaboratively to design a travel poster.
  • Demonstrate perseverance in order to create high quality works of art.
  • Plan, sketch and revise in the process of creating a work of art.
  • Demonstrate various techniques in watercolor painting such as wet-on-wet, dry brush, wet-on-dry, and flat wash.
  • Examine and describe the use and misuse of the practice of appropriating copyrighted artworks and designs in their artwork.
  • Demonstrate care of materials, tools, and equipment when creating works of art.
  • Use visual organization skills to design a flyer for a community function.
  • Write an artist statement for a body of one's own original completed artwork.
  • Demonstrate visual arts vocabulary in an artist's journal when reflecting on their own processes and artwork.
Arts Education
ARTS (2017)
Grade: 8
Visual Arts
3) Engage, experiment, innovate, and take risks to pursue ideas, forms, and meaning that emerge in the process of creating art.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
Concepts & Vocabulary:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Create a pre-drawing self-portrait at the beginning of a drawing unit and compare it to a finished self-portrait at the end of the unit.
  • Write a survey at the beginning of a course to communicate prior knowledge and apprehensions of creating artwork and skill levels. At the end of the course review the survey to reflect on progress.
  • Collaborate with other students to create a legacy project, communication-based posters or a mural.
  • Collaboratively or individually compare, contrast and investigate self -portraits and social media selfies.
  • Create an artwork that explores new techniques, with the understanding that the artwork is experimental.
  • After exploring Tibetan sand mandalas, write a reflection, that highlights the importance of the process over product.
  • Discuss, examine and describe the use and misuses of appropriating (plagiarizing) copyrighted artworks and designs.
  • Describe the difference between the intent of graffiti vandalism and urban street art and the effects on various communities- compare defacing with creating.
  • Create an artwork implementing ideas, organizational elements, foundations, skills, and techniques of visual art in a traditional and/or digital method.
  • Engage - for the purposes of personal reflection and on-going improvement, group critiques.
  • Create a rubric with teacher input to be used for evaluation purposes.
Arts Education
ARTS (2017)
Grade: 8
Visual Arts
4) Define and/or illustrate awareness of practices, issues, and ethics of appropriation, fair use, copyright, Open Source, and Creative Commons as they apply to creating works of art and design.

Example: Take their own reference photos and use them to create a work of art.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.
EQ: How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the freedom to create?
Concepts & Vocabulary:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Create a pre-drawing self-portrait at the beginning of a drawing unit and compare it to a finished self-portrait at the end of the unit.
  • Write a survey at the beginning of a course to communicate prior knowledge and apprehensions of creating artwork and skill levels. At the end of the course review the survey to reflect on progress.
  • Collaborate with other students to create a legacy project, communication-based posters or a mural.
  • Collaboratively or individually compare, contrast and investigate self -portraits and social media selfies.
  • Create an artwork that explores new techniques, with the understanding that the artwork is experimental.
  • After exploring Tibetan sand mandalas, write a reflection, that highlights the importance of the process over product.
  • Discuss, examine and describe the use and misuses of appropriating (plagiarizing) copyrighted artworks and designs.
  • Describe the difference between the intent of graffiti vandalism and urban street art and the effects on various communities- compare defacing with creating.
  • Create an artwork implementing ideas, organizational elements, foundations, skills, and techniques of visual art in a traditional and/or digital method.
  • Engage - for the purposes of personal reflection and on-going improvement, group critiques.
  • Create a rubric with teacher input to be used for evaluation purposes.
Arts Education
ARTS (2017)
Grade: 9-12
Visual Arts: Novice
3) Explore works of art and/or design that demonstrate basic technical skills and craftsmanship with various art media used to create images from observation, memory, and imagination.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
Concepts & Vocabulary:
  • Artistic processes
  • Traditional Media
  • Contemporary Media
  • Craftsmanship
  • Experimentation
  • Aesthetics
  • Perception
  • Scale
  • Proportion
  • Develop artistic ideas and work
  • Build upon prior knowledge
  • Explore creative art-making goals
  • Communicate ideas
  • Artists create works of art that implement the art elements and principles of design - regardless if the artwork is traditional or contemporary.
  • Artists employ technical skills and craftsmanship when creating works of art.
  • Artists act responsibly when handling of tools and materials, following safety guidelines and are conscious of the environment which they work.
  • Artists reflect and revise upon their artwork throughout the creative process.
  • Develop excellence through practice and constructive critique.
Skill Examples:
  • Brainstorm: word association, thumbnail sketches, preliminary drawing, etc.
  • Discuss traditional media: Painting, Printmaking, Drawing, Ceramics, etc.
  • Discuss contemporary media: Multi-media, Mixed Media, Digital Photography, etc.
  • Implement the elements of art and principles of design when creating a graphite drawing.
  • Use a variety of techniques to create textures in a slab constructed ceramic piece.
  • Ensure that pencil lines, and fingerprints are erased, glued areas clean, with all media.
  • Apply the elements of art and principles of design in the production of two - and three-dimensional artwork.
  • Demonstrate the use of traditional, digital, and multimedia techniques to create a works of art such as comic strips, timelines, or the enhancement of images in imaging programs.
  • Demonstrate the use of three -dimensional expression in masks, puppets, dioramas, mobiles, etc.
  • Demonstrate safe and responsible handling of art materials, including cleanup, storage, and replenishment of supplies where applicable.
  • Identify safety and environmental regulations.
  • Collaboratively or independently review, based on stated criteria, one's portfolio of artwork for selected presentation for a school art exhibit.
  • Create an artist statement based on their body of artwork that demonstrates growth and achievement in the artistic processes.
Arts Education
ARTS (2017)
Grade: 9-12
Visual Arts: Novice
4) Understand how traditional and non-traditional materials may impact humans and the environment, while demonstrating safe handling of materials, tools, and equipment.

a. Identify safety and environmental regulations.

Examples: Rules from Environmental Protection Agency, state and local environmental agencies.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.
EQ: How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the freedom to create?
Concepts & Vocabulary:
  • Artistic processes
  • Traditional Media
  • Contemporary Media
  • Craftsmanship
  • Experimentation
  • Aesthetics
  • Perception
  • Scale
  • Proportion
  • Develop artistic ideas and work
  • Build upon prior knowledge
  • Explore creative art-making goals
  • Communicate ideas
  • Artists create works of art that implement the art elements and principles of design - regardless if the artwork is traditional or contemporary.
  • Artists employ technical skills and craftsmanship when creating works of art.
  • Artists act responsibly when handling of tools and materials, following safety guidelines and are conscious of the environment which they work.
  • Artists reflect and revise upon their artwork throughout the creative process.
  • Develop excellence through practice and constructive critique.
Skill Examples:
  • Brainstorm: word association, thumbnail sketches, preliminary drawing, etc.
  • Discuss traditional media: Painting, Printmaking, Drawing, Ceramics, etc.
  • Discuss contemporary media: Multi-media, Mixed Media, Digital Photography, etc.
  • Implement the elements of art and principles of design when creating a graphite drawing.
  • Use a variety of techniques to create textures in a slab constructed ceramic piece.
  • Ensure that pencil lines, and fingerprints are erased, glued areas clean, with all media.
  • Apply the elements of art and principles of design in the production of two - and three-dimensional artwork.
  • Demonstrate the use of traditional, digital, and multimedia techniques to create a works of art such as comic strips, timelines, or the enhancement of images in imaging programs.
  • Demonstrate the use of three -dimensional expression in masks, puppets, dioramas, mobiles, etc.
  • Demonstrate safe and responsible handling of art materials, including cleanup, storage, and replenishment of supplies where applicable.
  • Identify safety and environmental regulations.
  • Collaboratively or independently review, based on stated criteria, one's portfolio of artwork for selected presentation for a school art exhibit.
  • Create an artist statement based on their body of artwork that demonstrates growth and achievement in the artistic processes.
Arts Education
ARTS (2017)
Grade: 9-12
Visual Arts: Intermediate
2) Implement multiple solutions with the use of available digital tools and/or innovative technology in an artistic investigation of traditional and/or contemporary practices.

Examples: Printmaking, digital photography, animation, or digital graphics.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?
Concepts & Vocabulary:
  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.
Skill Examples:
  • Apply color contrast, differences in shape and size, repetition of textures and patterns to a work of art.
  • Explore printmaking, digital photography, animation, digital graphics.
  • Demonstrate understanding of copyright laws and appropriation when gathering ideas and resources for creating artwork.
  • Demonstrate technical skill when drawing or painting a still life from observation.
  • Choose and apply the appropriate media that will best support what the student is trying to communicate in their artwork.
  • Discuss and demonstrate skills by creatively exploring, collaborating, and self - evaluating throughout the creative processes.
  • Collaborate to develop a space for a student exhibit.
  • Analyze artwork over a period of time: Graffiti, Photography, etc.
Arts Education
ARTS (2017)
Grade: 9-12
Visual Arts: Intermediate
3) Make works of art and/or design that demonstrate technical skill and craftsmanship with various art media when creating images from observation, memory, and imagination.

a. Determine the appropriateness of techniques used to create a work of art.

b. Demonstrate technical proficiency in the production and presentation of a work of art.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
Concepts & Vocabulary:
  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.
Skill Examples:
  • Apply color contrast, differences in shape and size, repetition of textures and patterns to a work of art.
  • Explore printmaking, digital photography, animation, digital graphics.
  • Demonstrate understanding of copyright laws and appropriation when gathering ideas and resources for creating artwork.
  • Demonstrate technical skill when drawing or painting a still life from observation.
  • Choose and apply the appropriate media that will best support what the student is trying to communicate in their artwork.
  • Discuss and demonstrate skills by creatively exploring, collaborating, and self - evaluating throughout the creative processes.
  • Collaborate to develop a space for a student exhibit.
  • Analyze artwork over a period of time: Graffiti, Photography, etc.
Arts Education
ARTS (2017)
Grade: 9-12
Visual Arts: Accomplished
2) Make informed choices using a range of materials, methods, and techniques of traditional and/or contemporary artistic processes to plan works of art and design.

a. Employ a diverse range of traditional media, digital media, and multimedia; techniques; styles; tools; concepts; and processes in producing meaningful and expressive compositions.

b. Organize subject matter and formal qualities in a work of art into meaningful and expressive compositions.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?
Concepts & Vocabulary:
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Use drawing skills and techniques as well as a variety of media to create a series of artworks based upon one's personal narrative.
  • Use perceptual skills (to create imagery from observation), imagination, and forming skills to achieve specific purposes in drawing and painting.
  • Use a variety of photographic and digital media techniques to develop compositions for the purposes of expression.
  • Select materials and processes and apply techniques and attributes of other artists and cultures to create original works of art.
  • Create and interpret an artwork that reflects the influences of a particular artist style, culture, or time.
  • Use a wide variety of found objects to create a work of art around a personal theme in the manner of artist Thornton Dial.
  • Create a series of artworks (sculptures, paintings) based upon the human figure.
  • Discuss the differences between art as practice (copying a masterwork, comic art, etc.) and art as a personal original creation.
  • Understand the importance of signing and dating original artwork.
  • Create a drawing or photograph that reflects the traditions and ideals of one's school.
  • Create and install an original work of art for a public space that reflects a social or cultural issue.
  • Redesign a public space (playground) that includes special needs children.
  • Create a sketch book that reflects ideas, themes, experimentation and growth.
Arts Education
ARTS (2017)
Grade: 9-12
Visual Arts: Accomplished
3) Explore and create works of art and/or design that demonstrate increased technical skill and craftsmanship with various art media to explore a theme, idea, or concept.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
Concepts & Vocabulary:
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Use drawing skills and techniques as well as a variety of media to create a series of artworks based upon one's personal narrative.
  • Use perceptual skills (to create imagery from observation), imagination, and forming skills to achieve specific purposes in drawing and painting.
  • Use a variety of photographic and digital media techniques to develop compositions for the purposes of expression.
  • Select materials and processes and apply techniques and attributes of other artists and cultures to create original works of art.
  • Create and interpret an artwork that reflects the influences of a particular artist style, culture, or time.
  • Use a wide variety of found objects to create a work of art around a personal theme in the manner of artist Thornton Dial.
  • Create a series of artworks (sculptures, paintings) based upon the human figure.
  • Discuss the differences between art as practice (copying a masterwork, comic art, etc.) and art as a personal original creation.
  • Understand the importance of signing and dating original artwork.
  • Create a drawing or photograph that reflects the traditions and ideals of one's school.
  • Create and install an original work of art for a public space that reflects a social or cultural issue.
  • Redesign a public space (playground) that includes special needs children.
  • Create a sketch book that reflects ideas, themes, experimentation and growth.

Local/National Standards:

 

Primary Learning Objective(s):

Students will exercise their critical thinking skills.
Students will learn how to express themselves through artwork without being too literal.

Additional Learning Objective(s):

Students will gain hands on experience with the use of oil paint as an art medium.
Students will gain an understanding of how to use a digital camera to take a photograph.
Students will learn how to properly prepare and clean art material pertaining to oil painting.

 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

Examples of Expressionistic artworks, paintboards, oil paints, paint brushes, solvents and hand cleaner

Technology Resources Needed:

digital camera, computer with Internet access,image editing software,concept mapping software, such as Inspiration, printer

Background/Preparation:

Students need prior knowledge of color theory and color wheel use.

  Procedures/Activities: 
1.)STEP 1. (ONE CLASS MEETING) 1.Teacher will show examples of Expressionistic artwork and do a short demonstration of painting expressionistically. 2. A discussion will follow and a template from the concept mapping software program, Inspiration, will be shown. This template will show “what colors evoke what emotions. (a). Certain colors have a subconscious link to certain emotions. (b). Warm colors are associated with anger, anxiety, fear, etc… (c). Cool colors are associated with Calmness, serenity, happiness, etc… (d). Brush Strokes and paint application can convey a sense of emotion. 3. Students will then use digital cameras to go outside and take close-up pictures of each other’s faces in different expressions (i.e.- angry, sad, happy, etc..).

2.)STEP 2-(ONE CLASS MEETING) 1. Students will use the “expression photos” to link what colors would be most appropriate with each image. Students will begin to select an image and set of colors that they will use for an expressionistic painting. Students will use the Internet to research information about historically significant artists who were expressionistic. Some of these site would include Artcyclopedia (see URL below). 2. Students will draw out the image from their photos onto a large sheet of paintboard.
(Artcyclopedia)
Includes a chronological listing of Expressionist artists with thumbnails of their paintings.

3.)STEP 3- (MAY TAKE SEVERAL CLASS MEETINGS) Students will paint their images using oil paints. They will be instructed to make “expressive” brushstrokes and to only use the colors that will portray the emotion that they want to convey.

  Assessment  

Assessment Strategies

Students will be assessed based on the following criteria:
1. How well they stayed on task.
2. How well they used the appropriate colors and matched their photographed image.
3. Did the student use the art materials in the proper manner to create the proper style of painting?

Acceleration:

The content could be modified to accommodate students of higher artistic ability by having them select an image that is more challenging than a face that already has an established emotional expression.

Intervention:

If a student does not have a good understanding of color theory and how to properly mix colors with use of the color wheel, remediatiion would include instruction on the primary, secondary, intermediate, complementary and analogous colors.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.