Lesson Plan One:
The first part of the study will focus on the art of Aaron Douglas and his style.
Objective:
The objective of this plan is to have students focus on the stylistic way of painting that was used by Aaron Douglas.
Visual Aids:
Aaron Douglas:
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Study for Aspects of Negro Life: From Slavery Through Reconstruction. (1934)
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Tempra on Paper, 11x26.
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Study for Aspects of Negro Life: An IDYLL of the Deep South. (1934) Tempra on Paper 11x26.
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Aspects of Negro Life: The Negro in An African Setting. (1934)
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Oil on Canvas 6x6.
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Aspects of Negro Life: Song of the Towers. (1934)
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Oil on Canvas 9x9.
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Study for “God’s Trombones.” (1926)
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Tempra on Board 21_x17_
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The Crucifixion. (1927)
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Oil on Board 48x36
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Go Down Death. (1927)
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Oil in Masonite 48x36.
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“Rise, Shine for thy Light Has Come.” (1930
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Gouache on Paper 12x9.
Vocabulary:
stylistic
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interpretation
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imbalance
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design
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composition
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mood
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image
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balance
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overlapping
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Questions:
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1. When was Aaron Douglas born?
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2. How did the Harlem Renaissance influence his works?
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3. What design element did Douglas use in most of his paintings?
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4. Who was the poet that Douglas collaborated with in “God’s Trombones?”
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5. What were the symbolized features that Douglas used in the paintings of God’s Trombones?”
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6. In “God’s Trombones”, what was Douglas trying to express?
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7. What musical interpretation does Douglas use in “Judgment Day?”
Lesson Plan Two:
To conclude the study of Aaron Douglas, students will experiment with imbalanced and balanced shapes.
Objective:
Students will demonstrate visually their understanding of Aaron Douglas’s work.
A. Balanced Shapes:
Materials:
Construction Paper—four shapes (5x6) contrasting colors
one sheet (12x18)
Glue
Scissors
Procedure:
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1. The teacher will define the word balance. Teacher will then show students various works done by Aaron Douglas, (Aaron Douglas, “Play De Blues,” for “Misery” by Langston Hughes. 1926) that demonstrate a balanced design.
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2. To illustrate balance, distribute four sheets of contrasting color construction paper. Students will fold two sheets in half and cut a design (free form or geometric) on the fold. Students will repeat this with the other two sheets.
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3. Students will make balanced designs with the four shapes; glue these on the 12x18 paper. Open areas (negative space) that surround the shapes may be decorated with geometric or free-form cutouts. Students need to be reminded to make sure designs are balanced, both sides must be the same.
Examples:
(figure available in print f orm)
B. Imbalanced Shapes:
Materials:
Construction Paper—two sheets 9x12) contrasting colors
one sheet (12x18)
Glue
Scissors
Procedure:
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1. Teacher will define the word imbalance. Teacher will then show students various works done by Aaron Douglas, (Aaron Douglas, “Weary As I Can Be,” for “Lonesome Place” by Langston Hughes, 1926) that demonstrates an imbalanced design.
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2. To illustrate imbalance, distribute two (9x12) sheets of contrasting construction paper. Students will cut one shape beginning at one end of the paper and finishing at the other.
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3. Students will then arrange and glue these two color cutouts on the large sheet of construction paper. Additional shapes of the same color may be cut and overlapped. Shapes can be cut into thick and thin lines, or a hole puncher can be used.
Examples:
(figure available in print f orm)