Getting Ready #1: Blues/Blue
Content Standard #1 Understanding and applying media and processes.
Content Standard #3 Choosing and evaluating a range of subject matter, symbols and ideas.
Content Standard #6 Making connections between visual arts and other disciplines.
Goal
Acquire a beginning understanding of the definition of the blues and the symbolic nature of the color blue.
Objectives
The student will be able to:
Write a definition of the blues.
Identify various shades of the color blue and their symbolic meaning.
Use a limited palette.
Use collage techniques—cut, tear, compose.
Materials
Train Whistle Guitar
, Albert Murray
-
a variety of definitions of the blues
-
magazines
-
a variety of blue colored papers
-
blue collage material other than paper
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scissors
-
deckle edge Fiskars
-
glue
-
blues selection on tape
Activities
Students write a definition of the blues by: listening to a blues recording, reading a variety of definitions by artists and musicians, discussing in small groups.
Students create a color dictionary of “blue” by: listing things that are blue, feelings that are blue, associations with the color blue.
Students create a blue collage. Select blue materials of various hues and textures. Cut, tear, compose and glue while listening to a blues selection on tape.
Evaluation
Participation in discussion.
Written definition of the blues.
Contributions to the blue dictionary.
Blue collage.
Getting Ready #2: Movement and Rhythm
Content Standard #1 Understanding and applying media and processes.
Content Standard #2 Using knowledge of structures and functions.
Content Standard #6 Making connections between visual arts and other disciplines.
Goal
Acquire a beginning understanding of movement and rhythm.
Objectives
The student will be able to:
Define movement and rhythm in art, music and everyday life.
Apply movement and rhythm to art.
Materials
-
Hughes, Langston. “The Voice of Langston Hughes, Selected Poetry and Prose Read by the Author.”
“Max Roach: Rhythm.”
oil pastels
colored construction paper
Exploring Art
or any middle school art text book
Activities
-
Students listen to Hughes describe rhythm. Brainstorm rhythms in everyday life.
-
Students watch Max Roach on video. Complete a worksheet while viewing the video. Define rhythm in music.
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Students read about rhythm and movement in art in
Exploring Art
and answer questions in the text.
-
Students create a pastel drawings demonstrating an understanding of rhythm and movement.
Evaluation
Brainstorming participation.
Max Roach worksheet.
Questions and answers from
Exploring Art
.
Pastel rhythm and movement drawings.
Journey #1 Middle Passage: Africa—United States: Wynton Marsalis, “Blood on the Fields” and Tom Feelings,
The Middle Passage
-Black and White Mixed Media Collage
Content Standard #1 Understanding and applying media and processes.
Content Standard #2 Using knowledge of structures and functions.
Content Standard #3 Choosing and evaluating a range of subject matter, symbols and ideas.
Content Standard #4 Understanding the visual arts in relation to history and cultures.
Content Standard #5 Reflecting upon and assessing the characteristics and merits of their work and the work of others.
Content Standard #6 Making connections between visual arts and other disciplines.
Goal
Create a collage synthesis of “Blood on the Fields,”
The Middle Passage
and personal interpretation.
Objectives
The student will be able to:
View and articulate observations about complex paintings.
Create abstract and realistic interpretation from music.
Select mixed media collage materials.
Use a limited color scheme.
Use collage techniques—cut, tear, vary, layer, texture, compose.
Materials
“Blood on the Fields”
The Middle Passage
cardboard
black and white collage materials
scissors
deckle edge Fiskars
glue
pencil
white paper
black construction paper
white oil pastels
Activities
Teacher introduces book, describing the middle passage and preparing students for the experience. Students look at selected illustration in
The Middle Passage
. List everything in the composition. Answer questions—What is the story? How did the artist compose the picture? How do the people feel? How does it make you feel? Students sketch a diagram of one of the paintings.
Teacher introduces “Blood on the Fields” by giving a synopsis of the story. Students listen to selections from “Blood on the Fields.” Students draw in white pastel, filling black paper with doodles, abstractions and drawings while listening.
Students cut shapes, figures and objects from the pastel drawings, not looking at the drawings by holding the paper upside down. On cardboard, students arrange black and white collage material, recalling Feelings strong use of composition. Cut outs are added to the composition. Collage techniques such as overlapping, creation of texture, using a variety of materials, cut and torn edges are demonstrated by teacher and students apply. Composition is glued.
Students reflect in writing about the lesson.
Evaluation
Participation in discussion.
Sketch.
Collage using techniques demonstrated.
Written reflection.
Journey #2 South-North-South: Jacob Lawrence, Migration Series and Langston Hughes, “Homesick Blues”—6 Panel Tempera Painting
Content Standard #1 Understanding and applying media and processes.
Content Standard #2 Using knowledge of structures and functions.
Content Standard #3 Choosing and evaluating a range of subject matter, symbols and ideas.
Content Standard #4 Understanding the visual arts in relation to history and cultures.
Content Standard #5 Reflecting upon and assessing the characteristics and merits of their work and the work of others.
Content Standard #6 Making connections between visual arts and other disciplines.
Goal
Understand and use metaphors and symbols in to tell a story in art.
Objectives
The student will be able to:
Define and describe metaphors and symbols in a work of art.
Use metaphors and symbols in art.
Use tempera paint.
Create a series of six panels which “read” as one.
Use a family story in art.
Materials
The Great Migration
“Homesick Blues”
“The Voice of Langston Hughes”
cardboard panels
gesso
tempera paint
brushes
pencils
paper
blues selection on tape
Activities
Students listen to Hughes on tape reciting “Homesick Blues.” Discuss. Why is he homesick? What does he miss? Have you ever been homesick or missed someone? Draw someone or something you miss.
Teacher read to students
The Great Migration
. Students identify and list symbols and metaphors that repeat such as trains, bare, leafless trees, suitcases, packages, people seen from the back, stairs, train tracks. Also list colors.
Students and Teacher discuss why people in the book moved. List the pros and cons of moving. Students write a realistic story of their family moving, either in their lifetime or their parents, grandparents or ancestors.
Students divide story into six scenes and make sketches. Students identify and use symbols and metaphors their sketches.
Teacher describes how Lawrence work simultaneously on 60 panels using the same palette for all paintings. Students prepare cardboard panels with a gesso ground. Number panels. Sketch scene on each panel. Choose six tempera colors with black and white. Color to be mixed only with black or white. Paint.
Write a final draft of family story and present painting series and story to the class.
Evaluation
Listening skills.
Sketches
Painting Series
Written story.
Presentation.
Journey #3 Rural-Urban Landscape: Romare Bearden and Bill Traylor—Landscape Figure Construction
Content Standard #1 Understanding and applying media and processes.
Content Standard #2 Using knowledge of structures and functions.
Content Standard #3 Choosing and evaluating a range of subject matter, symbols and ideas.
Content Standard #4 Understanding the visual arts in relation to history and cultures.
Content Standard #5 Reflecting upon and assessing the characteristics and merits of their work and the work of others.
Content Standard #6 Making connections between visual arts and other disciplines.
Goal
Transform everyday materials, endowing them with an aesthetic quality and importance.
Objectives
The student will be able to:
Use found objects.
Construct a three dimensional landscape and figure.
Materials
Bearden reproductions
Traylor reproductions
“Romare Bearden, Visual Jazz” video tape.
found objects
cool melt glue sticks
cool melt glue guns
cardboard
blues section on tape
brown paper bags
red, yellow and blue pencils
pencils
Activities
Students look at and compare Bearden collages and Traylor drawings of rural scenes. What do they have in common, what is different? Make lists.
Students use three colored pencils and lead pencils on brown paper bags to draw a scene at school observed while sitting at a chosen location.
Students view and complete a worksheet on “Romare Bearden, Visual Blues.” What materials does Bearden use in the video tape? How does he work? How does Bearden describe his method of working? What are his influences?
Students collect found objects, materials not considered traditional art materials. They may bring materials from home. From that collection, and with no other additions, students construct a landscape with figure. Materials can be cut, torn, bent, folded and glued. A blues selection provides background music.
In writing, students reflect on the landscape figure project. What can be learned from this lesson? What was easy, what was difficult? What was the end result?
Evaluation
Participation in discussion.
List.
Drawing.
Bearden worksheet.
Construction.
Written reflection.
Journey #4 Horace Pippin “Domino Players,” and Gwendolyn Brooks
Maud Martha
; William H. Johnson’s Breakdown and Honeymoon Series and Rita Dove
Thomas and Beulah
“Nothing Down”: Transforming Home-Three Dimensional Room
Content Standard #1 Understanding and applying media and processes.
Content Standard #2 Using knowledge of structures and functions.
Content Standard #3 Choosing and evaluating a range of subject matter, symbols and ideas.
Content Standard #4 Understanding the visual arts in relation to history and cultures.
Content Standard #5 Reflecting upon and assessing the characteristics and merits of their work and the work of others.
Content Standard #6 Making connections between visual arts and other disciplines.
Goal
Endow the mundane with individuality and vibrancy.
Objectives
The student will be able to:
Transform identical rooms into individualized spaces.
Construct a cardboard architectural model with furniture.
Select and choose materials.
Materials
“Domino Players” reproduction
Maud Martha
Breakdown and Honeymoon Series reproductions
Thomas and Beulah
“Nothing Down”:
cardboard
cool met glue sticks
cool melt glue
fabric
carpet scrapes
wall paper scrapes
yarn, fringe, buttons
found objects
oil pastels
black construction paper
blues selection on tape
Activities
Teacher leads students in a comparison of selections from
Maud Martha
and “Domino Players.” What does kind of things does Maud Martha see a gray? What does she do to “get rid” of the gray? What does Pippin do to “get rid” of the gray?
Students construct identical architectural spaces. They decide what kind of a room it should be and what should be in it. Students paint identical models all the same shade of gray.
Students read how
Maud Martha
transforms her dull apartment into her “dream” apartment. Students individualize their rooms using a variety of materials making it a “dream” room. Blues selection on tape.
Display together. Students write about how they changed the gray room. What was the most important addition?
Juxtapose “Nothing Down” with the Breakdown and Honeymoon Series. Students discuss what the breakdown meant to Thomas and Beulah and what it meant to the people in Johnson’s painting. Is the car or the people “broken down”? Is Johnson’s painting cheerful or sad? Why?
Students identify colors and style used by Johnson. Using these colors and style, students draw in pastel on black paper, a scene in which something is broken down. Blues selection on tape.
Students reflect in writing on breakdown drawings. What can be learned?
Evaluation
Participation in discussion.
Room construction.
Written reflections.
Pastel drawing.
Journey #5 Inner Journey/ Personal Growth
Content Standard #1 Understanding and applying media and processes.
Content Standard #2 Using knowledge of structures and functions.
Content Standard #3 Choosing and evaluating a range of subject matter, symbols and ideas.
Goal
Summarize and universalize journeys; and explore an inner and personal journey
Objectives
The student will be able to:
Select a method of creating from the projects done in previous lesson.
Identify journeys of class, historical and present.
Select an inner and personal theme to explore in art.
Use selected materials appropriately.
Materials
materials from previous lessons
blues selections on tape
Activities
Teacher leads students in identifying historical and present journeys of the families in the class. How and why did families come to the United States? How and why have families moved to New Haven? How and why have families moved while living in New Haven? Draw, map, illustrate these journeys.
Students begin the process of selecting a theme of personal growth by completing the statement several times: I used to be ______, now I am _______. (Writing exercise adapted from Kenneth Koch in
Wishes, Lies and Dreams
, 1980.) From the written exercise, students select one dyad which seems to have the most promise for an art work. Now I am ______ becomes the theme for a work of art.
Students select from the methods of work in previous lessons (black and white mixed media, series paintings, found object construction, drawings on paper bags, individualized identical rooms, pastel drawings) which will best illustrate the art work’s theme.
Students work independently with teacher as consultant.
Students explain in writing why they made their selections.
Evaluation
Statements.
Selections and rationale.
Independent work.
Final project.
Assessment and Reflection
Following each lesson, students exhibit their artwork, prepare statements about their work, present their work to classmates and others and answer probing and reflective questions from the teacher and classmates.
