Building upon the variety of results achieved from the expressionistic use of paint in Lesson Three, the follow-up lesson will differ in one major respect, color.
Objectives
Students will
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1. Select a specific emotion that is connected with one aspect of
West Side Story
and match it with one color.
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2. Focus on one monochromatic expression and paint that emotional response.
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3. Reduce the visual organizational skills that require letting go of some aspects of gesture painting.
Procedures and Materials
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1. Students will paint in one color upon paper and try to express one specific emotional idea from the film; color as feeling.
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2. Painting freely on paper continues using the techniques from Lesson Three, but focuses on one color.
Evaluation
When the color lesson is complete, a critique will take place that represents the three previous paintings of Lesson Three with the color painting of Lesson Four. Connections will be made between the four paintings and the graffiti wall. At this critique the subject of racism will be finally discussed directly. Question prompts include:
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1. What is it?
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2. How have we seen examples of it in
West Side Story
?
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3. What is the connection between the four paintings and racism?
Reference will be made to Jackson Pollock and his style of painting and the style of the film and it's music. The discussion will lead to a review of what we have seen and bring the painting experiences based on the 1950's into the present. It is here that a further discussion of Puerto Rican in Connecticut will be introduced in preparation for Lesson Five. A summary of the growth of the Puerto Rican population as it relates to New Haven and to the school population is presented in greater detail.