Mary C. Elmore
In order to come full circle, once the narratives are complete, I will utilize the text,
Discovering Great Artists, Hands–On Art for Children in the Styles of the Great Masters
by MaryAnnF. Kohl and Kim Solga, to assist students in creating their own 'masterpiece', in a similar style to that of the artist who inspired them, unless of course, students feel it more natural to create the art from a style entirely their own.
Since Thomas Gainsborough was a leading British portrait and landscape painter of his day (1727–1788), I will use ideas from a lesson from
Discovering Great Artists
, entitled "Gainsborough: Portrait on Landscape", as a means to instruct students who would like to mimic his "fancy landscapes", landscapes that are more ideal and imaginary than real. Gainsborough would often include the portraits of people as part of that fancy landscape and so I feel that his style would allow students to depict a dreamy, imagined landscape, a portrait of their characters or both!(See Lesson Plan 3).
I will also take this opportunity to share with the students that the Yale Center for British Art displays several of Gainsborough's artwork and this may encourage them to go on their own to see them in person! One could even offer some sort of extra credit for those who do visit the museums outside of school time as an incentive to venture out with their loved ones and make use of a most valuable resource at their disposal in downtown New Haven.
It is important to note that if some students do not take to this "Gainsborough" style, it can merely be an art project they partake in, but by no means, needs to be their final 'masterpiece'. Other styles, like that of the impressionist, Vincent Van Gogh or abstract painter, Wassily Kandinsky can certainly be found in
Discovering Great Artists
to inspire students of that persuasion to create their artwork.
Once ea style has been discovered and the masterpiece created, I will utilize a lesson from
Discovering Great Artists
, entitled "Gallery Walk", wherein students will be guided through making a personalized cardboard frame for their 'masterpiece'. (Kohl, page122).
Upon completion of the narrative and the artwork, students will showcase their work in a museum style display on the front bulletin board in my classroom and parents will be invited to our publishing party. At this time children will read aloud their stories to the audience and the audience members take turns guessing which piece of artwork compliments the story. Students will also have a chance to share with the audience which piece of artwork from the museum inspired their story to come to life and guided them in creating their own art.
As we get older it may become increasingly harder to stay true to that rare quality that makes us individual, and so it is with a sense of urgency that I seek to provide my students with the opportunity to discover and nurture their creative spirit. I invite you to embrace this initiative as I have and bring to it your own creative flare and sources of artful inspiration.