Studio Art: 2-D Media Unit: Painting! (If Picasso Painted Superheroes...)

Last week on Friday, we started the second portion of the 2-D media unit, which happens to be painting.  On Tuesday, we talked about what paint is made of, the three different water based paints versus oil paint, and painting surfaces.  We also started to dive into the art criticism process.

Then, on Tuesday this week, we talked specifically about Picasso and cubism.  I gave students an additional note sheet that had notes for Picasso, as well as the objectives, checklist and rubric for the next project..."What if Picasso painted a superhero?"  Before beginning this, I showed them the Superhero Series by Mike Esparza, which is a direct idea steal from Pinterest.

The students are REALLY enjoying this so far.  Here are the project objectives and the checklist I gave students with their rubric:

Project Objectives: 

By the end of this project, I will be able to… 

1. Describe the characteristics of cubism. 

2. Discuss how life events affected Picasso’s artwork during his three artistic periods. 

3. Create a cubist representation of a super hero using acrylic paint. 

4. Identify the order in which a painting should be constructed in. 

Project Guidelines: 

☐ You must choose a superhero or villain to depict in the cubist style. 

☐ Your painting must depict the subject from at least the waist up. 

☐ The subject needs to take up at least ¾ of your canvas. 

☐ You must use full color and value in your painting. 

☐ You must show knowledge of the cubist style: 

~ Multiple view points 

~ Use of geometric shapes 

☐ You must unify your background with the subject.

What's ironic is that the students were starting to complain at the drawing assignments because they were having to draw realistically and use lots of value...now they're complaining that it's too hard to try and intentionally draw their superhero unrealistically!  

So far we are two days into this painting.  On Wednesday students had to draw out their superhero.  Some struggled, and some did quite well.  I encouraged them to simply break down their figure into basic shapes, and then to move body parts to be where they aren't...turn an eye ball sideways, put an eye in the middle of the forehead, put the mouth on the side of the mouth, etc.  I also pushed the idea of the multiple view points, which is a little bit harder of a concept for them to grasp, I think.

I then also introduced the students to acrylic gel medium, which was new to them and actually new to me.  Last year, when I was grading post-assessments with another fellow art teacher, one of the projects she did used these gel mediums to give texture, and I loved it!  I bought a large jar of the modeling paste and then three each of the coarse pumice and fine pumice gels.

We applied the gel medium using paint knives...

My painting is on the left.  I gave students a demonstration today on how to paint by blending colors on the canvas instead of in their paint palette.  A few students started painting their backgrounds today.

This was just a quick preview of these projects...tomorrow I am taking a day off for my 34 week sonogram.  I anticipate that the students will start finishing these up by Wednesday and Thursday next week.

On a side note, the Art 7 students have finished their first tag, but after I hung my brick wall today at the end of the day, I forgot to take a picture of it to share!  That will have to wait until Monday!

"I Can..."

I meant to post this a while back but I guess I forgot! A few weeks ago my principal and I had a discussion about making sure I display "I can" statements for each class based on my objectives for that project or period.

For me, this seemed impossible! Most of my kindergarteners can't read well so I figured I would be spending most of the period answering questions about what it says on the board! Well, this has and hasn't happened. Here is what I created to try and keep up with the "I can" statements...

I took construction paper and glued a piece of white drawing paper in the middle. I used a different color of construction paper per grade level and then wrote the grade level at the top. Next, I laminated them and put a piece of Velcro on the back. I made my "I can" sign and stuck it to my bulletin board, as well as another piece of Velcro. I decided to get rid of the noise meter chart because I wasn't really using it anymore.

Since my principal said she would only expect for me to have 1-2 statements up, especially for the younger groups, I can simply write a statement for each project with a dry erase marker on the laminated paper. It erases easily with a wet paper towel too! I change the statements as I change projects...now I just need to remember to change them on the board between classes!

Here is an example of the two kindergarten statements I used during our Mondrian project: "I can use the primary colors like Mondrian" ( and then I wrote the colors using color appropriate markers.) "I can use horizontal and vertical lines in art." ( and then I drew a vertical and horizontal line by each word.)

Common Core and A.P.P.R....ugh!

Is anyone else using a lot of their precious summer time working and reworking their curriculum?  I hate to say it but I've been teaching for two years now and I have never actually written down a set curriculum for each grade I teach...I have used the NYSATA 2002 Visual Arts Curriculum Companion as my guideline and have a huge binder full of my own lesson plans in order from start to finish, so it's not like I've been out in space, but APPR and Common Core has finally kicked my butt into gear for writing my own curriculum.   Here are my intended learning outcomes for the grades I have finished:

KINDERGARTEN:

1. Students will create and identify basic lines, shapes, texture and patterns.
2. Students will cut safely using scissors.
3. Students will use an appropriate amount of glue for collage projects.
4. Students will paint with watercolor and tempera paint.
5. Students will create detailed backgrounds in their artwork.

FIRST GRADE:

1. Students will draw detailed backgrounds using appropriate subject matter.
2. Students will create realistic depth in art.
3. Students will identify the Elements and Principles in famous artwork.
4. Students will build sculptures using various art mediums.

SECOND GRADE:

1. What is a critique?
2. What is the difference between 2-D and 3-D art?
3. What makes a good composition?
4. What are warm and cool colors?
5. How do I create depth using color?
6. How do I create emotion and feelings in a piece of artwork?
7. What does it mean to have contrast?

THIRD GRADE:

1. Students will create depth in art using the foreground, middleground and background.
2. Students will be able to identify symmetrical and asymmetrical art.
3. Students will create emphasis in art.
4. Students will create movement and rhythm in their art.
5. Students will create form in architectural sculptures.
6. Students will simulate real texture in their artwork.
7. Students will draw proportional people.

FOURTH GRADE:

1. Students will create good compositions in their art in accordance to the Elements and Principles of Art.
2. Students will create form in 2-D art using shapes, value and shading.
3. Students will create various forms of abstract art.
4. Students will understand and use a motif in their art.
5. Students will identify and create radial art.

FIFTH GRADE:

1. Students will be able to identify the following color families: primary, secondary, warm, cool, analogous, intermediate, neutrals, monochromatic, and complementary.
2. Students will use the above color families in their own art.
3. Students will correctly utilize 1-point perspective to create a scene with a focal point.
4. Students will create a focal point using the elements and principles of art.
5. Students will create art that uses words and letters.
6. Students will use contour drawings to create detailed drawings.

Not sure I'm totally happy with everything yet...these are just my rough drafts.  My sixth grade curriculum hasn't been started yet, but it will primarily deal with aligning a majority of their art projects with social studies/history.  

So, can anyone give me any suggestions/comments on what I have so far?  I will be spending the rest of my night working on pre- and post-assessment rubrics!!