gustav klimt trees lesson plan

student version of the art project

Title: Gustav Klimt Trees

Topic: drawing, Art Nouveau movement, patterns and shapes

Goals and Objectives:

• Students will develop patterns to fill both positive and negative space in their drawing.
• Students will identify three art movements: Realism, Fauvism and Art Nouveau.
• Students will identify characteristics of landscape painting.
• Students will identify characteristics of three art movements: Realism, Fauvism and Art Nouveau.
• Students will cover all the white space of their drawing paper with bright colored magic marker ink, then layer on top of these drawings with metallic colored inks using geometric shapes and rhythmic patterns.

GLEs:

Strand I: Product/Performance for Drawing

A.1. Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems.

Grade 3 - Layer two or more colors using crayon, colored pencil, or oil pastel

Strand II: Elements and Principles – Rhythm/Repetition

D. 2. Select and use principles of art for their effect in communicating ideas through artwork.

Grade 2 - Identify and create a complex pattern

Strand II: Elements and Principles – Line

A.1. Select and use elements of art for their effect in communicating ideas through artwork.

Grade 2 - Identify and use zigzag, dotted, and wavy lines

Grade 3 - Identify and use horizontal, vertical, and diagonal lines

Strand V: Historical and Cultural Contexts That Describe Characteristics of Artworks

B.1. Compare and contrast artworks from different historical time periods and/or cultures

Grade 2 - Compare and contrast two artworks on: Subject matter, Media, Use of line, color, shape, and texture, Theme, Purpose of art in culture

Grade 3 - Compare and contrast two artworks on: Subject matter, Media, Use of line, color, shape, and texture, Theme, Purpose of art in culture, Place

Strand III: Artistic Perceptions About Art Criticism

A.2. Analyze and evaluate art using art vocabulary.

Grade 2 - Explain different responses you have to different artworks

Grade 3 - Compare different responses students may have to the same artwork

Strand III: Artistic Perceptions About Art Criticism

A.2. Analyze and evaluate art using art vocabulary.

Grade 2 - Identify the following in artworks: Geometric shapes, Geometric forms, Foreground and background, Real textures, Contrast/ variety of colors

Grade 3 - Identify the following in artworks: Warm and Cool Colors, Symmetrical Balance, Invented textures, Horizontal, Diagonal, and vertical lines, Contrast/ variety of sizes

Grade: 2^nd and 3rd

Length of Class Period: 55 min.

Frequency of Class Period: once a week

Time Needed: two class periods

Facility & Equipment Requirements:

• One computer lap top
• Room with good lighting
• Large tables, approximately ten, each seating four students
• Two sinks
• Dry erase board
• Drying racks
• Cabinets for storage
• Projector for viewing computer video, CDs and DVDs

Resources Needed:

• Power Point about landscape painters
• Landscape Data Chart
• Three large poster of the following: “The Turning Road,” by Andre Derain, “The River Donets Near Suhodol” by Lyhonosov Vladimir, and “Expectation and Fullfilment” by Gustav Klimt

Materials Per Student:

• A wide variety of colorful magic markers
• Gold and silver markers
• White drawing paper

Vocabulary/Terminology:

1. Fauvism – An early-20th-century movement in painting begun by a group of French artists and marked by the use of bold, often distorted forms and vivid colors.
2. Realism – The representation in art or literature of objects, actions, or social conditions as they actually are, without idealization or presentation in abstract form.
3. Art Nouveau - A style of decoration and architecture of the late 19th and early 20th centuries, characterized particularly by the depiction of leaves and flowers in flowing, sinuous lines.
4. Landscape - An expanse of scenery that can be seen in a single view
5. Pattern – an artistic decorative design with repeating elements
6. Line – A thin continuous mark, as that made by a pen, pencil, or brush applied to a surface.
7. Positive Space – in art, is the space depicting the actual subject or image.
8. Negative Space – in art, is the space around and between the subject(s) of an image.
9. Data Chart – grids that students make and use to organize information about a given topic
10. Art Movement - a group of artists who agree on general principles

Motivation- Looking and Talking Activity: Students will first view the Power Point about landscapes and then fill out a Data Chart. During the slide presentation I review vocabulary and add these words to a “word wall” for young students to clearly see. The students will need to look at the vocabulary while filling out their data charts during small group discussions.

Step-by-Step Studio Activity Specifics:

1. Students will first view the Power Point about landscapes and then fill out a Data Chart along with the larger class. Each student is given their own chart to review and talk about in small groups and then the entire class fill out a similar chart together on the chalkboard.
2. Students are then given white drawing paper and markers to design and color tree patterns within a landscape.
3. Metallic markers are used to create the smaller, geometric patterning drawn on top of the bold tree drawings. Students will use these on a second day giving their colored marker drawings time to completely dry before applying the metallic inks.

Health & Safety Concerns: There are no health and safety concerns for this project.

Special Needs Adaptations:

Modifications for the hard-of-hearing or deaf student:

• Student will be seated closer to instructor so they will be better equipped to hear instructions or read lips
• Student will be provided with written instructions so that they read about the discussions and demonstrations
• The instructor may use a amplification devise provided by the school or student’s parents

Modifications for the student with limited vision or blindness:

• Students will be allowed to observe samples of art projects with their hands and for extended periods of time
• Students will be provided with safe tools and one-on-one guidance during a demonstration of the project
• The project may be slightly adjusted to accommodate the student’s limitations or for safety reasons
• Student will be given ample time to exist classroom before large crowds gather outside of the classroom.

Modifications for students with mild brain injury:

• Students will be provided with duplicate instructions for home and school. Student will not need to remember to carry home materials to review.
• Students will be given ample time to exist classroom with a pre-determined aid or peer before the official end of a class.
• Instructor will provide for parent e-mail communication concerning the progress and needs of their student.
• Student may be given special seat assignment in order to enable his participation in class appropriately. Specific peers may be better equipped to articulate projects visually for this student.

Cleanup Time & Strategy: Students will be instructed to put away art materials neatly in their containers, clean off their tables, and recycle their trash two minutes prior to dismissal.

Assessment: Fill out the formal scoring guide developed by the your school district according to age appropriate standards.

(Sample data chart I made for this lesson. This above version is in color but the students may be given a black and white version to save money. There will be color versions of the sample landscapes posted at the front of the room during discussions.)

Lesson copyrighted 2011, Grimm 

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