5th Grade Scratchboard

Lesson Objectives:

Students will:

. Discuss the artwork of Picasso noting that each student has different positions when assessing the artwork .

. Identify the positive and negative space in one of Picasso's prints.

. Create a scratchboard using the materials effectively and alternating the positive and negative space.

Procedures:

Students were shown Picasso's print "Grande Tete de Femme au Chapeau Orne" and were instructed to state their initial reactions. We noted on the board the mixed reactions and talked about the many differences even in one class, that many aesthetic positions or reasons why people think artowork is beautiful can be valuable. Students were then instructed to make a drawing of their choice on a feild that was split into four sections. The drawing was to span into each of the four sections so as to use a good portion of the positive space. We discussed Picasso's use of alternating positive and negative space in the print. Students then practiced alternating the positive and negative space by coloring their sketch before working with the scratchboard. While the students were working on the scratch portion we reflected on how a balance of positive and negative space helps the drawing look "even".

Evaluation:

Did I.........?

1. Listen to and be open to others ideas about Picasso's artwork?

2. Draw my preliminary sketch with something in all four areas to balance the amount of positive and negative space?

3. Color two sqaures with the positive space in black and the other two with the negative space in black?

4. Use the equipment properly by not scratching through the paper and only scratching the areas intended?

8th Grade Self-Portraits

Lesson Objectives:

Students will:

. Identify and discuss the differences between the self-portraits of Michelangelo and Frida Kahlo, taking note of cultural symbos and mood.

. Take advantage of technology in the planning of a painting that expresses personal feeling and meaning through color and style.

. Depict with greater accuracy through the use of a grid.

Procedure:

Students described the differences between the self-portrats of both masters. We discussed the feeling produced by both styles and choices of color. Students guessed at the motivations behind Frida's choices of background and symbols. We then took digital photographs into the computer lab and each students manipulated their own image in Photoshop by applying filters and changing color levels. The middle schoolers were to print a version that they felt depicted their personality by way of color or style. We did a grid enlargement onto a 18" x 24" feild and began painting in acrylic. Throughout the painting process we stopped and described the styles of lines, shapes, textures and colors used. We discussed the emotions communicated by these and what the students might be trying to say about themselves. Students then evaluated the effectiveness of their own painting when they are finished.

Evaluation:

Did I.........?

1. Discuss and listen with an open-mind the ideas about Frida Kahlo's artwork?

2. Use all the tools presented in Photoshop to manipulate my picture?

3. Use lines, shapes, textures and colors to show a mood or feeling about yourself? What were they?

4. Draw the grid with accurate proportions?

5. Represent acurrately the details and images in the smaller grid to the large painting?