- Art Materials:
- Multicolor Scratch-Art®
Paper
- Wood Drawing Stylus for each
student
- Bright colored construction
paper
- Glue
- Art reproduction of Mary Cassatt's
Little Girl in a Blue Armchair, 1878
|
- Art Vocabulary:
- Contour Line
- Texture
- Pattern
- Contrast
- Dominance
|
-
- Preliminary Activities:
- Discuss and provide examples
to define art vocabulary. View art works of people sitting alone
in a chair or in a room (Van Gogh, Cassatt, Sargent, Whistler).
In particular, guide the class in a discussion of Mary Cassatt's
Little Girl in a Blue Armchair, 1878. Questions for discussion
might include:
- Context: What is the little girl doing? What
room is this? What do you think she is thinking about? What might
have happened before or after?
- Design: What colors are used? Do these colors
help to make the painting feel sad or happy? Where do you see
lines, texture, pattern? Where is the biggest contrast? Is the
picture up close or far away?
-
- Production Activity:
- Have the students close their
eyes and imagine a favorite room. Have them visualize the room
by asking questions like "What colors do you see? Are there
windows? What else is in the room?" Then ask them to imagine
a chair that they love to sit in sitting in the room. "What
shape and color is it? Does it have pattern? Is it large or small?"
Then ask them to open their eyes.
-
- Discuss the line etching project
with the Multicolor Scratch-Art® Paper. Demonstrate how to
use the paper to create lines, patterns, or even open shapes.
Explain that they are going to draw the room they imagined on
this paper. They will draw the chair on a bright contrasting
color of construction paper, cut it out and glue it to the room
drawing. Encourage pattern and/or detail on the chair and use
of the chair as a dominant part of the drawing. As always Scratch-Art
paper should be handled with care. Finger prints can make scratching
difficult.
-
- Language Arts Integrated
Activity:
- Assign students to write about
their poem and their chair. Ask them to include what kind of
emotion their drawing evokes. They could write a Haiku poem about
their chair and room.
-
- Closure Activity:
- Display children's artworks
with their writing or poem. Ask each student to talk about his
or her room to the class and why they chose the kind of chair
they did.
-
- Assessment:
- Did the student create a drawing
with line, pattern?
- Did the student create dominance
by using a contrasting chair?
- Did the student write what was
assigned?
- Did the student share with the
class, relating emotive qualities of their drawing?
|
