Vocabulary Review

Gesture Drawing:
A drawing that is done quickly to express the
essential feeling and form of an object/figure
Line of Action:
The imaginary line that runs through the entire
figure, suggesting movement
Contour Line:
The line that defines a form or edge - an outline.

Rembrand
t
van Rijn
Abigail Merrell

Image from: http://en.wikipedia.org/wiki/Rembrandt#mediaviewer/File:Rembrandt_van_Rijn_-_Self-Portrait_-_Google_Art_Project.jpg Accesse

Lesson Objectives
Rembrandt Lesson Objectives:
Students will be able to analyze and describe the relationships
among subject matter, symbols, and themes in
communicating intended meaning in his or her own artworks
and in those of others by observing and analyzing the work of
Rembrandt.
Students will be able to understand the visual arts in relation to history
and world cultures by recognizing the ways that the subject matter, symbols,
ideas, and technologies in Rembrandts artwork are related to history and
culture.
Gesture Line Lesson Objectives:
Students will be able to use composition and the elements
and principles of design to communicate ideas as they
complete a series of 5 gesture drawings as a summative
assessment.
Students will be able to demonstrate competence in the use of

SC State Standards: High School Level 1

Standard 2 Using Structures and Functions
The student will use composition and the elements and principles of design to communicate ideas.
VAH1-2.1 Recognize, describe, and analyze the elements and principles of design and other compositional structures and
strategies used in the visual arts to communicate ideas.
VAH1-2.2 Create works of visual art that use the elements and principles of design and other compositional strategies.
VAH1-2.3 Evaluate the effectiveness of artworks by analyzing the use of the elements and principles of design and other
compositional structures and strategies.
Standard 4: History and Culture
The student will understand the visual arts in relation to history and world cultures and the technologies, tools, and materials
used by artists.
VAH1-4.1 Describe ways that the subject matter, symbols, ideas, and technologies in various artworks are related to history
and culture.
VAH1-4.2 Identify specific artworks as belonging to a particular culture or historical period and explain the characteristics
that led him or her to make that identification.
VAH1-4.3 Describe and discuss the function and meaning of specific artworks from various world cultures and historical
periods.
VAH1-4.4 Demonstrate visual literacy by deconstructing images in a variety of contexts.
VAH1-4.5 Apply a knowledge of art history, various cultures, and technologies in the creation of original works of visual art.

National Standards: Grades 9 12

Standard 1: Understanding and applying media, techniques, and processes

Proficient: Students apply media, techniques, and processes with sufficient skill,
confidence, and sensitivity that their intentions are carried out in their artworks Students
conceive and create works of visual art that demonstrate an understanding of how the
communication of their ideas relates to the media, techniques, and processes they use.

Advanced: Students communicate ideas regularly at a high level of effectiveness in at

least one visual arts medium. Students initiate, define, and solve challenging visual arts
problems independently using intellectual skills such as analysis, synthesis, and
evaluation.

Standard 4: Understanding the visual arts in relation to history and cultures

Proficient: Students differentiate among a variety of historical and cultural contexts in

terms of characteristics and purposes of works of art. Students describe the function and
explore the meaning of specific art objects within varied cultures, times, and places.
Students analyze relationships of works of art to one another in terms of history,
aesthetics, and culture, justifying conclusions made in the analysis and using such
conclusions to inform their own art making.

Advanced: Students analyze and interpret artworks for relationships among form, context,
purposes, and critical models, showing understanding of the work of critics, historians,
aestheticians, and artists. Students analyze common characteristics of visual arts evident
across time and among cultural/ethnic groups to formulate analyses, evaluations, and
interpretations of meaning.

Born in Leiden,
Netherlands in
1606

Early
Life

Attended the Latin

School in Leiden,
where he partook
in biblical studies
and lessons on the
classics.
Rembrandt was
removed from
school early and
sent to be trained
as a painter at his
own request.
Information from: http://www.biography.com/people/rembrandt-9455125#the-third-amsterdam-period-(16431658) Accessed: 9/14/14

After his training,

Rembrandt settled in
Leiden.

Leiden Period
(1625 1631)

His paintings created at

this time were small but
rich in detail, and often
biblical scenes.
His style took an
groundbreaking turn
with his use of light.
His fame attracted
many young artists. It is
believed he taught 50
students.

A good example of Rembrandts use of

light is, Peter and Paul Disputing
(1628)

Information from: http://www.biography.com/people/rembrandt-9455125#the-third-amsterdam-period-(16431658) Accessed: 9/14/14

He painted biblical and

mythological scenes,
and commissioned
portraits.
After painting The Night
Watch, the "Rembrandt
myth was born
He became irrelevant
and his painting
diminished.
This is blamed on the
death of his wife and
the rejection of
TheNight Watch.

Amsterdam
Periods
(1631 1658)

The Night Watch (1642

Rembrandt died in 1669.

Image from: http://en.wikipedia.org/wiki/Rembrandt Accessed: 9/15

Information from: http://www.biography.com/people/rembrandt-9455125#the-third-amsterdam-period-(16431658) Accessed: 9/14/14

Information from:
https://www.youtube.co
m/watch?feature=player
_detailpage&v=ZeLaWB_H8k
Date: 9/23/14

The Anatomy Lesson

(c. 1632)

Image from: http://en.wikipedia.org/wiki/Rembrandt#mediaviewer/File:Rembrandt__The_Philosopher_in_Meditation.jpg

The Philosopher in Meditation

Image from:
http://en.wikipedia.org/wiki/Rembrandt#mediaviewer/File:Rembrandt_-_The_Philosopher_in_Meditat
(c. 1632)

Value:
The lightness or
darkness of a color
Because we see objects and
understand objects because
of how dark or light they are,

For example look at this

apple

If we were totake out all color, we would still see the apple
and recognize it as an apple. In other words, we are just

Successful Artwork
must have a FULL
RANGE of Value

Full Range of Value means that there is a

complete array of light values, middle values,
and dark values
To be sure that you have a full range of value
in your artwork you may create a value scale

Light Values are

TINTS

Mid-Range Values

Dark Values are

SHADES

When creating value, you must consider the light

source,
the area in which light is originating

Highlight
s:
areas on
an object
where
light is
hitting

Shadows:
areas on
an object
where
light does
not hit

Rembrandt
Man in a Golden Helme
c. 1650

When value is used

successfully, it creates the
illusion of form

Form is the volume or perceived volume of a 3D object.

Image from:http

://en.wikipedia.org/wiki/Rembrandt#mediaviewer/File:Rembrandt_Harmensz._van_Rijn_-_Christ_with_the_Sick
The Hundred Guilder
Print
_around_Him,_Receiving_Little_Children_(The_%27Hundred_Guilder_Print%27)_(c. 1649)
_Google_Art_Project.jpg

Image from:
http://en.wikipedia.org/wiki/Rembrandt#mediaviewer/File:Rembrandt_Harmensz._van_Rijn_-_Christ_Crucifi
ed_Between_the_Two_Thieves_(%22The_Three_Crosses%22)__Google_Art_Project.jpg
Accessed: 9/15/14

The Three Crosses, etching

(c. 1653)

Vocabulary Review
Value:
The lightness or darkness of a color
Full Range of Value:
A complete array of light values, middle values,
and dark values
Tints:
Light values
Shades:
Darker values

Vocabulary Review
Light Source:
The area in which light is originating
Highlights:
Areas on an object where light is hitting
Shadows:
Areas on an object where light does NOT
hit
Form:

Worksheet from: https://campus.digication.com/fairfieldart/Value_Scale_Wor

Accessed: 10/

Closed Ended Assessment

This assessment is designed for a High School level 1 art class. It is a summative assessment for a
lesson on artist Rembrandt and the element of Value.
Section 1 (Questions 1-10) Address the following Standard/Indicators:
Standard 4: The student will understand the visual arts in relation to history and world cultures
and the technologies, tools, and materials used by artists.
Indicators
VAH1-4.2 Identify specific artworks as belonging to a particular culture or historical period and
explain the characteristics that led him or her to make that identification.
Section 2 (Questions 11-22) Address the following Standard/Indicators:
Standard 2: The student will use composition and the elements and principles of design to
communicate ideas.
Indicators
VAH1-2.1 Recognize, describe, and analyze the elements and principles of design and other
compositional structures and strategies used in the visual arts to communicate ideas.

Answer Key

Section1: Rembrandt
Rembrandt Van Rijn
Leiden
Latin School
Light
Jacob van Swanenburgh
Biblical Scenes
Amsterdam
Night Watch
Historical painting
The Rembrandt Myth

Name:
Date:
Block:

Rembrandt and Value

Fill in the blank with the best possible answer. Each response is worth 5 points.

Section1: Rembrandt

1. Rembrandts full name is ________________________.

2. Rembrandt was born in the town of ________________________.

3. Rembrandt partook in biblical studies and lessons on the classics during his education at ________________________.
4. Rembrandts paintings are BEST known for his remarkable use of ________________________.
5. ________________________, Rembrandts first teacher, painted scenes of the underworld.
6. Rembrandts work often included Self Portraits, Landscapes and, ________________________.
7. Rembrandt spent the large part of his life painting in the Dutch city ________________________.
8. Rembrandts largest, and most famous, painting was a group portrait called ________________________.
9. Pieter Lastman helped Rembrandt master the genre of ________________________.
10.Rembrandts period of decline after his wifes death and painting Night Watch became known as
________________________.

Name:
Date:
Block:

SHORT ESSAY ASSESSMENT

Explain how you could look at this painting and

know that it is Rembrandts work.
Your answer must include evidence from the subject
matter of the work, the style of the work, and how
this is characteristic of Rembrandt.
If you run out of room, continue writing on the back
of the paper.

mage from: http://en.wikipedia.org/wiki/Rembrandt Accessed: 9/15/14

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