Lesson Plan 1

Global Connection
Module 7
Saskatchewan Curriculum: Grade 10, 20, 30 Art Education
Topic: Painting techniques using different materials
Placebasedlearning:Inquiry(analyzing),holistic(connecting)andsocialissues
Introduction
Students will learn develop technical skills in painting with alternative tools and
paintbrushes.
Objectives
- Continue to examine contemporary Saskatchewan and Canadian artists in relation
to international trends and the arts around the world
- Examine ways that artists may choose to address global issues through their work
- Create art expressions in response to global concerns
- Students will learn how to use alternative tools to paint with
Materials/tools
- Treasure box (tape, feathers, straws, still life objects, sponges, aluminum foil,
cards, spatulas, glue, crayons etc.)
- Paint supplies: Acrylic/tempera, ink
- Brushes
- Paper
- Handout on techniques
Procedure
- Students will be introduced to various techniques in painting via PowerPoint
presentation (Beyond the Brush).
- Teacher will introduce students to paint with brushes and alternative tools.
- Students will be given a handout with various techniques for painting.
- Students will blindly choose an item from the Treasure box for an exercise.
- Students will use item(s) to create a piece of art work by using a technique and/or
painting with it the item.
- Students will present, discuss, and reflect on their pieces.
Strategy
- Using a variety of tools and objects in painting
- Practice critical thinking, problem solving, and creativity
- Reflection of processes

Summary/Conclusion
- Objective will have been met
Assessment and Evaluation
- Assessment strategy (Students art composition completion for portfolio and
reflection)
- Evaluation strategy (Presentation of artwork, group discussion, part of portfolio,
reflection in art journal)
Resources:
- Beyond the Brush
http://www.studentartguide.com/articles/inventive-mixed-mediatechniques

Lesson Plan 2
Global Connection
Module 7
Saskatchewan Curriculum: Grade 10, 20, 30 Art Education
Topic: Mixing paint, elements of design, and visual art vocabulary
Placebasedlearning:Inquiry(analyzing),holistic(connecting)andsocialissues
Introduction
Students will learn develop skills on how to mix paint, element of design with
visual art vocabulary.
Objectives
- ContinuetoexaminecontemporarySaskatchewanandCanadianartistsinrelation
tointernationaltrendsandtheartsaroundtheworld.
- Examinewaysthatartistsmaychoosetoaddressglobalissuesthroughtheirwork.
- Createartexpressionsinresponsetoglobalconcerns.
- Learnhowtomixappropriatecolorstoachievedesiredidea.
Materials/tools
- AcrylicorTemperaPaint
- Brushes
- Handout
- Paper
- Scissors
- Glue
- Computerlab(internet)
Procedures
- Teacherwillprovidehandoutofcolorwheelandintroducestudentsto
assignment.
- Teacherwillshowexamplesofpaintingsusingthecolorwheel.
- Studentswillmixpainttodeveloptheirownpalateswithasmanycolorspossible.
- Studentswillusecolorwheeltoexperimentmixingblackandwhitewithcolorsto
makedifferentshadesoflightnessanddarknessonpiecesofpaper(note*Each
shadeshouldbeapproximately2inchesby2inches).
- Studentswillbegiventimetocompletecolorwheelassignment.

Studentswillthencutouteachofthecolorsandpastethemonagradientfrom
darknesstolightorviseversaasshownindiagramtocreatetheirowncolor
wheels.
Studentswillthencreatetheirownartpiecewithasmanycolorsastheycanbe
incorporatingwhattheyhavelearnedfrommixingcolorstoportrayasocialissue
ofchoice(exampleRacism)(notestudentsmayneedGoogleforinspiration).
Teacherwillhavestudentsselectasocialissuetobeincorporatedintheirartwork.
Studentswillbegiventimetoworkoncompositions.
Studentswillcleanupspacesandmaterialsusedtoworkoncomposition.
Studentswillpresent,discuss,andreflectontheirpieces.

Strategy
- Foundationsinpaintingusingthecolorwheel
- Practicecriticalthinking,problemsolving,andcreativity
- Reflectionofprocesses
Summary/Conclusion
- Objectiveswillhavebeenmet
AssessmentandEvaluation
- Assessmentstrategy(Studentsartcompositioncompletionforportfolioand
reflection).
- Evaluationstrategy(presentationofartwork,groupdiscussion,partofportfolio,
reflectioninjournal/sketchbook).
Resource:
- Colorwheelhandout(foundinunitplan)

Examples:

340385artistdaily.com

24482448youtube.com

Lesson Plan 3
Global Connection
Module 7
Saskatchewan Curriculum: Grade 10, 20, 30 Art Education
Topic: Painting with emotion
Placebasedlearning:Inquiry(analyzing),holistic(connecting)andsocialissues
Introduction:
Studentswilllearnwhattechniquestousetopaintwithemotion,inconsiderationofhow
colorchoicecanimpacttheirwork.
Objectives
- ContinuetoexaminecontemporarySaskatchewanandCanadianartistsinrelation
tointernationaltrendsandtheartsaroundtheworld
- Examinewaysthatartistsmaychoosetoaddressglobalissuesthroughtheirwork
- Createartexpressionsinresponsetoglobalconcerns
- Learnhowtoeffectivelypaintwithemotionthroughtechniqueandcolors.

Materials/tools
- Acrylicpaint
- Handout
- Computer
- Water
- Musicinvariousstyles
Procedures
- Teacherwillintroducestudentstoglobalissuesandaskthemtofocusonwhat
emotionstheyfeel.
Studentswillselectasocialissuefromawordlist.
Teacherwilldiscusshowcolorandvariousbrushstrokesareusedtoportray
differentemotionsandshowafewexamplesofcolorandemotioninpainting.
Studentswillselectthreecolorstoconveytheemotionstheyfeelbasedonthe
socialissue.
Studentswillpaintusingthethreecolorstocreateanabstractportraittoconvey
emotionregardingasocialissue.
Studentswillbegiventimetocompleteassignment.
DiscussiononartistArthurShilling
Studentswillcleanupspacesandmaterialsusedtoworkoncomposition
Studentswillpresent,discuss,andreflectontheirpieces

Strategy
- Usingcolorandpaintstrokestoexpressemotion
- Practicecriticalthinking,problemsolving,andcreativity
- Reflectionofprocesses
Summary/Conclusion
- Objectiveswillhavebeenmet
AssessmentandEvaluation
- Assessmentstrategy(Studentsartcompositioncompletionforportfolioand
reflection)
- Evaluationstrategy(presentationofartwork,groupdiscussion,partofportfolio,
reflectioninartjournal/sketchbook)
ResourcesarelistedbelowandUnitOverview:

ColorasEmotion

Knowledgeofcolortheoryhelpsustoexpressourfeelingsinanartwork.Thelanguageofcolorhaseven
enteredourvocabularytohelpusdescribeouremotions.Youcanberedwithrageorgreenwithenvy.
Weoftenspeakofbrightcheerfulcolorsaswellassadordullones.Agreydaymaybedepressingand
resultinafeelingoftheblues.

HopeandJoy

VINCENTVANGOGH(18531890)
'Sunflowers',1888(oiloncanvas)
ThepaintingsofVincentVanGoghshowaninstinctiveunderstandingoftheemotivepropertiesofcolor.
Inthisversionof'Sunflowers'fromtheNationalGalleryinLondon,heuseswarmyellowstocreatean
energeticimagethatradiatesfeelingsofhopeandjoy.Onthegallerywallthispaintingissurroundedbya
thickdarkbrownframeandglowslikeabacklitimagefromwithin.

SadnessandDespair

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PABLOPICASSO(18811873)
'TheTragedy',1903(oiloncanvas)
AnothereffectiveuseofemotivecolorisfoundinthepaintingsofPabloPicasso.Between1901and1904,
Picassopaintedinmonochrometonesofbluewhichreflectedhislowpsychologicalstate.Thiswas
triggeredbythedeathofhisfriend,theSpanishpainterCarlosCasagemas,whoshothimselfbecauseofhis
unrequitedlovefortheartists'modelGermainePichot.Thischapterofhisworkbecameknownashis'blue
period'.In'TheTragedy'(1903)heusescoolbluestoevokethechillofsadnessanddespairinatypically
gloomysubjectfromthisperiod.

NoiseandActivity

ANDRDERAIN(18801954)
'ThePoolofLondon',1906(oiloncanvas)
AndrDerainusestheclashbetweencontrastingwarmandcoolcolorstoexpressthenoiseandactivityof
thisbusydockyard.Hecreatestheillusionofdepthinthepaintingbyusingwarmercolorsinthe
foregroundwhichgraduallybecomecoolertowardsthebackground.Thisorganizedarrangementofcolors
inalandscapeiscalledAerialPerspective.
Derainwasoneofagroupofartistswhowerenicknamed'LesFauves'(thewildbeasts).Thistitlewas
coinedbyacriticwhowasoutragedbytheboldcolorsintheirart.Theartisticestablishmentoftheday
wereoffendedastheyrespectedcontrolandrestraintintheuseofcolor.However,the'Fauves'believed
thatcolorhadadirectlinktoyouremotionsandtheylovedtouseitatthehighestpitchpossible.The
functionofcolorintheirpaintingwasnottodescribetheirsubjectmatter,buttoexpresstheartist'sfeelings
aboutit.Theirideasliberatedtheuseofcolorforfuturegenerationsofartistsandultimatelygavethemthe
freedomtoexplorecolorasasubjectinitsownright.

FunandExcitement

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JIMDINE(b.1935)
'TheCircus#3',2007(acrylicandcharcoaloncanvas)
JimDineisanartistwhousescommonobjectsandshapesastemplates,inandaroundwhichhecan
exploreanddevelophisideasaboutdrawingandpainting.Althoughhispersonaliconographyisassociated
withthePopArtmovement,heisadifficultartisttocategorize.Hisimagestranscendanynarrow
descriptionastheyretainelementsoffiguration,Abstraction,DadaandExpressionism.
In'TheCircus#3',heappliesvibrantprimarycolorswithexpressivebrushstrokesinacolorchartof
emotionbothinsideandaroundthesymbolicarenaoftheheart,evokingtheexcitementofthecrowd,the
energyoftheperformersandthefunoftheshow.

ARadiantEnergy

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JOHNMACTAGGART(b.1952)
'Rainbox',2005(Gicleprint)
Thisworkgeneratestheradiantenergyofcolorasthesubjectmatterofthepicture.Theartistusesasimple
perspectivegridwithagraduatedblendoftransparentcolorsrangingacrossthespectrumtocreatean
abstractimageofrefractedcolor.

How do artists depict emotion in art?

Intheearly20thCentury,theredevelopedanartmovementcalled"Expressionism,"inwhichtheartistwas
moreinterestedinexpressinganemotionalexperienceandlessfocusedondepictingrealism.Theartwork
couldbearecordofwhattheartistwasfeelingatthetimeofmakingit,anditcouldalsobringabout
emotionalreactionsintheviewer.
Inapreviousinvestigation,wetookalookatartbyMatisse,Picasso,Lichtenstein,Chagallandothersto
seehowthesemodernmastersshowedemotionintheirart.We'vedecidedtorevisitthisissue,andtotakea
lookatadifferentgroupofartistsandseewhatapproachesthey'vetakeninordertodepictemotionintheir
art.Onethingthatwe'reseeingmorethistimeisthewaytheartistshavemadethesubject'shandsan
integralpartoftheexpressionoftheemotion.Let'stakealookatafewexamplesbelow.
ShareThis
Here'stwoartworksthatbothdepictsadness...whatIfindinterestingbythepaintingatleft,byDavid
AlfaroSiqueiros,isthathe'sabletoconveyemotionwithoutevenseeingtheperson'sface.Theplacement
ofthehandsandthelinesdefiningtheknucklessendsthemessagethatthispersonisfightingbacktears.
BelowrightwehaveVikMuniz'sreinterpretationofPicasso'sfamous"WeepingWoman,"butthisimageis
aphotographofpilesofpigmentlaidouttomimictheoriginal.Shealsohasahanduptoherface,andher
eyebrowsarchinguphelpsconveyheremotionalstate.

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WeepingWoman,AfterPabloPicasso,byVikMuniz
Here'safantasticpaintingshowingabsolutefear:it'saselfportraitbyDutchartistPieterVanLaerfrom
1638.He'sscreamingoutinterrorasheseestheapproachofthedevil,asdepictedbythemonsterlike
handsreachingforhimfromtherightside.

Here'sacouplemore...doyouagreewithmethatthepaintingbelowleftalsodepictsfear?Isitbecauseof
theextrabig,extraroundeyes,ortheteeththatmightseemtobechattering?Andtheartistbelowright
wentaheadandlabeledtheemotionforhisart:shame!Thesubject'shandsareupcoveringhisorherface
justlikethehandsinSiqueros'painting,butinthiscasethey'recoveringthefaceinshameratherthan
coveringtheeyesinsadness.

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Paintingbyunidentifiedartistatthe2011ArmoryShowinNYC

ShameMayBeFatal,byunidentifiedartistatthe2011ArmoryShow
Here'sachallengingpictureforyoutointerpret,whatemotiondoyoufeelfromlookingatthispainting?Is
itanger,asthehandcrumplessomepaperinamomentofdisgust?Orisitsadness,asahandclutchesa
usedKleenex?Whatdoyouthink?(thispaintingisalsobyanunidentifiedartistatthe2011ArmoryShow)

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Lesson Plan 4
Global Connection
Module 7
Saskatchewan Curriculum: Grade 10, 20, 30 Art Education
Topic: Learning to paint with ink
Placebasedlearning:Inquiry(analyzing),holistic(connecting)andsocialissues
Introduction
Studentswilltransfertheirknowledgeofacrylicpainttechniquetoink.Examinea
differentmediumwithsimilarcharacteristics.
Objectives
- ContinuetoexaminecontemporarySaskatchewanandCanadianartistsinrelation
tointernationaltrendsandtheartsaroundtheworld.
- Examinewaysthatartistsmaychoosetoaddressglobalissuesthroughtheirwork.
- Createartexpressionsinresponsetoglobalconcerns.
- Learnhowtopaintwithinkbytransferringskillsfroacrylicpainting.
Materials/tools
- Ink
- Straws
- Inkdropper
- Skewersorpointedsticks
- Pencils
- Brushes
- Watercolorpaint
- Computer
- Watercolorpaperorthickpaper
Procedures
- Teacherwillshowyoutubevideoontechniquesforusinginkwhenpaintingand
demonstrate
- Studentswillselectasocialissuefromawordlist
- Studentswillusewatercolorpaintasawashonpaper
- Studentswilluseinktoexpressthemselvesinregardstoaglobalconcernusing
thewatertodrawwiththendroppinginkorusingbrushestopaintwithvarious
amountsofwater
- Studentswillletinkdryandaddinkinmoredetailoncefirststepsarecomplete
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Studentswillcomeupwithatitlefortheirartwork
Studentswillcleanupspacesandmaterialsusedtoworkoncomposition
Studentswillpresent,discuss,andreflectontheirpieces

Strategy
- Usinginkasanalternativemedium
- Practicecriticalthinking,problemsolving,andcreativity
- Reflectionofprocesses
Summary/Conclusion
- Objectiveswillhavebeenmet
AssessmentandEvaluation
-

Assessmentstrategy(Studentsartcompositioncompletionforportfolioand
reflection).
Evaluationstrategy(presentationofartwork,groupdiscussion,partofportfolio,
reflectioninartjournal/sketchbook).

ResourcebelowandinUnitOverview

Do Something about School Violence Art Curricula

Unit
Day 1: Shape and Feeling
Subjects:
Art,SocialStudies
Grades:
9,10,11,12
TitleDoSomethingabout
SchoolViolenceArtCurriculaUnit
Day1:ShapeandFeeling
ByDoSomething,Inc.
PrimarySubjectArt
SecondarySubjectsSocialStudies
GradeLevel912
DoSomethingabout
SchoolViolence
ArtCurricula
15DayUnit
Thefollowinglessonisthefirstlessonofa15day
SchoolViolenceArtCurriculaUnitfromDoSomething,Inc.
Otherlessonsinthisunitareasfollows:
Day1:ShapeandFeeling(Seelessonbelow)
Studentsexploretheuseofabstractshapesandthefeelingstheyevoke
Day2:TheEmotionalAspectsOfColor
Thestudentslearnabouttheemotionalandphysiologicalaffectsofcolor

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Day3:JacksonPollackLinesConveyEmotion
JacksonPollackStudentsexploretheuseoflinetoconveyemotion
Day4:GoyaandPicassoShapesAndComposition
GoyaandPicassoThestudentswexploretwopaintingsandtheiruseofshapes
Day5:PowerOfLanguage
Studentswillexplorethepowerofwordsinart
Day6:TreeOfDecisions
Studentsexploredifferentchoicesandoutcomesandusethebranchingpattern
Day7:ConversationsAndArgumentsWithLines
Studentslearntousevisuallanguagetohaveaconversation
Day8:KeithHaringFiguresPartIConflictResolution
Studentsworktogethertocreateamuralmodelingcooperationandconflictresolution
Day9:KeithHaringFiguresPartII
Day10:KeithHaringFiguresPartIII
Day11:KeithHaringFiguresPartIV
Day12:SafeCarriersPartI
Studentsusemodernpackagingmaterialstocreateasafeplace
Day13:SafeCarriersPartII
Day14:SafeCarriersPartIII
Day15:FinalProject
Studentscreateartworkbasedontheirknowledgeofline,shape,color,wordsandemotion

Morestudentresourcesforthiscauseareat:
www.dosomething.org/causes/school_violence

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