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Impact II: Projects & Lesson Plans: Art History/Painting

Art History/Painting

HOW I T WORKS
Art History/Painting provides students with a framework for understanding how and why a stylistic movement in art (e.g., Impressionism or Surrealism) develops. Students discover how the work was done by doing it themselves. The various changes and innovations that have occurred over time and in a specific movement are covered and discussed. Students learn to develop original  sketches, adapt a particular painting technique, and become familiar with various mediums through hands-on experience. Youngsters begin to develop an inner dialogue through painting application, which enables them to articulate varying concepts and ideas. Students first research the topic ‘Surrealism’ and then narrow it down to the work of Renee Magritte. Ultimately, they develop a unified surreal painting in an asymmetric layout using realistic color in four values. During the preliminary stages, students go online to view and read about Magritte, Salvador Dali, and Yves Tanguay. They obtain background information on the Surrealist movement, view examples of each artist’s work, and make color prints as a reference for developing their sketches. Students then do the reading assignment, which is followed by a group discussion. Next, students develop sketches and, once approved, they begin planning out their actual painting. Producing  this painting is the final and most-involved part of the process, lasting four weeks and 20 class periods. 

THE STUDENTS
On the average there are 34 students in Art History/Painting. All have had at least one semester of basic art class prior to this course. Students meet five days a week for one to two semesters in the art room. The program can be adapted for other age groups in a more simplified form. It would work best in a smaller group or possibly two groups of 20 at different times. 

THE STAFF
Judith Korn is an artist with a teaching background in Art and Special Education, and an M.F.A. degree in painting and printmaking. She has had extensive course-work in Art History, which has been further informed by national and international travel and studies. She has taught Art History for two years.


WHAT YOU NEED
An art room is adequate for this curriculum. It would be ideal to have a computer with color printer and Internet access on hand. There are two to three field trips per semester. Necessary supplies include acrylic paints, assorted brushes, canvas, stretcher frames, and palette knives. Guest speakers such as working artist/painters provide another motivational tool and are a welcome addition. 

OVERALL VALUE
Art History/Painting is an extraordinary program fostering development both conceptually and artistically. The reason this program is challenging, exciting, and enriching lies in the hands-on-approach. The use of various painting techniques allows for a visual presentation through under-standing, application, and concept. Students develop skill at researching and locating art-work and background information. By utilizing technology, students are able to view many examples of artwork that they would probably never otherwise come in contact with. Their overall learning achievement is stimulated on cross-curriculum levels. Various New York State Department of Education Standards are met, as the students encounter and learn important  things about both great art and themselves through their own creative work. 


View the Curriculum Unit/Dissemination Packet

CURRICULUM AREAS
Art
Technology

GRADES
Grade 11-12

MORE INFORMATION

Judith R. Korn
Art Department — B-41
Benjamin Cardozo
High School
5700 223rd Street
Bayside, NY 11364
judieny@aol.com
Principal: 
Mr. Rick Hallman

 

IMPACT II Catalog 2001-2002

 

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