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
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.
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.
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.