Overview   Timeline   Lesson 1: The Sensory Palette   Lesson 2: The Literary Palette    Lesson 3:  The Color Palette 
Lesson 4: The Studio Palette  Enhancements & Follow-Up   Resource List  Illustrative Materials & Showcase Gallery 
Assessments & Evaluation Strategies    Gallery Guestbook   Teacher Diane Lufrano's Adaptation of this Unit
Link to Other Lessons by Lori  (middle school level)

Timeline

In accordance with the New York State Learning Standards, this unit lends itself to the Language Arts and Technology and Arts disciplines, as well as the New York City Blueprint for Teaching and Learning in the Arts. Within the time frame of one month of instruction and execution of this unit, it has been broken down into four lesson plans with day to day objectives.

Days 1 & 2.  Students will view and discuss classroom slide collection of a variety of major art works exploring various periods in art history.  Included in this presentation would be “Bedroom at Arles” by Vincent van Gogh, “Persistence of Memory” by Salvador Dali, “Japanese Bride & Water-lilies” by Claude Monet, “Sunday Afternoon of the Island of La Grande Jatte by Georges Seurat, and “Stormy Sea Off Kanagawa, Thirty-six Views of Mount Fuji” by Hokusai.

HW: Explore a variety of museum websites to reflect upon today’s class discussion of a painting you would like to use to create a 3D sculptural interpretation. Write a research report on what you have learned about this artist and his painting and why you feel it would be a good choice to create an artful installation.

http://www.metmuseum.org   Metropolitan Museum of Art, 

http://www.moma.org   Museum of Modern Art

http://www.guggenheim.org  Guggenheim Museum

http://vangoghmuseum.nl/   Van Gogh Museum in Amsterdam, virtual tour

Day 3.  Teacher reads aloud Getting to Know the World’s Greatest Artists: Van Gogh, written and illustrated by Mike Venezia. After story has been read, students will respond and a discussion will follow relating to classroom slide presentation of “Vincent’s Bedroom in Arles”.

What have we learned about this artist and how is it reflected in his artwork? (The bright and bold use of color is typical of the vibrant palette he began using throughout his visit to the south of France.  The most striking and unusual aspect of the painting is the peculiar perspective, and unrealistic portrayal of the bedroom.)

Day 4. Cooperative group work to share and discuss results of homework research reports and pictures to decide which artists' work is best suited for a 3D Installation.

Day 5. Working in groups, students will sketch ideas from original paintings for their 3D Sculptures.

Day 6. Teacher read aloud: “Ruckus 3D” as an introduction to Red Grooms’ “Installations”. Students will begin focusing on main subject pieces for their installations to fit on top of classroom desks as their given space.

Days 7 – 22. Cooperative group work, students will use problem solving skills, communication and diversity of tasks as they are challenged to create 3D Artful Installations, constructing a sculptural interpretation of a painting.

Days 23-28. Share out and presentations. Each group will give an oral presentation of their artist, painting and sculptural interpretation.

HOME