Title: Pastel Painting Grade Level: K - 12 Length: 2 – 45 Min

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Title: Pastel Painting Grade Level: k - 12 Length: 2 – 45 min. Visual Arts Benchmarks: VA.68.C.2.3, VA.68.C.3.1, V.A.S.1.4, VA.68.S.2.1, VA.68.S.2.3, VA.68.S.3.4, VA.68.O.1.2, VA.68.O.2.4, VA.68.H.2.3, VA.68.H.3.3, VA.68.F.2.1, VA.68.F.3.4, VA.68.S.3.1, VA.68.C.1.3 Additional Required Benchmarks: LACC.68.RST.2.4, MACC.6.G.1, MACC.7.G.1, MACC.K12.MP.7, LACC.6.SL.2.4, MACC.K12.MP.6 Objectives / Learning Goals: Students explore a combination of Drawing and Painting mediums and techniques to create an impasto piece of artwork that reflects Vincent van Gogh’s unique painting style and imaginative use of color theory. Vocabulary: impasto, pastel, tempera paint, Impressionism, Post- Impressionism, Vincent van Gogh, still life, landscape, portrait, self-portrait, color theory, picture plane, pattern, design Materials: white tempera paint, soft pastels, black construction paper, styrofoam trays, paper towels, sponges, pencils, rulers (optional) Instructional Resources: Pastel Painting power point, Vincent van Gogh art reproductions, Visual Arts textbooks Instructional Delivery of Project: 1. Introduce, analyze, discuss, and evaluate a variety of Vincent van Gogh’s paintings (Pastel Painting ppt.) with emphasis on his subject mater, and use of color theory and painting techniques. Follow with teacher-directed journal reflections. 2. Demonstrate the impasto technique of dipping pastels into white tempera paint and applying to surface of black construction paper. 3. Teacher-directed discussion and questioning students on what they observed in the demonstration of the pigment of the pastel mixing with the white tempera paint as it is applied to surface. 4. Give students small 4” x 4” black construction paper. Direct students to practice the pastel / paint impasto techniques (hatching, cross-hatching, stippling, scumbling) and create a design. Follow up with teacher-directed questions and student response to what was experienced and discovered. 5. Review Pastel Painting ppt. Have students select subject matter (landscape, still life, portrait, self-portrait). Teacher directs students through a series of questions that define the visual reference needs and how to acquire them for their painting. 6. Direct students to frame out black construction paper with a 1” margin (teacher selected paper size). 7. Draw a planning sketch to designate of subject matter on picture plane inside margin. 8. Begin pastel painting. 9. Teacher Directed mid-point evaluation of what is working, not working, how to finish. 10. Finish artwork with a repeated pattern design in margin using pastel painting techniques. 11. Display. Critique. Evaluate. Reflection / Closure: Assessment to include: student dialogue, class discussion, art critiques, reflective journal writing, essential questions, teacher observation, and teacher and/or student rubric .

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Self-Portrait on Paper
Self-portrait on Paper Related Visual and Performing Arts Subjects: English-Language Arts Grades: 3-5 Medium: Chalk pastel Author: MCASD Office of Education Time: 90 minute lesson Summary: In this lesson, students will be guided into cre- ating their own self-portrait in steps using col- ored pastels. They will also use their self- portraits as a springboard to write a personal narrative. Materials: Sketchbooks (or unlined paper) Pencils Rulers Chalk pastels Baby wipes (if no sink is available) Pre-made color wheel Color wheels Mirrors Lined paper for personal narrative Strong hairspray or fixative Glossary: Portrait – a picture an artist makes of a person, usually portraying the face. Primary colors – the colors red, blue, and yellow that along with black and white make up all other colors. Primary colors cannot be made by mixing other colors. Secondary colors – when two primaries are mixed together to create a new color. Self-portrait – a portrait that an artist paints of himself or herself. Preparation for Teachers: Prepare images of self portraits – transparencies, handouts, PowerPoint presentations, etc. For digital files of the museum image in this packet, email [email protected]. Practice drawing a self-portrait to feel comfortable with the example. Pre-project class discussion: Begin by stating the objective of the lesson – creating a self-portrait using pencil and chalk. Show examples of self portraits. Ask questions to guide discussion: Why do artists make portraits and self-portraits? What can we learn about the individuals depicted by studying self-portraits? What do you observe? Begin talking about color: What feelings do colors give us? Where do we see people using color to get our attention (TV, advertising, etc.)? What if you only had red, yellow and blue? Could you make other colors from these three? Briefly go over the color wheel.
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