Art Masterpieces

Home , The Club (fine arts)

Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others 1 YMCA of Orange County staff can access this curriculum and relevant resources for use in YMCA Afterschool programs at www.ymcaoc.org/clubs . This curriculum is copyrighted by the YMCA of Orange County. Unauthorized reproduction, sharing, or use of this curriculum is not permitted. To request additional printed copies contact [email protected].

The YMCA Afterschool Club Curriculum incorporates complimentary curriculum sources and credits them accordingly. The YMCA is a member of the CHARACTER COUNTS! Coalition. CHARACTER COUNTS!® is a registered trademark of the Josephson Institute®. The YMCA Club Curriculum also incorporates the curriculum book Every Monday Matters: 52 Ways to Make a Difference®.

Matthew Emerzian and Kelly Bozza. Every Monday Matters: 52 Ways to Make a Difference. Nashville: Thomas Nelson, Inc, 2008.

Sayre, E. Cave Paintings to Picasso: The Inside Scoop on 50 Art Masterpieces. Chronicle Books: 2004.

INTRODUCTION & 4-5 EVERY MONDAY MATTERS® LESSON 1: 6 Teaching Art to Youth LESSON 2: 8 Art Through the Ages LESSON 3: 10 Egyptian Pyramids LESSON 4: 12 The Byzantine Period - Mosaics LESSON 5: 14 The Renaissance LESSON 6: 16 Early and High Renaissance LESSON 7: 18 Baroque LESSON 8: 20 Technique of Impressionism LESSON 9: 22 Pointillism LESSON 10: 24 Fauvism LESSON 11: 26 Cubism LESSON 12: 28 Dada/Surrealism LESSON 13: 30 Abstract and Expressionism LESSON 14: 32 Pop Art LESSON 15: 34 Postmodernism and Deconstructivism

Visit ymcaoc.org/clubs for additional resourcesCopyright & ideas, © 2012. to view/upload YMCA OF picturesORANGE & COUNTY. share your All ideas Rights with Reserved. others 3 Introduction to the Art Club: Then and Now

Did you know that research has shown that young people who participate in the arts for a continued amount of time and throughout their young years are far more likely to succeed in academics at school and participate in math and science fairs? The facts are that arts education can make a tremendous impact on the developmental growth of every child and has proven to help level the ‘learning field’ across socio- economic boundaries. The YMCA Art Club exposes youth to mediums, techniques and a variety of time periods in our history that have significant ties to cultural events and traditions. We hope to achieve appreciation for art through the club.

4 Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others LEARN EXPLORE CREATE Every Monday Matters®: Curriculum Implementation

The literature book, Every Monday Matters®, is a resource that can be incorporated into the weekly curriculum based on the area of study. The goal is to review one activity that will impact the quality of citizenship. Each individual “Monday” activity provides an opportunity for the children to practice the Six Pillars of Character® as well as implement the goals of the YMCA Afterschool program.

The selected Every Monday Matters® activities will coordinate with the on-going implementation of the weekly lesson plans. Review each of the designated activities and select one per week. The introduction of the activity is meant to occur on Monday. Students then have the entire week to formulate their actions to make a difference in their local community, classroom and at home. Friday should be a day of reflection. What types of impact did the children have on those around them and themselves? Take time to have an open discussion regarding the activity.

Every Monday Matters® ACTIVITIES: Monday 1 What matters most Monday 2 Turn off the TV Monday 6 Get rid of junk mail Monday 7 Write a letter to a military hero Monday 12 Party with a purpose - art event Monday 14 Create, support, appreciate art Monday 25 Plant a tree - environmental art Monday 29 Write a note of gratitude - art design Monday 33 Read a book - art/technique Monday 37 Mentor a child - art lesson to the younger child Monday 39 Have fun with an elderly person Monday 41 Choose a canvas bag Monday 43 Listen, play, appreciate music - classical music and painting Monday 49 Reduce, reuse, recycle - junk art Monday 50 Thank a teacher Monday 52 Your day - art of choice

Matthew Emerzian and Kelly Bozza. Every Monday Matters: 52 Ways to Make a Difference. Nashville: Thomas Nelson, Inc, 2008.

Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others 5 Art: Then and Now Lesson 1: Teaching Art to Youth

Developmental opportunities • To explore traditions and customs of different CORE cultures, countries and people. Competency • To enhance self understanding and expression Diversity and through exploration of culture. Cultural Awareness • To foster appreciation for diversity. • To enhance technique and skills needed to express ideas and self.

Getting Started-MATERIALS: ACTIVITY PREPARATION Chart paper, markers • Write the words; color, line, and texture on three separate Various art media - paints, crayons, pieces of chart paper. chalk, oil pastels, colored paper of • Set out crayons, colored pencils, chalk, and oil pastels with various textures, tissue paper, etc. white construction paper at tables. Also provide play dough Glue sticks, paste at each table. Scissors activity INTRODUCTION Pipe cleaners, sequins, and buttons Play dough • Gather the children in an area near the chart paper with the words; color, line, and texture. Encourage the children to call Large folder - one per student out words that they associate with each of the identifying art (to be used for an art portfolio) words. Script the child’s responses. • Explain that the children will be learning about art, both Website: www.vangoghgallery.com technique and appreciation for the many types of art that are for more fun facts and artwork samples part of history as well as art that is created by artists today. • Art is a wonderful opportunity for the child to become equipped with the skills and techniques that will allow them to express their ideas and themselves. Art promotes communication through the finished project and encourages flexible thinking. Art opens our minds to the beauty around us and teaches us that we all are skilled in creating.

FUN FACTS

Vincent Van Gogh produced more than 2000 works during his life time: approx 900 paintings and 1100 drawings and sketches. Although he is now considered one of the greatest artists of all times he was undervalued and only sold one painting during his life time.

6 Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others Art: Then and Now Lesson 1: Teaching Art to Youth

ACTIVITY DIRECTIONS:

1. Gather the children in the area set with the words; line, color, and texture on the charts. Call out the word ‘color’. Encourage the children to give you all the words that come to mind when they hear the word ‘color’. Continue the discussion with the words, line and texture. Script all responses. 2. Explain to the group that they will be learning about the three basics of art in the upcoming lessons. The three concepts are components of every art piece and as they learn about different periods of art and different artists; the children will find how each concept applies to the famous artists and their masterpieces. 3. Invite the children to find a place at a table and observe the many different items that have been placed at the table. 4. Ask each child to take a piece of white construction paper and draw three large circles on the paper. Name the primary colors; red, blue, and yellow. Encourage the group to fill in each circle with a primary color. Next, they are encouraged to create a drawing with just the three colors. 5. Ask the children to draw more circles on their paper and now create new colors by mixing the three primary colors. Encourage the children to use crayons, oil pastels, and paints during this process. 6. Encourage the children to share their creations and discoveries on color mixing and the outcomes of the new colors. 7. Invite the children to now turn their attention to the chart paper. Draw an example of lines: horizontal, vertical, and diagonal in three squares. Name each line. 8. Encourage the children to draw three squares on the paper and incorporate each type of line in the square. Challenge the children to use primary and secondary colors to fill in each square with color. Invite the children to share their ideas and thoughts on the creation. Instruct the children to add their name to the art design. All art designs and creations will be included in an individual art portfolio for the children. 9. Lastly, invite the children to take a small amount of play dough. Encourage the children to share their thoughts on the feel of the play dough. Discuss how they could change the texture of the play dough. For example: add sand to the play dough, make impressions in the play dough with various items, roll the dough into different shapes.

TAKING IT TO THE NEXT LEVEL: Provide a large folder for each child. Explain to the children that artists keep their designs and creations in an art portfolio. The children will print their name on the front of the folder and design their own ‘art REFERENCE & portfolio’. Encourage the children to use any of the materials provided to RESOURCES incorporate their personality into the folder. The art portfolio will be used throughout the art unit. Store all child’s portfolios in a convenient, easily ehow.com accessible, safe place. The children should have access to the art portfolio vangoghgallery.com throughout the unit. Encourage each child to add all art masterpieces to their portfolio. Show famous examples of art demonsrating use of color, line and texture. Have children make comparisons to their own pieces (e.g., Van Gogh for texture and Mondrian for line and/or color).

Family and Home Connections: Encourage the children to go home and define the three concepts in a room in their home. Share the information they learned about in the lesson and discover how color, line and texture are incorporated into the home. Invite the children to share their experience in the next lesson.

Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others 7 Art: Then and Now Lesson 2: Art Through the Ages

Developmental opportunities • To encourage understanding of other cultures. CORE • To facilitate expression through a variety of Competency mediums (reading, writing, the arts). Literacy • To develop critical skills for gathering and interpreting information.

ACTIVITY PREPARATION

• Create the timeline on butcher paper (approximately five yards Getting Started-MATERIALS: long). The timeline will remain displayed through the entire unit Pictures of cave paintings and drawings to show the chronological history of art. • Prepare tables with neutral colored construction paper and chalk. Picture of Stonehenge (London - can • Review the book, Cave Paintings to Picasso, focusing on the be found by searching ‘stonehenge’ and images) information referring to the Stone Age and Ice Ages. Timeline with dates from 30,000 BC through current year (create on butcher activity INTRODUCTION paper a horizontal line that will extend through the years. As each period is • Gather the children in an area to introduce the beginning of art, discussed, the type of art and years are cave painting. added. Use throughout the unit to show • Display the timeline. Explain what a timeline is and how a timeline the progression of art through the ages). can show the development and occurrences in history. The children will develop the timeline with each lesson based on the Markers, chart paper type of art that is being introduced and how art evolved. Along Neutral colored construction paper with the art periods and movements, historical events Black and brown chalk during the same timeframe Book: Cave Paintings to Picasso, by will be matched. Henry M. Sayre • Review the art concept words; line, color and Website: teacheroz.com/art-periods.htm texture. Encourage the children to share their home experiences in defining and locating each concept in an item or room at home. FUN FACTS The oldest known cave painting found in a rock shelter was found in Southern France. Dated from 37,000 years ago, it features an unidentifiable animal figure painted in red and black.

8 Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others Art: Then and Now Lesson 2: Art Through the Ages

ACTIVITY DIRECTIONS:

1. Invite the children to join together to discuss the first art period that dates back to 30,000 BC. Define BC; before Christ. Explain that the current year is counted from the birth of Christ and is noted by the letters AD. AD stands for anno domini, which is Latin for year of the Lord. The current year notes the number of years since that first year. 2. Share the information and pictures about the Stone and Ice Ages regarding art and what was depicted as art during those times. 3. Display the picture of Stonehenge. Stonehenge is a prehistoric monument located in the English county of Wiltshire, about 2.0 miles west of Amesbury and 8 miles north of Salisbury. One of the most famous sites in the world, Stonehenge is composed of a circular setting of large standing stones set within earthworks. It is at the center of the densest complex of Neolithic and Bronze Age monuments in England, including several hundred burial mounds. Archaeologists believe the iconic stone monument was constructed anywhere from 3000 BC to 2000 BC, as described in the chronology below. 4. Discuss the stone monument. What tools were used in constructing the monument? How long do you think it took to create the stones? How many people did it take to construct? What do you believe the significance of the monument is? 5. Add the dates for the construction of Stonehenge to the timeline. Also add, that the Ice Age ended around 10,000 – 8000 BC. 6. Encourage the children to gather at the tables and create a replica of a cave painting. Nearly 350 caves have now been discovered in France and Spain that contain art from prehistoric times. Some theories suggest that the paintings may have been a way of communicating with others, while other theories believe the paintings hold a religious or ceremonial purpose. 7. Challenge the children to create a drawing that communicates a message to a friend or family. The drawing should have only pictures, no words. 8. Provide time for the children to create. 9. Once the children have created a ‘cave painting’; challenge the group to decipher one another’s painting and the message that is communicated through the drawing. 10. The children will place the cave drawing in the art portfolio once completed.

TAKING IT TO THE NEXT LEVEL Provide clay at a table and encourage the children to create a prehistoric monument. Allow the sculptures to dry. Encourage the child to write a short paragraph on the REFERENCE & thought behind the sculpture and what the creation is meant to communicate. Keep the sculptures for display throughout RESOURCES the unit. Cave Paintings to Picasso, by Henry M. Sayre Family and Home Connections: wikipedia.com Encourage the children to share their learning on prehistoric latimes.com drawings with family and friends. What more can be learned teacheroz.com about this time in art history?

Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others 9 Art: Then and Now Lesson 3: Egyptian Pyramids

Developmental opportunities • To enhance self understanding and expression CORE through exploration of heritage and culture. Competency • To explore traditions and customs of different Diversity and cultures, countries and people. Cultural Awareness

ACTIVITY PREPARATION

• Print several images of pyramids. • Set a construction table with sugar cubes, Elmer’s glue and cardboard squares. Getting Started-MATERIALS: • Review the information from the book, Cave Paintings to Card board squares - 6”x6” Picasso that discusses the pyramids and tomb paintings. Sugar cubes activity INTRODUCTION Elmer’s glue Plaster Paris - small bowls, water, and • Review the timeline, marking the Egyptian period from 3100 paintbrush – 30 BC. • Define a pyramid and the significance to the population of the Pictures of pyramids - search pyramids period. The Egyptian pyramids are ancient pyramid-shaped and click ‘images’ masonry structures located in Egypt. The estimated number Book: Cave Paintings to Picasso, by of workers it took to build the pyramids have a wide range Henry M. Sayre from a few thousand, twenty thousand, and up to 100,000. The shape of Egyptian pyramids is thought to represent the primordial mound from which the Egyptians believed the earth was created. The shape of a pyramid is thought to be representative of the descending rays of the sun, and most pyramids were faced with polished, highly reflective white limestone, in order to give them a brilliant appearance when FUN FACTS viewed from a distance. The Pyramid was basically a giant maze. There were long and short passage ways, and walks and staircases led to rooms. There were also ones that led nowhere for the grave robbers. The King’s tomb was not at the bottom but towards the top with the Queen’s chamber below. There were also rooms for the priests and riches.

10 Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others Art: Then and Now Lesson 3: Egyptian Pyramids

ACTIVITY DIRECTIONS:

1. Gather the children together in a common area and open a discussion on ancient Egyptian pyramids. Share the information from the book, Cave Paintings to Picasso about the Egyptian period. 2. Gather at the tables with the items to re-create a pyramid. 3. Encourage the children to first experiment with the sugar cubes to create a small replica of a pyramid, four sides and gradually ascending to one cube at the top of the pyramid. 4. Demonstrate how to create a base by laying sugar cubes side by side in a square. Place a second layer on top of the base slightly indented form the base layer. Continue building upward until one cube is on the top. 5. Explain that the edges will be filled in with plaster to create the smooth surface of the pyramid. 6. Once the children have observed the demonstration, challenge them to work as small groups or independently to design a small pyramid. 7. The process of the pyramid design will need to be in steps. The first step to create the structure, the second to take the structure apart and rebuild, adding glue on each layer. 8. Once the pyramid is constructed, allow to dry. 9. Mix the Plaster of Paris to a thick consistency. Add the plaster to the edges of the pyramid on all four sides of the pyramid. Use a paintbrush to create a smooth surface. 10. Allow the pyramid to dry overnight. 11. Add the pyramid to the monument structures created in Lesson Two.

OPTIONAL: The children can paint the pyramid with a shiny gloss or paint to create the luminance as in the Egyptian period.

TAKING IT TO THE NEXT LEVEL: Challenge the children to research the location of the various pyramids that have been discovered to date. Locate the pyramids on a world map. Mark the map with the various REFERENCE & pyramids. RESOURCES Visit eyelid.co.uk for pictures, videos and additional Cave Paintings to Picasso, information. by Henry M. Sayre wikipedia.com/pyramids Family and Home Connections: eyelid.co.uk Encourage the children to research the Egyptian period with family at home. How did the people live? Where is the Nile River? What is a pharaoh? How did they provide food for their families? What crops were grown? What is hieroglyphic writing?

Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others 11 Art: Then and Now Lesson 4: The Byzantine Period - Mosaics

Developmental opportunities • To facilitate expression through a variety of CORE mediums. • To foster appreciation for diversity. Competency • To explore traditions and customs of different Diversity cultures, countries and people.

ACTIVITY PREPARATION

• Gather various types of art materials to create a mosaic – Getting Started-MATERIALS: Sticky colored squares, colored tiles, various colored dried beans, and tissue paper, colored construction paper. Colored construction paper • Place various art mediums in small bowls, glue sticks, and Chart paper, markers construction paper on tables. • Review the information in the book, Cave Paintings to Picasso Tissue paper about the Byzantine Period and Mosaics. Colored tiles, sticky colored squares • Display various mosaic examples. Search mosaics images, bring items from home that are mosaic in design. Various colored beans and rice Glue, glue sticks activity INTRODUCTION

Book: Cave Paintings to Picasso, by • Define mosaic – a piece of art constructed of small pieces Henry M. Sayre of colored material, usually tiles or glass stones. Merging hundreds of small photos together to create one large picture creates some mosaics of more recent artists. Mosaic date to 3000 BC. Because mosaics are sacred in cultures, no one can be sure of the origin of mosaic type designs. • Mosaics are more prevalent in the ancient Mesopotamian and Sumerian periods. In the Sumerian culture, the large murals FUN FACTS showed battles and royal figures such as kings and chariots. The Romans used tiles to create art floors. The mosaics tell Mosaic art dates back over 4,000 stories of their gods and goddesses, legends and events in years. The art form initially began daily life. Many churches have mosaic murals on the walls and with the use of terra-cotta cones floors. pressed into a background and • Mosaics will generally display a pattern within the picture of different colored stones to create the overall design. basic decoration and patterns.

12 Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others Art: Then and Now Lesson 4: The Byzantine Period - Mosaics

ACTIVITY DIRECTIONS:

1. Gather the children together to introduce mosaic art. Share the definition and history of mosaics. Display examples of mosaic art either with pictures or actual items with mosaic art. 2. Add the Byzantine Period and mosaics to the timeline. (476-1453 AD) 3. Explain patterns in mosaic art. Demonstrate a pattern by placing tiles in an alternating color pattern to create a frame. 4. Invite the children to find a place at the table with the materials to create a mosaic. Encourage the children to begin forming patterns and designs to create a mosaic art piece. For example: small squares of colored tissue paper to create a favorite item, tiles in a colorful alternating pattern, dried beans in alternating colors to create a flower. 5. Encourage the children to experiment with several designs to find a design that incorporates a pattern and creates a design competed with the materials they are using. The design should be filled throughout, with no empty spaces or background visible. 6. Once the children have created the design, they can begin securing it by gluing each piece into place. Allow the mosaic designs to dry overnight.

TAKING IT TO THE NEXT LEVEL: Provide pony beads of various colors and craft string. Challenge the children to create a bracelet or key chain using a mosaic design. Lay the beads out to create the design REFERENCE & and then string the beads together to secure them in place. Share the mosaic creations or encourage the children to RESOURCES share as a gift to family or friends. Cave Paintings to Picasso, by Henry M. Sayre Family and Home Connections: wikipedia.com/mosaic Suggest the children share the learning of mosaics with ehow.com family and friends. Invite the children to create mosaic pafa.org cookies. Using pre-made sugar cookie dough, bake the cookies and allow to cool. Frost the cookie and create mosaic designs using colored candies.

Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others 13 Art: Then and Now Lesson 5: The Renaissance

Developmental opportunities • To develop critical thinking skills for gathering and interpreting information. CORE • To encourage understanding of art mediums and Competency practice skills for self expression. Personal Development

ACTIVITY PREPARATION

• Cut cardboard pieces to resemble paint palettes used by artists. • Display various pictures of Renaissance art. Search Getting Started-MATERIALS: Renaissance art, ‘images’ or visit googleartproject.com. Acrylic paints (washable), brushes • Review the information in the book, Art Treasury about the Renaissance art period. Poster board, canvas Paint smocks activity INTRODUCTION Cardboard pieces cut to resemble a paint palette • Define Renaissance art - Renaissance art is the painting, sculpture and decorative arts of that period of European Book: Art Treasury, by Rosie Dickins history known as the Renaissance, emerging as a distinct style in Italy in about 1400. During this time, developments Website: googleartproject.com occurred in philosophy, literature, music and science. Renaissance art, with Renaissance Humanist philosophy, spread throughout Europe, affecting both artists and their patrons with the development of new techniques and new artistic sensibilities. Renaissance art marks the transition of Europe from the medieval period to the Early modern age. FUN FACTS • The influences upon the development of Renaissance art in the early 15th century are those that also affected The Renaissance or “rebirth” was a Philosophy, Literature, Architecture, Theology, Science, movement in Europe that spanned Government and other aspects of society. from about the 14th to 17th century. All forms of art changed dramatically during this time, and various artists created pieces that would be remembered for eternity.

14 Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others Art: Then and Now Lesson 5: The Renaissance

ACTIVITY DIRECTIONS:

1. Gather the children at the timeline. Review the periods of art that have been introduced in prior lessons. Encourage the group to share their thoughts on each time period and what they found most interesting about that time in history. Add the Middle Ages to the timeline (500-1400 AD). 2. Share with the children that at this time in history, the Vikings were raiding the European area and the Crusades and Hundred Years War was fought. The younger children will not be familiar with the Middle Ages history, but share the facts as older children may like to learn more about that time in history. 3. Share a select few images of Renaissance art. Explain how the art was generally found in religious locations and depicted life during the Middle ages. (googleartproject.com) 4. Foreshadowing is a technique that was used during this period. Foreshadowing refers to the visual effect or optical illusion that an object or distance appears shorter than it actually is because it is angled toward the viewer. 5. Other techniques of this era used light and dark techniques and a fade out shadowing. These techniques were all meant to give the painting a more realistic look to the painting. 6. Invite the children to the tables with the materials to begin an acrylic painting. Encourage the children to experiment with the colors, remembering the concepts of color, line and texture. 7. Provide sufficient time for the children to be creative and flexible in their creations. This is an opportunity for them to express themselves by painting an image that is meaningful and communicates a message that the child would like to share. Remind the children that all creations are unique and valued.

TAKING IT TO THE NEXT LEVEL: • Introduce Celtic art. REFERENCE & • Celtic art is ornamental, avoiding straight lines and only occasionally using symmetry, often involving complex RESOURCES symbolism. Art Treasury by Rosie Dickins • Celtic art has used a variety of styles and has shown wikipedia.com/renaissance influences from other cultures in their knotwork, spirals, key patterns, lettering, zoomorphics, plant forms and wikipedia.com/celtic human figures. googleartproject.com • Share images of Celtic art. Provide embroidery floss and clay for the students to design a replica of Celtic art items.

Family and Home Connections: Encourage the children to survey family and friends on their knowledge of Renaissance and Celtic art. Have any families traveled to the areas where the art is prevalent? What types of Renaissance art can be found in their community? (churches, libraries, etc.)

Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others 15 Art: Then and Now Lesson 6: Early and High Renaissance

Developmental opportunities CORE • To foster appreciation for diversity. Competency • To explore traditions and customs of different cultures, countries and people. Diversity and Cultural Awareness • To promote awareness and appreciation of the arts and art techniques.

ACTIVITY PREPARATION

Getting Started-MATERIALS: • Prepare a simulation of the ceiling of the Sistine Chapel painted by Michelangelo by placing a plastic covering for the floor Butcher paper under a table. Secure butcher paper to the underside of the Acrylic paints (washable) table with tape. • Provide small containers with various colors of acrylic paint. Paint brushes • Print images of the Sistine Chapel. Search Sistine Chapel Plastic covering for floor - size of table images. used for painting • Review the information regarding Michelangelo in the literature books. Note information on any of the additional artists listed Masking tape/book tape during that period: Botticelli, Raphael, Donatello. Books: Art Treasury, by Rosie Dickins activity INTRODUCTION Cave Paintings to Picasso, by Henry M. Sayre • The High Renaissance period was the rebirth of classical culture. During this time, Michelangelo painted the Sistine Chapel ceiling. • To reach the chapel’s ceiling, Michelangelo designed his own scaffold, a flat wooden platform on brackets built out from holes in the wall near the top of the windows, rather than being built up from the floor. FUN FACTS • The ceiling’s various painted elements form part of a larger scheme of decoration within the Chapel. An incredibly important and • Wall paintings by several leading painters of the late 15th world-famous Renaissance artist century including Sandro Botticelli, Domenico Ghirlandaio and is Michelangelo. In the early 16th Pietro Perugino, and a set of large tapestries by Raphael. century, Michelangelo was hired to paint the ceiling of the Sistine Chapel - a multifaceted mural covering many biblical stories, depicting angels, popes and, most famously, “The Creation of Adam.”

16 Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others Art: Then and Now Lesson 6: Early and High Renaissance

ACTIVITY DIRECTIONS:

1. Gather the children for a discussion about Michelangelo. Ask the children what they know about the famous painter. Script the responses. 2. Share the information about the famous painter and the Sistine Chapel. 3. Explain to the children that it took Michelangelo four years to complete the project. He had to do the majority of the work on scaffolding and on his back. 4. During the time of the High Renaissance period, Christopher Columbus lands in the New World (1492) and Gutenberg invented movable type (1447). Add these inventions and art period to the timeline. 5. Invite the children to the art project for the day. They will be painting the ‘ceiling of the classroom’ (underside of the table). Encourage the group to develop a theme on what each student will paint. Each child will have an opportunity to feel the challenge of laying on their back to paint. 6. Designate the theme of the painting with the consensus of the group. For example: flowers, sports, landscape, symbols, etc.Once the group has decided what the mural ‘ceiling’ painting will center on, each child will be given five to ten minutes to add their creation. Explain that the project is a cooperative painting. 7. Allow each child to add his or her expertise to the mural. Allow to dry. Display the mural painting with the timeline.

TAKING IT TO THE NEXT LEVEL: Display children’s rendition of the cooperative painting in the classroom. Have children continue to research further works of art from Michelangelo, create wall documents on REFERENCEs & the history, time period and samples of his work. RESOURCES Family and Home Connections: Art Treasury by Rosie Dickins Encourage the children to share the learning abouth the Cave Paintings to Picasso High Renaissance period in art with family and friends. by Henry M. Sayre Visit a local art museum or community building that wikipedia.com/sistinechapel depicts the paintings of this era. theartstory.org

Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others 17 Art: Then and Now Lesson 7: Baroque

Developmental opportunities • To foster appreciation for diversity. CORE • To encourage critical thinking and problem Competency solving. Personal Development • To enhance understanding of art history and techniques for self expression.

ACTIVITY PREPARATION

• Select music representing the Baroque movement; Handle, Getting Started-MATERIALS: Vilvaldi and Handel. The music will be playing during the Watercolor paints painting activity. • Print images of Baroque paintings and sculpture. Search Brushes Baroque and click images. Parchment paper (or a thick paper similar • Set a painting area with the watercolor paints, brushes and to parchment) parchment paper. • Find free classical music at wga.hu.index1.html Music by Handel, Vilvaldi and Bach Music/MP3 player activity INTRODUCTION

• In modern usage, the term “Baroque” may still be used, usually describing works of art, craft, or design that are thought to have excessive ornamentation or complexity of line. • Baroque is also used as a synonym for “Byzantine”, to FUN FACTS describe literature, computer software, contracts, or laws that are thought to be excessively complex, indirect, or obscure Baroque - Derived from Portuguese in language, to the extent of concealing or confusing their for “barroco” meaning irregularly meaning. shaped pearl, and from Italian, • The term “Baroque” was initially used with a derogatory “baroco” meaning complicated meaning, to underline the excesses of its emphasis. problem in medieval logic. • In particular, the term was used to describe its eccentric redundancy and noisy abundance of details, which sharply contrasted the clear and sober rationality of the Renaissance. • The term Baroque is also used to designate the style of music composed during a period that overlaps with that of Baroque art, but usually encompasses a slightly later period.

18 Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others Art: Then and Now Lesson 7: Baroque

ACTIVITY DIRECTIONS:

1. Begin the lesson with the music by Vilvaldi or Bach. Play the musical selection and invite the children to gather together and listen carefully to the music. 2. Provide five to ten minutes of listening. Ask the children to describe what they heard. Could they describe the music as confusing, excessive, or complex? Have they heard this type of music before? What are their thoughts on the music? 3. Explain the Baroque art movement included painting, sculpture, architecture and music. This type of art was described as hard to understand and excessive in detail. 4. During the time of the Baroque period, Rembrandt painted (1600-1750). Add the information to the timeline. 5. Invite the children to listen again to the music as they create a watercolor painting. Encourage the children to use the sound of the music to influence their painting. 6. Use the music as background music throughout the day. Gather the children to discuss how the music affected their actions and activities throughout the day. 7. Add the watercolor print to the art portfolio when dry.

TAKING IT TO THE NEXT LEVEL: • Encourage children to find music from other periods in art history. • Provide clay for sculpting to the music. REFERENCE & Family and Home Connections: RESOURCES Music is a common connector for all people. Encourage wikipedia.com/baroque the children to share their learning about the music and art with family. Suggest they invite the family to listen to wga.hu.index1.html other types of music; classical, jazz, or other music that is not usually played at home.

Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others 19 Art: Then and Now Lesson 8: Technique of Impressionism

Developmental opportunities • To foster appreciation for arts and creative expression. CORE • To enhance self understanding and expression Competency through exploration of culture. Cultural Awareness • To explore traditions and art techniques throughout history.

ACTIVITY PREPARATION

• Using watercolors or acrylic paints, create an impressionistic painting to share with the students during the introduction of the Getting Started-MATERIALS: impressionistic art period. Be sure to show effects of natural light Acrylic paints, brushes in the painting. • Print images of famous prints of impressionistic artist; Monet, Cardboard squares for paint palettes Renoir, Pissaro, Degas, etc. White construction paper • Review the information about the impressionistic artists in the literature books. Images of Impressionism paintings - Search Impressionism and click images activity INTRODUCTION Pictures of outdoor scenes or real life • Impressionism was a 19th-century art movement that originated images from magazines with a group of Paris-based artists whose independent exhibitions Books: brought them to prominence during the 1870s and 1880s in spite Art Treasury, by Rosie Dickins of harsh opposition from the art community in France. • The name of the style is derived from the title of a Claude Monet Cave Paintings to Picasso, by Henry M. work, Impression, soleil levant (Impression, Sunrise), which Sayre provoked the critic Louis Leroy to coin the term in review published in the Parisian newspaper Le Charivari. • Characteristics of Impressionist paintings include relatively small, thin, yet visible brush strokes; open composition; emphasis on accurate depiction of light in its changing qualities common, ordinary subject matter; the inclusion of movement as a crucial FUN FACTS element of human perception and experience; and unusual visual angles. Impressionism gets its name from • The development of Impressionism in the visual arts was soon Claude Monet’s painting “Impression, followed by styles in other media which became known as Sunrise.” Impressionist music and Impressionist literature. • An impressionist would use light to capture the beauty of the moment. Impressionist would rely on color and light instead of precise detail. They were able to go outdoors and paint scenes in nature due to the fact they now had their paints in tubes. The painting was done quickly with well chosen strokes of thick paint. • The impressionist painted as he/she felt. They used soft lines and blurry shadows to create pictures that followed the basic form of an image, but filled it with a dreamy image. 20 Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others Art: Then and Now Lesson 8: Technique of Impressionism

ACTIVITY DIRECTIONS:

1. Display the images of the various Impressionist artist; Degas, Renoir, and Monet. Note the light in each of the images and how it contributes to the print to bring life to the image. Add the information to the timeline. 2. Gather the children around the images and ask, “What do you see that these images of Impressionist painters have in common?” (light) How does the light contribute to the painting? 3. Share the information on how impressionistic painters worked to bring light into the scene, which created the realistic image. Also, note how the lines are not detailed and the brush strokes are thick. 4. Invite the children to the table with the materials to begin experimenting with the acrylic paints and the technique of Impressionism. Encourage the children to choose a real life scene that they would like to create, whether it is outdoors or of a person. 5. Invite the children to find a picture of an image they would like to paint in the pictures provided. Once they have chosen the scene they would like to paint, they will color the back of the picture with black crayon completely. 6. Turn the image over and trace the outline of the scene on a white construction paper. When they remove the original picture, an outline of the scene they will paint appears on the construction paper. 7. Encourage the children to now use the acrylic paints to fill in the scene, using thick brush strokes and little detail. Remind the students to use bright colors; yellow or white to bring the light into the painting. 8. Allow the paintings to dry. Encourage the children to share their art masterpieces with peers and add to their art portfolio when competed.

TAKING IT TO THE NEXT LEVEL: Impressionist used nature and outdoors in their paintings. Collect photos or postcards depicting scenes of sunsets, sunrises or light filtering into the picture. Provide the REFERENCEs & students with 4” X 6” white cardstock to recreate an outdoor scene showing the sunlight. The children will RESOURCES paint a favorite location at sunrise or sunset. If the Art Treasury by Rosie Dickins children have photographs of a recent vacation showing Cave Paintings to Picasso some form of light in the picture, invite them to recreate by Henry M. Sayre the photo in watercolor paints. wikipedia.com/impressionism theartstory.org Family and Home Connections: The children will take their painting on the 4” X 6” cardstock home to share with family. Encourage the children to use the card as a postcard and write a brief note to a friend or family member about their experience learning about Impressionism. The postcard can be mailed to share with distant friends or family.

Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others 21 Art: Then and Now Lesson 9: Pointillism

Developmental opportunities • To foster appreciation for arts and creative CORE expression. Competency • To enhance self understanding and expression Personal Development through exploration of culture. • To explore traditions and art techniques throughout history.

ACTIVITY PREPARATION

Getting Started-MATERIALS: • Search for prints of pointillism. Images of famous artist in pointillism - • Create a flower picture using BINGO dotters. Make an outline Search pointillism and click images of a simple flower. Fill in each petal with a different colored dots to resemble the technique of pointillism. White construction paper BINGO dotters activity INTRODUCTION Large tipped colored markers • Define Pointillism - a technique of painting in which small, Chart paper distinct dots of pure color are applied in patterns to form Books: an image. Georges Seurat and Paul Signac developed the Art Treasury, by Rosie Dickins technique in 1886, branching from Impressionism. Cave Paintings to Picasso, by Henry M. • The term Pointillism was first coined by art critics in the late Sayre 1880s to ridicule the works of these artists, and is now used without its earlier mocking connotation. The technique relies on the ability of the eye and mind of the viewer to blend the color spots into a fuller range of tones.

FUN FACTS Neo-impressionism and Divisionism are also terms used to describe this technique of Pointillism.

22 Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others Art: Then and Now Lesson 9: Pointillism

ACTIVITY DIRECTIONS:

1. Gather the children to introduce the art technique of pointillism. Display various famous print images of Seurat and Signac. Ask the children what they think ‘pointillism’ is? What is the root word of ‘pointillism’? (point) How would one create art with points? 2. As the group is gathered together, ask, “How do you think the artist was able to create these images?” Present the BINGO dotter. Ask the students, “What do I have?” Encourage the children to determine what a BINGO dotter and pointillism have in common. 3. Demonstrate how to create the image of the flower. Draw an outline of an object. Proceed to fill in the colors of the car using the BINGO dotter. Note that the dots are not touching, but are very close together. 4. Invite the children to stand at a distance and view the image. What happens when looking from a distance? 5. Share the information from the literature books about the artists and period of art surrounding pointillism. 6. Explain the historical events that occurred during the period of pointillism. The European countries were celebrating the working class and peasant. Most of the countries were at war. Add the information to the art timeline. 7. Invite the children to create a print using the pointillism technique. The materials at the table should include different colored BINGO dotters, large tipped colored markers, and white construction paper. 8. Suggest the children draw an outline of the image they would like to complete. They will then proceed to fill the various sections of the drawing in with dots. The dots should not be touching each other but very close together. 9. Encourage the children to start with a smaller image to develop an understanding of the pointillism process. 10. Provide time for the children to continue work on their designs. Once they have completed their designs, gather the children together to share their art masterpieces. 11. Remind the children to add the pointillism design to their art portfolio. 12. Keep the materials accessible for the children to continue on their discovery of pointillism.

TAKING IT TO THE NEXT LEVEL: Challenge the children to experiment with other types of art media to create a design using the pointillism technique. Review all materials that are available to them in the art area of the classroom. What items REFERENCEs & could be used to make a dot and then duplicated RESOURCES many times to create an image using the technique? Suggest the children ‘think out of the box’ when Art Treasury by Rosie Dickins coming up with new tools to use (pencil eraser end Cave Paintings to Picasso dipped in paint, Q-tip and paint, various shaped by Henry M. Sayre stamps dipped in paint). wikipedia.com/pointillism metmuseum.org Family and Home Connections: Challenge the children to share their learning about pointillism with family and friends. Ask the children to brainstorm with family to find one item around the home that could be used to create a dot. Encourage the children to create a pointillism design with family or bring in the item to make additional pointillism designs at school. Add the art masterpieces to the art portfolio.

Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others 23 Art: Then and Now Lesson 10: Fauvism

Developmental opportunities • To foster appreciation for diversity. CORE • To encourage critical thinking and problem Competency solving skills. • To enhance understanding of art history and Diversity techniques for self expression.

ACTIVITY PREPARATION

Getting Started-MATERIALS: • Print images of Fauvism. Search Fauvism and click images. • Set an area with the materials for painting. Acrylic paints • Review the literature books for information about the short Brushes period of art defined by Fauvism. Cardboard squares - 6”x6 activity INTRODUCTION Print images of Fauvism • Fauvism is the style of les Fauves (French for “the wild Books: beasts”), a short-lived and loose group of early twentieth- Art Treasury, by Rosie Dickins century Modern artists whose works emphasized painterly Cave Paintings to Picasso, by Henry M. qualities and strong color over the representational or Sayre realistic values retained by Impressionism. • While Fauvism as a style began around 1900 and continued beyond 1910, the movement as such lasted only a few years, 1904–1908, and had three exhibitions. The leaders of the movement were Henri Matisse and André Derain. FUN FACTS • Fauvism uses harsh colors and flat surfaces for the painting. • Seemingly wild brushwork and strident colors characterized Fauvism was a short-lived the paintings of the Fauves, while their subject matter had a movement, lasting only high degree of simplification and abstraction. as long as its originator, Henri Matisse (1869-1954), fought to find the artistic freedom he needed.

24 Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others Art: Then and Now Lesson 10: Fauvism

ACTIVITY DIRECTIONS:

1. Gather the children to discuss the types of painting they have learned about to date. Does any one type of art stand out? Does the art movement seem to be moving in a new direction? Is the artist showing more independence in the artwork? In what ways? 2. Present the images of Henri Matisse and Andre Derain and other Fauvism prints. How does this type of painting compare to the Impressionist artist? (portraying real objects or persons in their true images) 3. Share the information about Fauvism from the literature books. 4. Ask the children to demonstrate how they would make a ‘wild brush stroke’. Accept all examples. 5. Invite the students to the painting table and create a print that reflects the Fauvism movement. Use the small 6 X 6” squares as the canvas for creating the painting. Encourage the children to use vibrant colors. 6. Allow the prints to dry and invite the children to share their art masterpieces. What were they thinking when they created the print? Add the print to the art portfolio.

TAKING IT TO THE NEXT LEVEL: Kandinsky was also a Fauvist artist. Kandinsky compared painting to composing music in the manner for which he would become noted, writing, “Color is the keyboard, the eyes are the harmonies, the soul REFERENCEs & is the piano with many strings. The artist is the RESOURCES hand that plays, touching one key or another, to cause vibrations in the soul”. Share this quote with Art Treasury by Rosie Dickins the group. Select a variety of music to play as the Cave Paintings to Picasso students create images similar to Kandinsky’s work. by Henry M. Sayre wikipedia.com/fauvism Family and Home Connections: wikipedia.com/kandnsky Take a trip to the local museum. Challenge the children to find each of the art techniques learned to date with their family. Bring the results of the visit back to the group to share.

Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others 25 Art: Then and Now Lesson 11: Cubism

Developmental opportunities • To encourage understanding. CORE • To develop critical skills for gathering and Competency interpreting information. • To facilitate expression through a variety of Literacy mediums, the arts and reading.

ACTIVITY PREPARATION

Getting Started-MATERIALS: • Review the information in the art literature books about cubism and the artists that are famous for their contribution to the art Images of famous art in cubism - Search movement. cubism and click images • Print images of cubism (Picasso and Malevich) – search cubism White construction paper, various click images. colored construction paper Magazines activity INTRODUCTION Glue sticks • Define cubism-is a 20th century avant-garde art movement, pioneered by Pablo Picasso and Georges Braque, that Scissors revolutionized European painting and sculpture, and inspired Chart paper related movements in music, literature and architecture. In cubist artworks, objects are broken up, analyzed, and re- Books: assembled in an abstracted form - instead of depicting objects Art Treasury, by Rosie Dickins from one viewpoint, the artist depicts the subject from a Cave Paintings to Picasso, by Henry M. multitude of viewpoints to represent the subject in a greater Sayre context. • One of the more famous painters of cubism is Pablo Picasso, supposed inventor of cubism. • In cubist artwork, objects are analyzed, broken up and reassembled in an abstract form. • The artist using cubism represents the subject from many FUN FACTS viewpoints, hoping to create a deeper level of interpretation of the object. In 1909, Picasso and French artist • Cubism is considered the most influential art movement of the Georges Braque co-founded an 20th century. art movement known as cubism. • Cubism continues to influence architecture, and modern Actually, it was a French art critic artists in today’s world of art. Louis Vauxcelles who first called it “bizarre cubiques” or cubism, after noting that Picasso and Braque’s paintings are “full of little cubes.”

26 Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others Art: Then and Now Lesson 11: Cubism

ACTIVITY DIRECTIONS:

1. Gather the children to introduce the art technique of cubism. Display various famous paintings of Picasso and Malevich. 2. Encourage the group to give one word responses on their impression of the art images. What do they find similar in each painting? What is unusual about this technique in art? 3. Introduce famous artist that created during the Cubism period. (Picasso, Braque, Boccioni, Malevich) 4. Explain the historical events that occurred during the period in art of cubism. (Pre and post World War I) Add the information of the art period and historical event on the timeline. 5. Invite the children to create a picture using the technique of cubism. The materials at the table should include magazines, scissors, glue sticks and white construction paper. 6. Suggest that the children begin browsing through the magazines. The goal is find individual pictures of two eyes, a nose, a mouth, two ears, and other features that would be incorporated into a picture of a person. 7. The children will cut out each of the features, cutting the piece large enough to match together with the other magazine pictures to create a full facial and/or body figure. 8. Provide time for the children to continue work on their designs. Once they have completed their designs, gather the children to share their art masterpieces. 9. Remind the children to add the cubism design to their art portfolio. 10. Keep the materials accessible for the children to continue on their discovery of cubism.

TAKING IT TO THE NEXT LEVEL: Challenge the children to create a cubism style picture using colored construction paper. Refer the children to the multicolored images of cubism for a REFERENCEs & point of reference. RESOURCES Art Treasury by Rosie Dickins Family and Home Connections: Cave Paintings to Picasso Encourage the children to use photos of family by Henry M. Sayre gatherings and/or events and create a collage of wikipedia.com/cubism pictures to depict the cubism technique. Advise the googleartproject.com children use pictures that the family has approved to be cut or altered in some way. Complete the cubism design with family and bring to school to share with friends and add to the art portfolio.

Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others 27 Art: Then and Now Lesson 12: Dada/Surrealism

Developmental opportunities • To educate youth in understanding natural and CORE logical consequences. Competency • To teach, model and reinforce positive behaviors Character Education and interactions. & Social Competence • To foster an understanding of values and their relationship to behavior.

ACTIVITY PREPARATION

Getting Started-MATERIALS: • Review the information in the literature books about the surrealist art. Images of Surrealist printings - • Create a sample page on chart paper with six boxes. The Search surrealist and click images. boxes can be different sizes, but all six boxes need to fit on Chart paper, markers one page. In each box, write the following: • A colorful object Crayons and colored markers • Favorite food Books: • A place of interest Art Treasury, by Rosie Dickins • Object from a dream Cave Paintings to Picasso, by Henry • Imaginary animal • Object you dislike M. Sayre • Set a table with colored markers, crayons and white construction paper.

activity INTRODUCTION

• Surrealism is a cultural movement that began in the early 1920s, and is best known for its visual artworks and writings. • Surrealist is a technique in the art revolution that encourages FUN FACTS the imagination to run wild. • Surrealism developed out of the Dada activities during World About the only thing these non-artists War I and the most important center of the movement was all had in common were their ideals. Paris. From the 1920s onward, the movement spread around They even had a hard time agreeing the globe, eventually affecting the visual arts, literature, on a name for their project. “Dada” - film, and music of many countries and languages, as well as which some say means “hobby horse” political thought and practice, philosophy, and social theory. in French and others feel is just baby • One of the most famous Surrealist is Salvador Dali. Dali talk - was the catch-phrase that made inspired Dr. Seuss in the imagery of the characters and the least amount of sense, so “Dada” scenery of many books. it was. • A famous painting is Salvador Dali’s painting, “The Persistence of Memory”. The painting shows stop watches and clocks melting in a desert canyon.

28 Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others Art: Then and Now Lesson 12: Dada/Surrealism

ACTIVITY DIRECTIONS:

1. Display the prints and images of surrealist paintings around the room so the children have an opportunity to view before the lesson. 2. Invite the children together and discuss perception and imagination. How do the children see the difference between the two? 3. Ask the children to close their eyes while you recite a few words. Say the following words clearly, encouraging the children to keep their eyes closed. Say the word cat. Wait about 10 seconds and then say the word eggs. 4. Ask the children to remember the images they thought of when you said each word. Encourage the children to share their thoughts on the images that came to mind when each word was said. 5. For some, cat may have brought a soft, fluffy kitten to mind and others, possibly the cat that scratched them when it jumped on the sofa. For the word eggs, someone may have thought of a favorite weekend morning ritual with family and scrambled eggs, and others, being very ill because they are allergic to eggs. 6. Explain how each image is real to the individual, therefore, their perception is real to them. Everyone perceives different objects differently. 7. Invite the children to share their thoughts on the images of surrealism displayed around the room. Discuss the likeness and differences in each child’s perception. 8. Display the chart with six boxes. Invite the children to create their ideas on a blank piece of paper. Provide instructions for each box. Encourage each child to draw the box, and then draw the image of what comes to mind when you provide each box’s detail. 9. Continue the processes until six boxes are complete. 10. Invite the children to share their drawing and perceptions of what is in each box. 11. Add the drawing to the art portfolio.

TAKING IT TO THE NEXT LEVEL: Encourage the children to think about a dream they recently experienced. Provide materials for the children to recreate the dream in drawing, painting or sculpture form. Invite the children to share their REFERENCEs & creation. If children are reluctant to share at this RESOURCES point, encourage them to add the piece to the art Art Treasury by Rosie Dickins portfolio. Cave Paintings to Picasso by Henry M. Sayre Family and Home Connections: wikipedia.com/dali Encourage the children to create a surrealist diorama wikipedia.com/surrealism at home with family. Use an old shoebox, and fill the theartstory.org box with recyclables from around the house. Use various miscellaneous items to create a dream-like image. The mini-scene can be a combination of their dreams and someone in the family or a dream of a family member. Glue all pieces into place and bring to school to share with peers.

Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others 29 Art: Then and Now Lesson 13: Abstract and Expressionism

ACTIVITY PREPARATION

Getting Started-MATERIALS: • Select various abstract prints form display. Search abstract art and click images. Acrylic paint; red, white, and black • Set a table with the acrylic paint in the three colors and Small and large paint brushes construction paper. • Review the information in the literature books about abstract White construction paper art. Abstract prints • Draw a scribble line on chart paper by intersecting at several points, creating an image that has several different areas that Chart paper can be filled with different colors and textures. Books: Art Treasury, by Rosie Dickins activity INTRODUCTION Cave Paintings to Picasso, by Henry M. Sayre • Abstract art uses a visual language of form, color and line to create a composition which may exist with a degree of independence from visual references in the world. • Abstract art in the eye of the beholder. The artist takes an image and expresses it in their own unique way. In abstract art, there is no right or wrong way of expression. • By the end of the 19th century many artists felt a need FUN FACTS to create a new kind of art which would encompass the Expressionism is a term used to fundamental changes taking place in technology, science and denote the use of distortion and philosophy. The sources from which individual artists drew exaggeration for emotional effect, their theoretical arguments were diverse, and reflected the which first surfaced in the art social and intellectual preoccupations in all areas of Western literature of the early twentieth culture at that time. century. • Abstract art, nonfigurative art, nonobjective art, and nonrepresentational art are loosely related terms. They are similar, although perhaps not of identical meaning. • Abstract does not attempt to represent recognizable reality and the artist looks to achieve the effect through using shapes, forms, colors, and textures.

30 Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others Art: Then and Now Lesson 13: Abstract and Expressionism

ACTIVITY DIRECTIONS:

1. Gather the children around the chart paper with the scribble image. Ask the children, “What do you see?” (a scribble line, a thought bubble, a flower, etc.) There is no right or wrong answer. 2. Explain that in abstract art, the beauty of the image in the eye of the beholder. Proceed to fill each section of the image with different color and different shapes and textures. 3. Share the information about abstract art from the introduction and literature books. Introduce the artist Jackson Pollock, Paul Klee and Jean Dubuffet who were famous abstract artists in painting and sculpture. Explain that Dubuffet only used the colors of red, white and black when painting an abstract piece. Pollock would put his canvas on the floor and splatter paint in various directions. 4. Invite the children to gather at the table with the paints. Encourage the children to create a self-portrait with the three basic colors. They should incorporate lines, shapes and textures in their portrait. 5. Encourage the children that in abstract art, anything is welcome. They should express themselves however they feel during the painting experience. 6. When dry, share the designs with peers. Place in art portfolio.

TAKING IT TO THE NEXT LEVEL: Provide an area in the classroom to create abstract images such as Pollock. Cover the floor with a plastic tablecloth. Center the paper on the tablecloth and REFERENCEs & encourage the children to create an abstract image. Use tempera paint of many colors. Allow paintings to RESOURCES dry and add to the portfolio. Art Treasury by Rosie Dickins Cave Paintings to Picasso Family and Home Connections: by Henry M. Sayre Ask family and friends for assistance in setting up an wikipedia.com/abstractart art gallery in the school. The gallery would feature one or two of each student’s favorite art pieces. googleartproject.com Mount each art piece on black construction paper and add a card describing the art technique, the child’s name and the name of the painting or sculpture.

Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others 31 Art: Then and Now Lesson 14: Pop Art

Developmental opportunities • To encourage understanding of art and culture. CORE • To develop critical skills for gathering and Competency interpreting information. • To facilitate expression through different art Personal Development mediums.

ACTIVITY PREPARATION

Getting Started-MATERIALS: • Review the information in the art literature books about Pop Art and the artists that are famous for their contribution to the Colored construction paper art movement. (Warhol and Lichtenstein) Watercolor paints, different colored • Print images of various Pop Art images – search pop art click highlighters images. • Collect several advertisements from magazines and mount on Images of Pop Art - construction paper. Search Pop Art and click images • Set a table with the materials to create a Pop Art image. Magazines Glue activity INTRODUCTION Books: • Pop Art - is an art movement that emerged in the mid 1950s Art Treasury, by Rosie Dickins in Britain and in the late 1950s in the United States. Pop art Cave Paintings to Picasso, by Henry M. presented a challenge to traditions of fine art by including Sayre imagery from popular culture such as advertising, news, etc. • In Pop art, material is sometimes visually removed from its known context, isolated, and/or combined with unrelated material. • The concept of pop art refers not as much to the art itself as to the attitudes that led to it. • Review the information in the literature books regarding Pop FUN FACTS Art.

It was called Pop Art because the subject in the painting was popular. Pop Art is the object or the subject in the painting that is popular; it is not made out of pop cans. Some artist kept repeating the object over and over, or they would make it look like a comic picture.

32 Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others Art: Then and Now Lesson 14: Pop Art

ACTIVITY DIRECTIONS:

1. Gather the children to discuss the art techniques that have been discussed and practiced to date. What has been the most interesting technique? What challenges have the children had in creating an art design using a new technique? 2. Review the prints and art creations in the art portfolio. Ask each child to choose an art piece and describe the technique and how they feel about the art piece. Remind the children to include the sculptures also. Explain that each child should choose one or two prints that they would like to feature in an art gallery. The art gallery will be set up in the school for everyone to see and enjoy. 3. Introduce the art technique of Pop Art. During this time the United States was in the Vietnam War. It was during the 1960’s. Add the information to the art timeline. 4. Present the images of Pop Art. Do any of the children have this type of art in their homes? Advertising uses the technique of Pop Art in many of the print ads. 5. Ask the children to page through a magazine and find examples of Pop Art. Each child should choose one picture. Once each child has a picture, gather the group to review the print they have found and how it may fit into the art technique of Pop Art. 6. For example, a picture of a person surfing through a wave of gelatin or a man swimming in a bowl of soup. These images are visually removed from the context or combined with unrelated material. 7. The children can also find an image that has been duplicated in several different colors like Warhol did with the Campbell’s soup can. 8. Once the children have discussed the prints they found, encourage them to return to the magazine and find additional pictures that they can combine and create a Pop Art image. 9. One method of creating a Pop Art image would to be to choose a picture of an item they like. Divide the paper into a grid of nine squares. Trace the image in each square and using highlighters, color each image a different color. 10. Allow time for the children to create their Pop Art image. Once complete, invite each student to share their designs. 11. Add the print to the art portfolio. 12. Ask children to choose their prints that will be featured in the art gallery. Demonstrate how to mount the print on the black construction paper. Provide small blank cards for the children to write the name of the print, their name and the technique used in creating the print. 13. Collect the prints to be displayed in the school’s art gallery.

TAKING IT TO THE NEXT LEVEL Allow the children to create any type of additional art design. REFERENCEs & Provide materials and time for the children to revisit any of RESOURCES the techniques that they may want to make another print or Art Treasury by Rosie Dickins painting. Cave Paintings to Picasso by Henry M. Sayre Family and Home Connections: wikipedia.com/popart Survey the families to determine who can provide assistance in theartstory.org setting up the art gallery. Designate the location and set times for assembly and displaying all prints the children have selected.

Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others 33 Art: Then and Now Lesson 15: Postmodernism and Deconstructivism

Developmental opportunities • To foster appreciation for diversity. CORE • To explore traditions and customs of different Competency cultures, countries and people. Cultural Awareness • To encourage critical thinking and problem solving.

ACTIVITY PREPARATION

• Set a table with materials for building. Provide the space for Getting Started-MATERIALS: several days. Popsicle sticks, wooden craft pieces • Images of Deconstructivism buildings. Search Deconstructivism and click images. Poster board cut into small square and • Set an area for the children to continue work on art selection rectangular shapes and preparing the print. (Black construction paper, small cards, Glue glue and markers) • Review the designs in the architectural design books to provide Black construction paper examples of buildings around the world that used the structural Markers design method. Small cards activity INTRODUCTION Images of buildings exhibiting the Deconstructivism style - Search • Deconstructivism is a development of postmodern Deconstructivism and click images architecture that began in the late 1980s. It is characterized Architecture books showing the style of by ideas of fragmentation, an interest in manipulating ideas building used with Deconstructivism of a structure’s surface or skin, non-rectilinear shapes which serve to distort and dislocate some of the elements of Books: architecture, such as structure. Art Treasury, by Rosie Dickins • The finished visual appearance of buildings that exhibit Cave Paintings to Picasso, by Henry M. the many deconstructivist “styles” is characterized by a Sayre stimulating unpredictability and a controlled chaos. • The deconstructivism architecture is found around the world. Three famous buildings are: Bilboa Museum in Guggenheim, Spain; Koolhaus’s Seattle Central Library in Washington; Libeskind’s Jewish Museum in Berlin, Germany.

FUN FACTS Postmoderns are typically very frustrated with the modern generation’s inability to deliver on their promises of peace, advancement, and knowledge. The modern generation’s failure to accomplish their goals has caused postmoderns to harbor a great deal of distrust in the ideals of moderns.

34 Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others Art: Then and Now Lesson 15: Postmodernism and Deconstructivism

ACTIVITY DIRECTIONS:

1. Gather the children together to discuss their experiences in the study of art; then and now. How has art changed through the years? 2. Invite the children to view the images of the buildings showing Deconstructivism. Can art be stated in other ways than a painting or sculpture? (shown in the images of the buildings) 3. How are these building different? What makes each building unique? 4. Explain that these buildings demonstrate how thinking differently about a process can be developed into an art form. Most buildings are built with four walls, a roof and windows. These buildings show how creativity can affect the outcome of a design. Art is in the eye of the beholder. 5. Challenge the children to create a structure using the materials provided to show the art of Deconstructivism. 6. Provide images and architectural books to inspire the children to create. 7. Allow time for the children to design, build and for the sculpture to dry. 8. Add the piece to the art portfolio. Encourage a few children to include their Deconstructivism sculpture in the art gallery.

TAKING IT TO THE NEXT LEVEL: Provide large cardboard boxes and various art materials for the group to cooperatively construct a sculpture using the theory of Deconstructivism. REFERENCEs & RESOURCES Family and Home Connections: Art Treasury by Rosie Dickins Designate viewing times for the art gallery. Invite the family and friends to the open house. Serve Cave Paintings to Picasso punch and cookies. The students can be present to by Henry M. Sayre explain their works of art and enjoy the satisfaction wikipedia.com/deconstructivism of their work and creativity. Architectural design books

Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others 35 36 Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others Art Websites & Curriculum Resources

www.googleartproject.com Images and info for artists and artworks, great for viewing/showing images. Create your own gallery.

www.theartstory.org Info and images for artists, movements, and timelines – Modern Art Focus.

www.wga.hu/index.html Web gallery of art. Search for artists, time periods, get images and information for all periods, visual tours and more.

www.vangoghgallery.com All about Van Gogh and samples.

http://americanart.si.edu/education/resources Smithsonian Museum of Art links to teacher resources and student activities.

www.teacheroz.com/art.htm Teaching resource – links to sites for all periods, artists, artworks, museums, etc.

www.metmuseum.org/toah Art by time period, movement, and artist.

www.pafa.org Images of paintings and information on the artists/artwork in this gallery.

http://arthistory.about.com/od/coloring_pages/ig/Coloring-Pages Free coloring pages of famous pieces for kids.

http://americanart.si.edu/education/insights/birthday Find artists that share your birthday!

Dickins, R. Art Treasury. London, England: Usborne Publishing, 2007.

Emerzian, M. and Bozza, K. Every Monday Matters: 52 Ways to Make a Difference. Nashville: Thomas Nelson, Inc, 2008.

Sayre, E. Cave Paintings to Picasso: The Inside Scoop on 50 Art Masterpieces. Chronicle Books: 2004.

Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others 37 NOTES

______

38 Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others NOTES

______

Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others 39 YMCA of Orange County

Our Mission To put Christian principles into practice through programs that build spirit, mind, and body for all.

Our Vision To improve lives and strengthen character through youth development, healthy living and social responsibility driven by passionate staff and volunteers.

Our Values Respect, Responsibility, Caring, and Honesty – Our values are celebrated by staff and members and provide a positive foundation for all Y programs and a healthy connection with others.

Our Commitment To keep programs open for all. The Y is a nonprofit, charitable organization that serves the entire community. Donations support our scholarship program and Our Commitment.

Our Cause Strengthening the foundation of communities.

ymcaoc.org

40 Visit ymcaoc.org/clubs for additional resources & ideas, to view/upload pictures & share your ideas with others