Middle School (Adaptable to High School
ROURKEISM PORTRAIT PAINTING OVERVIEW of Unit: Students will learn about Deaf Artist, Nancy Rourke and her ROURKEISM style of painting. They will study about various influences on her work and techniques she uses to create portraits. Students will then create a portrait in Rourkeism style painting either a self-portrait or a portrait of a Deaf historical figure or role model.
Famous Deaf Individuals—Portraits by Nancy Rourke
LEARNING OBJECTIVES: After the completion of the unit, students will
1. Recognize Nancy Rourke’s works and artists/movements that have influenced her work. 2. identify dominant characteristics ROURKEISM. 3. Name the colors she tends to use in her works and their meanings. 4. Create an expressionist style portrait demonstrating an understanding of Rourkeism. 5. Describe their portraits in ASL and in English in terms of content and features of Rourkeism.
VOCABULARY: (sign/English) Rourkeism, Primary colors, De’VIA, Expressionist/Expressionism
MATERIALS: Canvas board/canvas (suggested 16x20 size), acrylic paint [red, yellow, blue, white, black], paintbrushes (small, medium and large), sketch papers, pencils, erasers, LDC projector (or carbon/graphite paper), paper plates to use as painting palettes, paper towels, and cups for water/diluting paint.
PROCEDURE: 1. Introduce Nancy Rourke and provide numerous examples of her artwork 2. Discuss the characteristics of her work (primary colors, expressionism style, balancing colors) 3. Describe artists and art movements (expressionism style, Basquait, etc) 4. Explain Rourke’s interpretation of the meaning of colors in her work. 5. Identify different ways she paints portraits (more direct representation, use of name sign or other sign, portrait of individual in a situation of significance, different types of backgrounds she uses). 6. Have students decide on their portrait (self-portrait or a portrait of a Famous Deaf individual or role model). 7. Sketch their idea on sketch paper. 8. Using an LDC projector, outline/trace their sketch on the canvas or canvas board (if no LDC projector, they can trace their sketch onto the canvas using carbon paper/graphite paper). 9. Paint their portrait using ROURKEISM colors and style. 10. Students share their artwork with the class and participate in analyzing the work of other students.
De’VIA ELEMENTS:
V=View of how Deaf and Deaf-Blind people experience the world A=Art, Artivism Aesthetics and Authentic expressions of the Deaf/Deaf-Blind experience
[student’s works may include others elements]
Student Self-Portraits
ASSESSMENT METHODS: -Informal Assessment through observation and discussion
-Formal Assessment (see rubrics under De’VIA Curriculum website/Curriculum Resources.
ESSENTIAL QUESTIONS/REFLECTIONS: 1. What is Rourkeism? 2. What do the colors mean? 3. How is your portrait the same as Nancy Rourke’s work and how is it different?
DIFFERENTIATION STRATEGIES: 1. Students may use crayon colors to create a portrait. 2. Students may use a cut out silhouette of a figure to trace on the canvas.
RESOURCES:
The HeART of the Deaf Culture (subscription website) http://www.heartofdeafculture.wordpress.com
RIT Deaf Art and Deaf Artists website http://www.rit.edu/ntid/dccs/dada/dada.htm
Nancy Rourke’s website www.nancyrourke.com
Interviews with Deaf Artist Nancy Rourke online http://youtu.be/vYLWtyAyMg0 http://youtu.be/9RmaBaQHgiw
Books: Nancy Rourke: Deaf Artists Series by James Van Manen
Dr. Andrew Foster William Willard (student portrait (student portrait work) work)