The following lesson is a 4th grade lesson. This particular lesson is age appropriate for a couple of reasons. First, 4th grade students are older and usually will find a lesson about a certain artist more interesting and understandable than say a 1st grade class. As for symbols and using pastels, these are also techniques that 4th grade students can handle as they are getting to the point of being able to interpret symbols in other classes like history classes. The lesson will also span two to three days and 4th grade students are able to succeed in this kind of lesson plan as they can handle lessons that are longer and more time intense. This lesson would not be suitable for any grades younger than 4th grade simply because it is a bit more complex as are the techniques used with the pastels and glue.
Getting personal with Marc Chagall Grade: 4th
Description: Students will create a Chagall like picture with personal meaning in two classes
Materials Needed:
-scrap paper, at least 8.5" x 11"
-12" x 18" black construction paper
-pencils
-glue
-oil pastels (Cray-Pas are great)
-toothpicks/skewers for -scratching
-tissues for blending
Objectives:
-Students will understand the meanings of surrealism, symbolic and Marc Chagall. ©
-Students will create a piece of art from personal subject matter that has unity. (P)
- Students will practice oil pastel techniques. (P)
-Students will understand how to look at art, what to look for and how to talk about it. Will critique their own pieces. (A)
Standards Addressed:
-Implied Texture: Create visual texture
-Art Criticism: Use artist’s images to look at art, what to look for, how to talk about it.
-Examine how visual artists create the illusion of textures in their art.
-Unity: Elements in work look like they belong together.
-Further develop observational skills by adding structural lines and line designs to show self-expression in the interior features of objects.
Teacher Resources:
-Works by Marc Chagall
Pedagogy:
1. Display works by Chagall ("I And The Village", "Birthday", "Time Is A River without Banks") and lead the class in a discussion. Ask the students to describe what they see, which elements are realistic, and which could only happen in a dream. Have students find similarities between artworks.
2. Ask students to interpret what they see, noting that Chagall preferred not to explain his works in depth, so that many of them are mysterious.
3. Tell students that they will be illustrating a story from their life. Ask them to choose an event that has already happened to them or that they would like to happen in the future. Brainstorm possibilities, such as:
-moving to or from a town
-future careers
-favorite activities
-death of a loved one
-divorce
-baby stories (this always gets a huge response)
Remind students that the subject matter can be happy or sad, but it needs to be personal. Some will find this difficult, so be very careful with comments and critiques.
4. Ask students to sketch their idea onto the scrap paper. Refer to Chagall's works-he painted objects floating around, upside down, etc. Not a strictly realistic drawing, but should have a focal point, preferably in the middle of the page. If not in center, need to use other visual devices to lead our eyes to the most important part.
5. It’s a symbolic picture, and it doesn't necessarily have to make perfect sense to the viewer as long as it tells the story.
6. When students have an acceptable sketch, copy their idea onto the black paper, noting that their pencil lines will not show up quite as well, nor erase well, so they should work carefully.
7. Next, students trace their pencil lines with glue. The glue should dry clear, allowing the black paper to show through, giving the picture a stained-glass effect. There are some tricks to this, and I have found that the Crayola glue in the no-clog bottles (the ones with the strange lid) dries especially clear. You may also want to try black colored glue. When tracing small or detailed objects, have students trace only the outermost contours.
8. When the glue dry, have students begin coloring with oil pastels. Oil pastels look best when colored heavily, although coloring lightly and rubbing with a tissue can create a lovely background. Encourage them to blend colors, even in strange combinations, as it can have a really neat effect. The focal point should generally receive the brightest, richest coloring effects, but definitely not always.
9. Some other techniques to try are patterning (lay down a background color, then draw lines or dots on top; my students' favorite is a dense loop-de-loop), smearing, and scratching (lay down a heavy color/colors, then use a toothpick to scratch lines or details).
Materials Needed:
-scrap paper, at least 8.5" x 11"
-12" x 18" black construction paper
-pencils
-glue
-oil pastels (Cray-Pas are great)
-toothpicks/skewers for -scratching
-tissues for blending
Objectives:
-Students will understand the meanings of surrealism, symbolic and Marc Chagall. ©
-Students will create a piece of art from personal subject matter that has unity. (P)
- Students will practice oil pastel techniques. (P)
-Students will understand how to look at art, what to look for and how to talk about it. Will critique their own pieces. (A)
Standards Addressed:
-Implied Texture: Create visual texture
-Art Criticism: Use artist’s images to look at art, what to look for, how to talk about it.
-Examine how visual artists create the illusion of textures in their art.
-Unity: Elements in work look like they belong together.
-Further develop observational skills by adding structural lines and line designs to show self-expression in the interior features of objects.
Teacher Resources:
-Works by Marc Chagall
Pedagogy:
1. Display works by Chagall ("I And The Village", "Birthday", "Time Is A River without Banks") and lead the class in a discussion. Ask the students to describe what they see, which elements are realistic, and which could only happen in a dream. Have students find similarities between artworks.
2. Ask students to interpret what they see, noting that Chagall preferred not to explain his works in depth, so that many of them are mysterious.
3. Tell students that they will be illustrating a story from their life. Ask them to choose an event that has already happened to them or that they would like to happen in the future. Brainstorm possibilities, such as:
-moving to or from a town
-future careers
-favorite activities
-death of a loved one
-divorce
-baby stories (this always gets a huge response)
Remind students that the subject matter can be happy or sad, but it needs to be personal. Some will find this difficult, so be very careful with comments and critiques.
4. Ask students to sketch their idea onto the scrap paper. Refer to Chagall's works-he painted objects floating around, upside down, etc. Not a strictly realistic drawing, but should have a focal point, preferably in the middle of the page. If not in center, need to use other visual devices to lead our eyes to the most important part.
5. It’s a symbolic picture, and it doesn't necessarily have to make perfect sense to the viewer as long as it tells the story.
6. When students have an acceptable sketch, copy their idea onto the black paper, noting that their pencil lines will not show up quite as well, nor erase well, so they should work carefully.
7. Next, students trace their pencil lines with glue. The glue should dry clear, allowing the black paper to show through, giving the picture a stained-glass effect. There are some tricks to this, and I have found that the Crayola glue in the no-clog bottles (the ones with the strange lid) dries especially clear. You may also want to try black colored glue. When tracing small or detailed objects, have students trace only the outermost contours.
8. When the glue dry, have students begin coloring with oil pastels. Oil pastels look best when colored heavily, although coloring lightly and rubbing with a tissue can create a lovely background. Encourage them to blend colors, even in strange combinations, as it can have a really neat effect. The focal point should generally receive the brightest, richest coloring effects, but definitely not always.
9. Some other techniques to try are patterning (lay down a background color, then draw lines or dots on top; my students' favorite is a dense loop-de-loop), smearing, and scratching (lay down a heavy color/colors, then use a toothpick to scratch lines or details).
Assessment:
Formative: As students work, discuss what the personal subject matter is, and what symbols are being used to represent. Discuss with students one on one as they work, how they are using pastels to create textures.
Summative: Rubric with 1-5 scale based on 4 areas.
-Did student use symbols to communicate meaning of personal subject matter?
-Did student experiment with surrealistic style?
-Is there clear focal point?
- Did students use at least one texture within piece?
Adaptations/Integrations/Accommodations:
-Can integrate with language arts by having students write poem or haiku about their picture.
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