A NEW LEVEL OF IMPRESSIONIST

PAINTINGS

A NEW LEVEL OF IMPRESSIONIST

PAINTINGS

Argy Nestor and Carol Waldron

argy.nestor@maine.govCarol_Waldron@fivetowns.net

Argy Nestor and Carol Waldron

argy.nestor@maine.govCarol_Waldron@fivetowns.net

Agenda:Agenda:

• PowerPoint overview• “How to” in Appleworks Paint• Samples on the web• Documents on the web• Future…

• PowerPoint overview• “How to” in Appleworks Paint• Samples on the web• Documents on the web• Future…

“The first language of humans was the creation of images on cave walls, just as the first language of a child is drawing.”

Margaret Mead

“The first language of humans was the creation of images on cave walls, just as the first language of a child is drawing.”

Margaret Mead

HISTORYHISTORY

• Years of hearing the technology teacher

• Tool to encourage kids to think creatively

• Goo• Attended a state middle school conference

• Laptops in Maine

• Years of hearing the technology teacher

• Tool to encourage kids to think creatively

• Goo• Attended a state middle school conference

• Laptops in Maine

“Literacy is about more than reading and writing- it is about how we communicate in society. It is about the social practices and relationships, about knowledge, language and culture.”

» UNESC statement for the United National Literacy Decade, 2003-2012

“Literacy is about more than reading and writing- it is about how we communicate in society. It is about the social practices and relationships, about knowledge, language and culture.”

» UNESC statement for the United National Literacy Decade, 2003-2012

Maine Learning Results Visual and Performing ArtsMaine Learning Results Visual and Performing Arts

• A. Content Standard: Creative Expression- Students will create and/or perform to express ideas and feelings. – Performance Indicators: 4. Use a variety of resources,

materials, and techniques to design and execute art works.

• B. Content Standard: Cultural Heritage- Students will understand the cultural contributions of the arts, how the arts shape and are shaped by prevailing cultural and social beliefs and values, and recognize exemplary works from a variety of cultures and historical periods. – Performance Indicators: 1. Classify art works, which

represent various cultures, by genre and style, identifying their distinguishing characteristics.

• C. Content Standard: Criticism and Aesthetics- Students will reflect upon and assess the characteristics and merits of art works. – Performance Indicators: 4. Compare and contrast the

effectiveness of selected media, techniques, and processes in communicating ideas.

• A. Content Standard: Creative Expression- Students will create and/or perform to express ideas and feelings. – Performance Indicators: 4. Use a variety of resources,

materials, and techniques to design and execute art works.

• B. Content Standard: Cultural Heritage- Students will understand the cultural contributions of the arts, how the arts shape and are shaped by prevailing cultural and social beliefs and values, and recognize exemplary works from a variety of cultures and historical periods. – Performance Indicators: 1. Classify art works, which

represent various cultures, by genre and style, identifying their distinguishing characteristics.

• C. Content Standard: Criticism and Aesthetics- Students will reflect upon and assess the characteristics and merits of art works. – Performance Indicators: 4. Compare and contrast the

effectiveness of selected media, techniques, and processes in communicating ideas.

ProcessProcess• In groups of 2, students researched Impressionist artists from various websites on Monet, Renoir, Pisarro, Sisley, Morisot, Armand, Bazille, Degas, Cezanne, Manet

• They took notes and shared learning with the class

• In groups of 2, students researched Impressionist artists from various websites on Monet, Renoir, Pisarro, Sisley, Morisot, Armand, Bazille, Degas, Cezanne, Manet

• They took notes and shared learning with the class

ProcessProcess• Each student selected a painting.

• Each student selected a painting.

ProcessProcess• Each recreated their selected work of art using the Paint component of Appleworks on the laptop.

• Each recreated their selected work of art using the Paint component of Appleworks on the laptop.

ProcessProcess• Each recreated the painting with tempera paints.

• Each recreated the painting with tempera paints.

Painting AssessmentPainting AssessmentASSESSMENT IMPRESSIONIST PAINTING

• NAME: ____________________________________ CLASS: ______ STUDENT TEACHER

• 1. Use of shapes

• 2. Use of lines

• 3. Blending

• 4. Details beyond shapes

• 5. Use of medium

• 6. 1st and last name

TOTAL:

ASSESSMENT IMPRESSIONIST PAINTING

• NAME: ____________________________________ CLASS: ______ STUDENT TEACHER

• 1. Use of shapes

• 2. Use of lines

• 3. Blending

• 4. Details beyond shapes

• 5. Use of medium

• 6. 1st and last name

TOTAL:

Compare the 2 formatsCompare the 2 formats

Look carefully at the two pieces of art you are COMPARING AND CONTRASTING

With your partner study the artwork. Discuss what you see and what you think the

artist was trying to show. Do they set a certain mood or feeling? How much of what is

happening is clear? What do the clothes or landscape tell you? What did the artist

use for ELEMENTS AND PRINCIPLES in the artwork? After you think about this

answer the following questions:

1. Write down everything you see in one piece of artwork:

2. Write down everything you see in the second of artwork:

3. Look at both artworks and identify three similarities.

4. Look at both artworks and identify three differences.

5. Use the similarities and differences to reach conclusions or insights about thee artwork. List your conclusions.

With your partner write a story about one of the paintings. Use your imagination to do

this. Include in your writing at least 5 Elements or Principles.

Look carefully at the two pieces of art you are COMPARING AND CONTRASTING

With your partner study the artwork. Discuss what you see and what you think the

artist was trying to show. Do they set a certain mood or feeling? How much of what is

happening is clear? What do the clothes or landscape tell you? What did the artist

use for ELEMENTS AND PRINCIPLES in the artwork? After you think about this

answer the following questions:

1. Write down everything you see in one piece of artwork:

2. Write down everything you see in the second of artwork:

3. Look at both artworks and identify three similarities.

4. Look at both artworks and identify three differences.

5. Use the similarities and differences to reach conclusions or insights about thee artwork. List your conclusions.

With your partner write a story about one of the paintings. Use your imagination to do

this. Include in your writing at least 5 Elements or Principles.

OriginalComputer Design Tempura Paint

•All three formats were displayed in the school halls.•Interesting to note peoples’ comments on difficulty of distinguishing between the reproduction and the computer painting.

5 Main steps in Appleworks Paint:Draw a box where you will create your painting.

Chunking with the pencil

Fill in the colors with the paint bucket

Add details with the pencil

Blend

Student Samples:

“Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed it’s the only thing that ever has.”

Margaret Mead

“Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed it’s the only thing that ever has.”

Margaret Mead