LCI / MoMA / PS130q Visual Art Unit of Study, Pre-K- 3

October, 1999

Goals......

• Explore the narrative aspects of visual works of art.
• Explore change and discovery (Diane S.)
• Create an art center (Michelle P.)
• Explore expressive quality of art (Sue C.)
• Explore artworks of people and relationships. (PS 130)
• Explore change and transformation (Meryl O.)
• Ask questions that get students to consider choices within the creative process.
• Practice methods that encourage deeper looking and thinking.
• Describe... "WHAT" do you see?
• Analyze... "HOW" does the artist present visual information?
• Interpret... "WHY"?... What do you think your descriptions mean? How do the details and analysis add up to meaning.

Visual Tools ..... choices of ways to express....

• Facial Expression
• Body language
• People and place
• Symbolic objects

• How can we look deeper at what is before us?
• How do we find meaning by looking hard at details within paintings?
• What does the facial expression suggest about the persons frame of mind?
• How do we use facial expression to communicate with each other?
• How do we explore community interaction?
• What is a portrait? How do artists represent portraits?
• Describe symbols that artists use in their paintings? What do they signify?
• What is a self portrait?
• What do you learn about yourself through a self portrait?
• How do artists represent the five senses?
• Do paintings ask us to consider our non visual senses?

for Teaching Artists and Partner Teachers

van Gogh, Vincent (Dutch, 1853-1890) "Postman"

Bourdelle, "Bethovan"

--Look at slides of portraits that show a range of facial expressions.

--What does the facial expression suggest about the persons frame of mind?

--Ask students to explore kinesthetically what they perceive in the art work.

--Make drawings that explore these states of being. Use facial expression.

• How do we use facial expression to communicate with each other?

• Ask students to comment on the choices they made within their artwork.
• How did you use facial expression within your art work?

--Look at slides of self portraits.

-- Begin Self-portrait drawing

• What do you learn about yourself through a self portrait?

--Look at slides

--Draw or paint elements of a face / features and senses.

--Make drawings that use body language to communicate actions activities and stories.

• Which of your senses seems to have more importance in the way you represented this artwork?

• Look at slides
• Make a list of categories of things you would find at home.
• Paint yourself and your family. Work from a photograph or from your imagination

• Compare the imagination drawings with the images painted from photos.

• Describe the differences and similarities?

Florine Stettheimer, "Family Portrait"

Paul Gauguin, "Portrait of Meyer da Haan"

Fernand Lerger (French, 1881-1955), "Three Woman",

-- Look at slides of friends and family and Occasions

-- Draw or paint you and your friends. (at home, in another country, etc.)

• What do you learn about your friend from painting and drawing them?
• What was it like working with another person?

• How do you show a specific place or occasion?

-- Look at slides that explore change and transformation.

-- Start tracing full size body project in a gesture that says something about the student

• What did you learn about change and transformation from doing this activity?

• How does this activity make us consider new ideas when revisiting the artworks?

• What does your portfolio of artworks say about your understanding of people?