Maria Betancourt
Art 433
Diego Rivera
Subject: Students will be using water colors or pastel to make their own painting on what their
family members do for work.
Grade Level: First Grade
Introduction: The artist Diego Rivera was born and raised in Guanajuato, Mexico. After
studying art Rivera decided to move to Europe to keep his study of art. Diego Rivera lived in
Paris for about fourteen years. Once Rivera returned to Mexico Rivera’s art work reflected on the
Mexican Revolution and Russian Revolution. Rivera was best known for his art that reflected the
lives of the working class and native people of Mexico.
Rationale Statement: By showing students something different that they would not normally
see could be created by presenting them with different artiest and from different countries. This
could be created with showing Diego Rivera’s art work. Then the students would be able to see
the bright colors and different line shapes, and rhythm and space provided in his paintings. When
introducing Diego Rivera the students would then be able to describe maybe what their ancestors
did for work or a family member.
Bibliography: The Art Teacher’s Survival guide. Helen D. Hume www.diego-rivera.com ,
www.pbs.org
Objectives: The students will be able to understand the meaning of line, rhythm, space, and
shape. In Art history the students will be reading a bit about Diego Rivera and have the students
see for themselves and then have them written down something that they found interesting about
Rivera. As for aesthetics the art work will speak for itself. The students will be provided with
various amounts of paintings of Diego Rivera, for the students to see for themselves. For art
criticism will have the students’ art work and even my own so that the students can see
everyone’s. After that would then discuss and or evaluate everyone’s art work. When talking
about production I feel that having this is the creation of beautiful or significant things. Then
have the students write down what they feel art work should contain.
Production Materials: The materials that will be needed are water colors, brushes, water, water
cups, and paper towels. The students will also need art paper for the water color project.
Vocabulary: In my lesson the elements that that will be shown to the students will be line,
shape, space and rhythm. Before starting the lesson they will already have explained to the
students the meaning for the elements provided. The students will be provided with two
worksheets that will show them what a line, space, shape, and rhythm is. Once they get to the
second worksheet then the students would have to fill in what the vocabulary words are.
Interdisciplinary Connections: While doing line, shape, space and rhythm. I feel that this
lesson can lead into Form, color, texture. I feel that these content areas will help get a better
understanding for students.
Adaptations: Some of the things that I would adapt would be for my students with impaired
vision. I would make sure that they are able to see the paintings. So I would have a group of
students to come up and see the paintings. While the other kids keep working, I would also make
it clear to my students that they can feel free to come up to the paintings if they feel like they
need too. Another thing that I could keep in mind would be my students with behavioral
disabilities. For those students I would have them be the helper from that group table. I would
also try to make our art projects more hands on for those students.
Lesson Criteria: The students are expected to know what line is and what types of line there are.
They should also be able to know the shape and if the shape is an organic shape or geometric
shape. With space students will be able to overlap objects to create space. While for rhythm
students would be able to tell me what rhythm is and to be able to explain the types of rhythms
there are.
Procedure: For the setting up I would set up the paintings out for the students to see them
clearly. I would then add water for the students and set that up for them at their desks. Once I
have the students back in their sits. I would start my lesson on Diego Rivera. I will show them
paintings of Diego Rivera and discuss what they see and what they feel and think. Once we have
gone over the paintings. I would then bring in the worksheet that contains the meaning/
definition about line, shape, space, and rhythm. Then I would continue with my lesson of asking
my students what their family does for work or maybe what their ancestors did (this would be
something that would be asked for them to think about at home to come back to school with a
few ideas) Once we have figured it out I would then have one main person from the group table
to be in charge of getting the paper and the water colors for them. Once they go back they are
now working on their art project. For the clean-up I would have one group at a time put their art
work away so that it can lay out to dry. Once everyone has put their art away I would ask one
group at a time (so it doesn’t get to crazy) to put their brushes on one side and the water colors
on the next. I would do this so that we don’t spend so much time waiting on groups that are
cleaning their brushes. Once everyone has done this we would go back to our normal lesson and
that could be silent reading so that I could clean the brushes.
Assessment and analysis: Something that I would like to do in my classroom would be for my
students to have their own portfolios. I think that by creating the portfolios in the beginning of
the school year and then seeing what they did throughout the year and their improvements.
Support Material: The worksheet of the definitions for the vocabulary words. I will have it so
that the students are able to fill in
Name: ________________________
Date: _________________________
Art Vocabulary
On this worksheet, write in your definitions for the elements of art. Write your own definition for
each of the terms.
Line:
Contour:
Gesture:
Implied:
Hatching:
Shape:
Two-dimensional:
Geometric:
Organic:
Outlining:
Space:
Linear perspective:
Overlapping:
Actual or real:
Atmospheric Perspective:
Rhythm
Regular:
Irregular:
Nature:
Architecture:
Repeated shapes: