UP CLOSE
with Gestalt
Lesson Plan Assignment
Kristy Boisvert
9393447
ARTE 422
October 24, 2011
Professor Linda Szabad-Smyth
UP CLOSE WITH GESTALT
EDUCATOR: Kristy Boisvert
POPULATION: Secondary 4
LEARNING ENVIRONMENT: F.A.C.E. High School
TIME FRAME: 50 minute class periods, twice a week for 3 weeks
CLASS PERIOD : Tuesdays and Thursdays
LESSON OVERVIEW:
A challenging painting project inspired by Chuck Close, Jasper Johns and Louise Nevelson that will
allow students to explore the use of colour, utilize the grid transfer technique that they are already familiar
with as well as become familiar with the work of current, important contemporary artists.
RATIONALE:
Understanding how the eye mixes colours from a distance is an important lesson in art and a skill that
is valuable and has been valuable in art particularly since the impressionists. This lesson will also introduce
students to the work of Chuck Close, who is a remarkable man and artist currently creating art which is an
exciting thing to discover as well as the work of Jasper Johns and Louise Nevelson.
VISUAL ARTS COMPETENCY:
• To produce individual works of art.
• To appreciate works of art, traditional artistic objects, media images, personal productions and those of
classmates.
CROSS-CURRICULAR COMPETENCIES:
• To use creativity
• To use information
• To adopt effective work habits
PRE-REQUISITES:
Students would be well served to have already learned and used a grid transfer/enlargement
technique before beginning this project. Otherwise the painting activity might be too much of a challenge.
LEARNING OBJECTIVES:
The students will be able to:
•
Enlarge an image of their choosing using the grid transfer technique
•
Complete a painting in colour that incorporates the grid as a graphic element
•
Explain the personal/social/emotional relevance of their final artwork.
ART TECHNIQUE: Painting
MATERIALS/TOOLS/TEACHING RESOURCES:
• 20 x 24 manila paper
• Acrylic paint
• Paintbrushes
• Rulers
•
•
Reference Images
Books about Chuck Close, Jasper Johns, Louise Nevelson.
VOCABULARY:
• Gestalt - Gestalt theory holds that the whole is more than the sum of its parts.
•
Grid – A geometric construct made up of squares that can make up the underlying structure of a work of
art.
•
Pixels - The basic unit of the composition of an image on a television screen, computer monitor, or similar
display.
•
Pointillism - the technique of painting elaborated from impressionism, in which dots of unmixed colour
are juxtaposed on a white ground so that from a distance they fuse in the viewer’s eye into appropriate
intermediate tones
TEACHER PREP:
Prepare a PowerPoint presentation to introduce the student the artwork of Chuck Close as well as the
terms above.
LESSON SEQUENCE
INTRODUCTION/DEMONSTRATION
• Time Allotted: 30 – 45 minutes (this represents a whole class period)
•
PowerPoint presentation (will include: Examples and definitions of Gestalt, pixels and pointillism as well
as work by Seurat, Jasper Johns, Louise Nevelson, and Chuck Close with an emphasis on the latter.
•
This presentation should be structured as a question and answer session, thus allowing the students to
make some discoveries on their own as well as allowing them to form questions about the artwork.
•
This is a good time to show a prototype or examples of previously completed artworks.
WORK TIME EXPECTATIONS
•
Time Allotted: 5- 6 hours
•
Students will choose their own paint colours, and brushes. Students are responsible for all materials.
•
Students are expected to work throughout the period at their tables. Talking and noise are acceptable as
long as they are not being disruptive.
ART-MAKING PROCEDURE
Each student will:
• Choose an image to use as reference, either one from home or from a collection of reference material
available to them in class.
•
Produce at least three thumbnails, and consult with the teacher to decide which one will be the basis of
their final artwork.
•
Draw a grid on a piece of acetate which they will place over their reference image. The dimensions of the
grid will depend on the dimensions of the reference image.
•
Draw a grid on their ‘good copy’. This grid should have the same number of squares as the one on the
reference image.
•
Begin painting final artwork, encourage students to paint without sketching on their paper.
CLEAN UP
• Time Allotted: 5 – 10 minutes every work period.
• Every student is responsible for the materials that they used as well as for the general cleanliness of the
classroom.
CLOSURE
Once the projects are complete there will be a group response. If the number of students permits it
look at and talk about all the pieces that were created. However if time and room do not permit this choose
a selection of works that are successful for different reasons, particularly those works that show how much
effort a student put into them. Also remember to ask the students if any of them would like to volunteer to
have their work critiqued.
Critique Procedure:
Have the students look at 2 or 3 works of art at a time, allow them a minute or two to observe and
to formulate questions or comments then open the forum for discussion. Ask the artists to remain silent
observers of this discussion, however if they wish to contribute with an explanation or elaboration on the
their work they may do so at the end.
Questions to ask to help the conversation:
• What do you see in this painting?
• How do the colour choices help the final composition?
• Do you see a narrative here? An emotion? A statement or exclamation?
• What do you like about these paintings?
• What questions do you have for the artist?
• What advice would you give the artist?
ADAPTATIONS FOR DIVERSE LEARNERS:
Here are some typical adaptations for diverse learners, however each learner is unique and would
ultimately have to be decided on a case-by-case basis.
•
Shrink the size of the final work, this will allow students who work slower to finish at the same time as
everyone else.
•
For students with coordination difficulty have them draw the grid with larger squares, this will make it
easier for them to fill them in.
•
Have a handout available with the instructions, for students who have difficulty with multi-step
processes.
Grade:
/20
Comments:
Participation
2.5
3
2.5
4.5
3.5
3
2.5
4
3.5
5
4
Student was attentive and Student was attentive and
present for all the class
present for all the class
time. Student also asked time.
some questions and
contributed to the
critique
4.5
3
Student was attentive and
present for all the class
time. Student also asked
many questions and
constructively contributed
to the critique.
5
2.5
Student finished on time,
used class time wisely.
3
Artwork incorporates all
requirements but does
not show evidence of
much experimentation or
elaboration.
Average/Acceptable
Artwork shows evidence Artwork shows evidence
of previous art learning,
of previous art learning.
evidence that student has
given some thought to the
application of concepts
and ideas presented in
class.
3.5
4
5
4.5
Student finished before
the deadline and used
extra time in the class
room as work time.
Student finished well
within the time frame and
used remaining class time
to elaborate on the
concepts learned through
this lesson.
Application of knowledge Artwork exemplifies
previous art learning,
obvious that student has
thoroughly applied
concepts and ideas
presented in class.
Time Management
3.5
4
5
4.5
Artwork incorporates all
required elements and
there is also evidence of
some experimentation
and elaboration.
Artwork incorporates
more than the required
elements and shows
definite evidence of
experimentation and
elaboration.
Content
Thorough/Good
Outstanding
Criteria
1.5
1.5
1.5
2
1.5
Student was present for
most classes though not
attentive all the time, may
have been disruptive but
made an effort to finish
work on their own time.
2
Artwork shows minimal
evidence of previous
learning and little to no
application of concepts
and ideas presented in
class.
2
Student completed work
on time, but did not use
all of their class time
productively. Student may
have had to bring work
home in order to finish.
2
Artwork incorporates
some but not all
requirements and shows
no evidence of
experimentation or
elaboration.
Partial/Fair
Grade 10 :: F.A.C.E. High School :: Up Close with Gestalt
Student:_________________________
0.5
0.5
0.5
1
0.5
Student was present for
some of the classes, was
disruptive and made no
effort to complete work
on their own time.
1
Artwork shows no
evidence of previous
learning or application of
concepts and ideas
presented in class.
1
Student did not finish
work on time due to
poorly managed class
time. Student was
unproductive and may
have been disruptive.
1
Artwork incorporates
none of the requirements
and shows no evidence of
experimentation or
elaboration.
Poor/Minimal
RESOURCES:
Bradley, Steven. “Gestalt Principles: How Are Your Designs Perceived? | Van SEO Design.”Search Engine Friendly
Web Design Services | Van SEO Design. Web Design Archive, 25 Jan. 2010. Web. 24 Oct. 2011. <http://www.
vanseodesign.com/web-design/gestalt-principles- of-perception/>.
Guare, John, and Chuck Close. Chuck Close: Life and Work, 1988-1995. New York, NY: Thames and Hudson in
Association with Yarrow, 1995. Print.
Hess, Barbara, and Jasper Johns. Jasper Johns “the Business of the Eye” Hong Kong: Taschen, 2007. Print.
Rapaport, Brooke Kamin. The Sculpture of Louise Nevelson: Constructing a Legend : [exhibition, the Jewish Museum, New York, May 5-September 16, 2007, Fine Arts Museums of San Francisco, De Young,
October 27, 2007-January 13, 2008]. New York: Jewish Museum, 2007. Print.
THE PROTOTYPE