How to Paint Like a Master

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How to Paint Like a Master
Video Mini-Project
Tools for the Visualization of Information- EDTC635
Professor Abate
Target Audience…
 There are three videos
revolve around a “Paint
Like a Master” WebQuest.
These videos are a
demonstrational in nature.
 These videos are targeted
for a basic Art I class, in a
High School setting.
Video #1: WebQuest Navigations
 This video was made for the
 When the video is over,
 It is a screen capture video,
 YouTube link:
purpose of students being
able to easily navigate
through the Paint Like a
Master WebQuest.
going step-by-step, making
sure students understand
where everything is.
 The video will be played on
the screen in the media
center so students can follow
along with the video.
students should be able to
break up into their pairs, and
begin the WebQuest with
confidence.
https://www.youtube.com/watch
?v=tKCv21S_IXM&list=UUXM87s
cxTpFoYCcMDgi5kCg
Video #2- How to set up your workspace
 This video is for students
setting up a painting
workspace for the first
time.
 It explains how to set up a
palette with paint, and
what painting supplies are
needed such as
paintbrushes, a water cup,
paper towels, a canvas,
and palette paper.
 It gives student’s some tips
on where to place paint on
their palette, and where
the best place is to mix
paint.
 YouTube Link:
https://www.youtube.com/wa
tch?v=Xkpr21_JYpo&list=UUX
M87scxTpFoYCcMDgi5kCg
Video #3: How to Clean up your
workspace
 With this video, students
will learn how to properly
clean up their workspaces.
 They learn the importance
of leaving a clean
workspace for the next
class coming in.
 Students will learn:
 What to do with left over




paint.
Where to put their
painting to dry.
How to put away the
Acrylic Paints.
How to clean their
paintbrushes.
How to wipe down their
space.
NJ Core Curriculum Standards……

1.1.12.D.2- Stimuli for the creation of
artworks can come from many places,
including other arts disciplines.

1.2.12.A.1- Cultural and historical events
impact art-making as well as how
audiences respond to works of art.


1.2.12.A.2- Access to the arts has a positive
influence on the quality of an individual’s
lifelong learning, personal expression, and
contributions to community and global
citizenship.
1.3.12.D.2- Produce an original body of
artwork in one or more art mediums that
demonstrates mastery of visual literacy,
methods, techniques, and cultural
understanding.

1.3.12.D.2- Produce an original body of
artwork in one or more art mediums that
demonstrates mastery of visual literacy,
methods, techniques, and cultural
understanding.

1.3.12.D.3- Organize an exhibit of personal
works of visual art that convey a high level
of understanding of how the expression of
ideas relates to the art media, art
mediums, and techniques used.

1.3.12.D.5- Identify the styles and artistic
processes used in the creation of culturally
and historically diverse two- and threedimensional artworks, and emulate those
styles by creating an original body of work
What to expect:
Objectives:
 Students will be learning to
identify the different styles of
the Impressionistic paintings.
 Students will be analyzing
painting and composition
techniques in order to replicate
Masters’ artwork.
 Students will relate Masters’
masterpieces to their own
artwork.
Outcomes:
 At the end of this lesson, students
will be familiar with the Masters of
the Impressionistic art period,
along with the style that the
Masters used to create their
masterpieces. Students will apply
newly learned concepts to paint in
the style of the Great Masters, and
will have the ability and knowledge
to create their own masterpiece,
using the same subject matter,
styles, and techniques, which when
finished, will be hung in their
museums.
Brainy Bits…
Sensory Input:
 Touch
 Art is very hands on
 Sight
 Painting
 Watching videos/WebQuest
Cerebral Lobes:




Spatial Orientation- Creating a painting.
Temporal Lobe:


Thinking and Planning-Students have to plan
out their painting, and think about their answers
for the WebQuest.
Parietal Lobe

 Smell
 Sound
 Listening to the videos
 Listening to Classmates
Frontal Lobe:
Listening and Speech- Students have to listen to
the videos and one another when working on
the WebQuest
Occipital Lobe:

Vision- Students have to watch the three
videos, complete the WebQuest, and create a
painting.
Pedagogy
Mind Styles:
 Abstract Random
 Concrete Sequential:
This learner will do well during the
part of the WebQuest when the
students have to explain their
findings to each other. Also during
the group work part.
This learner will excel during the
research and art making
sections. They are quiet and
independent, yet have exact
instructions on what to do.
 Concrete Random
This learner will excel during the
art making process. It is a very
hands on project, and produces a
real and creative product.
 Abstract Sequential
This learner will do well during the
research section, along with the
art making. These are both
independent objectives.
Citations:
 State of New Jersey. (2009). Art core curriculum content
standards. Retrieved
from http://www.state.nj.us/education/cccs/standards/1/inde
x.html
 Gregorc, Anthony. Gregorc Style Delineator. A Self-
Assessment Instrument for Adults. Columbia, CT: Gregorc
Associates, Inc., 1985. Print.
 Sousa, D. (2005).How the brain learns. a classroom teacher’s
guide. (4th ed.).Thousand Oaks, CA: Corwin Press, Inc.
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