Experimentation with pattern introduces students to a number of useful design qualities. Repetition in pattern gives a design unity and rhythm. Patterns, to be effective, must also have variety to provide interest. Pattern is studied in conjunction with proportion in figure drawing inspired by work of Miriam Schapiro.
Goal (Terminal Objective): Students will understand repetition of shape creates visual rhythm and unity. Students will learn that variety is integral to provide interest within a composition.
Objective: Students will the study the art of Miriam Schapiro as well as the work of other artists who feature rhythm and motion in their artwork, i.e. Edgar Degas, Dancers; Jacob Lawrence, Parade and Toussaint L’Overture Series; Roy Lichtenstein, The Red Horseman.
Students will explore line, rhythm, unity, variety, and pattern in an artwork.
Students will use a variety of media, tools, and techniques to create an artwork.
Students will express themselves in a painting of the figure in motion.
National Standards:
Visual Arts Grades 58 Content Standard 1: Understanding and applying media, techniques, and processes
Visual Arts Grades 58 Content Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
Visual Arts Grades 58 Content Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others Science Cross Curriculum Connection
Purpose: Students will become aware of variations of media, techniques, and processes used to investigate pattern in an artwork. Students will become familiar with the work of artists who are known for focusing on rhythm and movement in their artwork.
New Vocabulary: repetition, rhythm, unity, variety, balance, asymmetrical balance, symmetrical balance, proportion, overlap, positive shape, negative shape
Materials:
#22-2399 Acrylic Paint
#22-8819 Acrylic Matte Medium
#22-8819 Acrylic Matte Medium
#22-8819 Acrylic Matte Medium
#22-8819 Acrylic Matte Medium
#22-8819 Acrylic Matte Medium
#22-8819 Acrylic Matte Medium
#22-8819 Acrylic Matte Medium
white paper or tag, toothbrush, paint brushes, pencil, wallpaper or old magazines
Time:
This lesson may be modified from one to five hours, depending upon the size and complexity of expectations.
Introduction and Motivation (Set):
View the work of Miriam Schapiro. Discuss her use of pattern and repetition to create visual drama. Discuss the use of patterns in fabric and other collage materials as an important part of her style.
View the work of other artists who used rhythm and pattern in their work. Discuss the similarities and differences in their styles.
Discuss the use of diagonal and straight lines in the exemplars. Discuss how the artists have led the viewer’s eye through theartworks.
Lead students in group discussion of the responses evoked by viewing the art exemplars.
Instruction:
Teacher will provide student exemplar of student product.
Teacher will demonstrate planning drawings of the figure in motion. Teacher will reference art exemplars as well as magazines and newspapers featuring the whole body of an action figure. Teacher may use student models to illustrate executing quick gesture studies as a way of reinforcing figure drawing skills.
Teacher will demonstrate rendering the figure in action with attention to body proportion. Teacher will explain that a stencil is a cutout design or negative shape. A reverse stencil is the positive shape provided by the cutout stencil.
Teacher will demonstrate splatter painting techniques on background paper
Teacher will demonstrate painting the figure stencil and arranging pattern motif using overlapping.
Teacher will demonstrate selecting pattern paper for figure stencil to add to the design.
Activities:
(1) Guided Practice:
- Students generate sketches for their figure in motion stylizing the figure by limiting detail. Students select one figure to cut out to make a positive stencil.
- 2. Students will select sketch for final project and trace the figure onto several pieces of tag board and wallpaper or magazine remnants. Students should have at least 12 copies of their figure stencil, some in wallpaper or magazine scraps; someon white tag to be painted at a later time.
- To create background for the repeat figure student, students will spray water on paper and begin to splatter paint paper with small amounts of Watercolor Magic. Continue adding a variety of colors. Allow background to dry.
- Students apply color to approximately half of the figure stencils with Sargent acrylic and/or Sargent metallic paint. The other half of the figure stencils are to be of wallpaper and/or magazine pages.
- Students will arrange figures on background paper, experimenting with repetition, overlapping, and even circular arrangements, to create an interesting, balanced composition. Figures may overlap or touch.
- Students will use Sargent White Glue to glue down final arrangement.
- Students will coat finished project with Sargent Gloss Acrylic or Matte Glaze.
(2) Independent Practice and Check for Understanding: Teacher circulates among working students visually recording students demonstrating understanding of objectives and provides reinforcement.
(3) Closure: Students will compose a writing component describing, in depth, how rhythm and movement were achieved in their compositions and the innovations they provided to their artwork.
Evaluation:
Level One - The finished artwork very successfully demonstrates the student’s understanding of movement and rhythm using repetition of elements. The figure used in the student artwork has excellent proportion and is repeated throughout the design in a successful example of repetition to show movement. The student very successfully discusses the work of Miriam Schapiro as well as listing two other artists who used repetition in their artwork to show movement and rhythm. The student uses excellent craftsmanship in the student artwork. The student provides an excellent written component listing the steps utilized to produce the artwork.
Level Two - The finished artwork demonstrates a good understanding of movement and rhythm using shape repetition. The figure used in the student artwork has good proportion and is repeated throughout the design in a good example of repetition to show movement. The student discusses the work of Miriam Schapiro as well as listing one other artist who used repetition in artwork to show movement and rhythm. The student uses good craftsmanship in the student artwork. The student provides a written component listing the steps utilized to produce the artwork
Level Three - The finished artwork demonstrates some understanding of movement and rhythm using shape repetition. The figure used in the student artwork has an attempt
made at proportion and is repeated throughout the design in an example of repetition to show movement in an artwork. The student discusses the work of Miriam Schapiro.
The student uses average craftsmanship in the student artwork. The student provides a written component.
Level Four - The finished artwork demonstrates a poor understanding of movement and rhythm using shape repetition. The figure used in the student artwork is not in proportion and is repeated throughout the design in poor attempt to use repetition to show movement in an artwork. The student cannot identify the work of Miriam Schapiro. The student uses poor craftsmanship in the student artwork. The student did not provide a written component.
Extension:
Students may use simple shapes of animals or plant forms to further enhance the Science connection.
Advanced students might be able to employ more than one stencil.
Have students illustrate a story they have written by making a stencil out of the main character or object and repeat it in the story’s illustration.
Resources:
http://www.flomenhaftgallery.com/artists/miriam_schapiro_artist_page.html
http://www.artcyclopedia.com/artists/schapiro_miriam.html
http://www.albany.edu/museum/wwwmuseum/crossing/artist25.html
http://www.whitney.org/jacoblawrence/
http://en.wikipedia.org/wiki/Jacob_Lawrence
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