Essential Questions/Theme Concepts(s):
What is a symbol?
What is a self portrait?
What is the Renaissance
What is Scale?
Positive and Negative Space
Objectives:
Art Production Concepts(s):
Students will study the life and art of Renaissance artist Giuseppe Arcimboldo. Students will create a self-portrait of themselves using symbols that represent who they are and the things they like. These can include favorite sports, lucky number, favorite video game, etc… Students will have their heads traced onto white paper and they will draw their symbols inside their heads with pencil. Afterwards they will outline their drawings with sharpie and color with color pencil.
STEM Aspect:
Science
Students will learn that Acrimboldo used to create botanical drawings as well as animal drawings. He created these drawings with vivid and realistic detail. These realistic drawings gave Acrimboldo the idea for his series of paintings.
Math
Discuss scale and proportion. You can also explain juxtaposition in working within the composition.
Materials
-Newsprint, Pencils, Color Pencils, Ebony Pencils, White Paper,Overhead Projector
Activities
Day 1:
Do Now will be to a critique The Fire 1566
Possible Questions to write on the board or create a worksheet:
1-Describe this painting as if you are talking to someone on the phone who has never seen this painting before.
2-What is the first thing you see?
3-Analyze- What elements and principles of art do you see?
4-Interpret- What do you think this painting means?
5- What are the differences between this painting and the Mona Lisa?
Art History: Giuseppe Acrimboldo and the Italian Renaissance- Scholastic Art September/October 2011
BRAINSTORM! Students will make a list of 20 words that represent them. Then they will draw "thumbnail sketches" of symbols (at least one) for each word.
While the students are brainstorming, they will come to the tracing station to get their silhouettes traced for their their rough drafts. I set up an overhead projector and tape newsprint to the wall. Then I position the students as close to the wall as possible and trace their shadow.
Day 2:
1) “Do Now” Design a symbol using your initials. This can be used in their portrait.
2) Review Acrimboldo and reiterate the importance of scale and proportion between their symbols and positive and negative space.
When the students have enough thumbnails sketches, they can start sketching the symbols inside their silhouettes. Remind them to overlap and juxtapose to reduce negative space.
Day 3:
1) “Do Now” Value worksheet. Students will learn how to use different techniques (value scale and blended value) to create value. This will be done by demonstrating these techniques to the students to make sure they understand and then letting them do their own worksheet
2) Review the project and reiterate the importance of scale as well as positive and negative space. Have students continue to work throughout the class. When they are finished with their rough draft, they can use a light table to transfer onto the final paper.
Day: 4
1) Review the project and reiterate the definition of value.
2) Finish final draft and color with colored pencils and/or markers
3) Do a blended value scale from dark to light in the background of the head.
Standards
NJCCCS
1.1.8.D.2, 1.3, 1.4.8.B.3
What is a symbol?
What is a self portrait?
What is the Renaissance
What is Scale?
Positive and Negative Space
Objectives:
Art Production Concepts(s):
Students will study the life and art of Renaissance artist Giuseppe Arcimboldo. Students will create a self-portrait of themselves using symbols that represent who they are and the things they like. These can include favorite sports, lucky number, favorite video game, etc… Students will have their heads traced onto white paper and they will draw their symbols inside their heads with pencil. Afterwards they will outline their drawings with sharpie and color with color pencil.
STEM Aspect:
Science
Students will learn that Acrimboldo used to create botanical drawings as well as animal drawings. He created these drawings with vivid and realistic detail. These realistic drawings gave Acrimboldo the idea for his series of paintings.
Math
Discuss scale and proportion. You can also explain juxtaposition in working within the composition.
Materials
-Newsprint, Pencils, Color Pencils, Ebony Pencils, White Paper,Overhead Projector
Activities
Day 1:
Do Now will be to a critique The Fire 1566
Possible Questions to write on the board or create a worksheet:
1-Describe this painting as if you are talking to someone on the phone who has never seen this painting before.
2-What is the first thing you see?
3-Analyze- What elements and principles of art do you see?
4-Interpret- What do you think this painting means?
5- What are the differences between this painting and the Mona Lisa?
Art History: Giuseppe Acrimboldo and the Italian Renaissance- Scholastic Art September/October 2011
BRAINSTORM! Students will make a list of 20 words that represent them. Then they will draw "thumbnail sketches" of symbols (at least one) for each word.
While the students are brainstorming, they will come to the tracing station to get their silhouettes traced for their their rough drafts. I set up an overhead projector and tape newsprint to the wall. Then I position the students as close to the wall as possible and trace their shadow.
Day 2:
1) “Do Now” Design a symbol using your initials. This can be used in their portrait.
2) Review Acrimboldo and reiterate the importance of scale and proportion between their symbols and positive and negative space.
When the students have enough thumbnails sketches, they can start sketching the symbols inside their silhouettes. Remind them to overlap and juxtapose to reduce negative space.
Day 3:
1) “Do Now” Value worksheet. Students will learn how to use different techniques (value scale and blended value) to create value. This will be done by demonstrating these techniques to the students to make sure they understand and then letting them do their own worksheet
2) Review the project and reiterate the importance of scale as well as positive and negative space. Have students continue to work throughout the class. When they are finished with their rough draft, they can use a light table to transfer onto the final paper.
Day: 4
1) Review the project and reiterate the definition of value.
2) Finish final draft and color with colored pencils and/or markers
3) Do a blended value scale from dark to light in the background of the head.
Standards
NJCCCS
1.1.8.D.2, 1.3, 1.4.8.B.3
