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Students as
Artists/Writers
Meet the Artists of the Day/Month: (Mini Talent Show in school)
a)
Encourage students with ability or interest in drawing/painting to put
together a “portfolio” of their work. The work would be on display on a
given day for students of the same class/grade level/school to have a
chance to look at it. Students participating will be asked to bring
work that shows the process they utilized to get to a final product of
one specific painting/drawing.
b)
On the day of the
presentation, the artist(s) presents an autobiography to an audience.
The artist(s) gets to talk about what inspired him (them) to paint a
specific drawing/painting. The artist(s) explain the message/meaning of
his (their) paintings. The artist(s) will discuss why specific effects
and/or colors are used.
c)
Compare/Contrast:
Have the student
compare one of the artist’s paintings with one of his/her own (or peer’s
painting). Did they both use similar strategies? Similar colors?
Needed: graphic organizer and painting from one of the
artists.
Writing:
Compare/contrast two paintings of the same artist (or different
artists).
Needed: A graphic organizer and
paintings from each artist
a)
Durand
b)
Cole
c)
Cropsey
d)
Church
Working with the Art teacher:
coordinate with art teacher for lessons on:
a) strategies
to include objects/people in a painting
b)
effect of color (ex.
shades-dark vs. soft colors!) in a painting
c)
materials needed
Steps to draw and paint:
a)
Read and discuss Young
Artist by Thomas Locker.
b)
Using “Cobblestones Magazine”
(February 1987, Vol. 8 #2, pp. 32-33), have students experience the
process of sketching and producing their own painting. Finally, have an
exhibition in the classroom/school.
c)
Writing:
*The students get to
write about the strategies and messages behind at least two of the
paintings (Write about what “catches” their eye!) on index cards and
post by the painting.
Cropsey/Durand/Cole/Church make their debute:
a)
Display
one of the artist’s paintings. Ask students to write a personal
narrative about what they “see”. What do they think is the artist’s
message to us?
Needed:
sample of paintings in the kit supplied to each school
Page 2: Pre/Post Conference Activities
DBQ Practice:
a)
Document #1: Autumn-On the
Hudson River (Cropsey)
Document
#2: Cropsey’s biography becomes a document
E.L.A. Practice:The
Hudson River School
Compare/contrast
Cropsey’s painting, Autumn-on the Hudson River (19th century)
to Thomas Locker’s painting (contemporary).
OTHER
PROJECTS & LESSONS
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