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Catchy Title: Rhythm is Gonna Get Ya! – Line, Rhythm, and Depth in Art
Theme/Topic of Lesson: Line, Rhythm, and Depth (Implied Line in Art)
Time Commitment: 5 Periods - 45 minutes
Subject Area(s):
Arts - Visual arts
Grade Level(s): 6
Standards Alignment:
Class Challenge Question: Describe how rhythm, depth, and dimension are used to create works of art?
Overview:
Middle School visual art students will brainstorm ideas from science, literature, and life experiences that can be used to develop a narrative sequence. They also practice drawing different points of view and techniques for showing action, change, and transformation. (ELO - I.B.)
In class, you will use reproductions of artwork to lead the class to make connections with what they know about sequence through discussions looking for meanings in selected art. Students will experience diverse learning styles through discussion, reading, and kinesthetic hands on work. Work will include two journal activities and one student-created artwork.
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Learning Objectives:
The Students will:
Interpret the meaning of art works by observing and discussing chosen works and by creating a journal page. Create meaningful images by drawing upon individual experiences and using one or more strategies to generate ideas. Solve representational problems by doing research and crafting a quality product.
Assessment
Two assessment rubrics, the Character Scroll Rubric and the Landscape Rubric, are used for this assignment. The Character Scroll Rubric is for the journal pages and the Landscape Rubric is for the completed artwork. The landscape assignment can be assessed by the teacher or by the students.
The teacher will check completed worksheets for a journal entry grade.
Each completed page of artwork (3 pages) is worth a maximum of 10 points.
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Resources
| Other Technology | Overhead Projector | | Computer with Internet access | | LCD Projector or S Video connection TV or Smart Board | | Print Materials | Canaletto, The Square of St. Marks, Venice Use this print in the introductory lesson. Teacher will demonstrate by analyzing the work to show how the artist used implied line. | | Degas, The Dancing Class This print is used in the introductory lesson. Students will analyze as group activity. | | Brueghel, The Wedding Dance This print is used in introductory lesson. Students will analyze as an individual journal entry. | | Crites, Parade on Hammond Street This print is used in introductory lesson. Students will analyze as an individual journal entry. | | Wood, Young Corn This print is used on day two to show how artists create depth and dimension using rhythm and movement. | | Video(s) | Behind the Scenes with David Hockney. The Illusion of Depth This video is used on the last day during activity three. It is used to review all the concepts. Also, it provides an extra work time for students who need more time.
| | Internet Sites | Picturing Books This site has good clear examples of rhythm and movement easily defined and demonstrated for the class.
| | http://picturingbooks.imaginarylands.org/palette/design/principles.html | | Web Design for Instruction This Web site is a good source for showing how artists create rhythm and movement in works of art. Use the two images by Matisse to explain how the eye sweeps around for optical movement and overlapping creates depth. | | http://www.usask.ca/education/coursework/skaalid/theory/cgdt/movement.htm |
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Materials
Per classPer student team/group of 4Per StudentPencil Two, 9x12 white hole punched paper Water colors, brushes, and water buckets 12x18 heavy weight white paper 12 X 18 newsprint paper - Folder (used as a Journal)
- Character Scroll (View)
- Character Scroll Rubric (View)
- Landscape Rubric (View)
Not Specified
Vocabulary
- Depth - The direct linear measurement from the point of viewing usually from front to back.
- Two-dimensional - Having height and width
- Three-dimensional - Having height, width, and depth
- Plane - A flat or level surface
- Foreground - The area closest to viewer, located at the bottom of the page.
- Middle ground - The area moving away from the viewer back into space located in the middle of the page.
- Background - The area far away from the viewer. The wall in an interior view. The sky and far away mountain, hills or trees.
Procedures
The teacher will review with students the Principles of Rhythm and Movement at the Picturing Books Web site http://picturingbooks.imaginarylands.org/palette/design/principles.html Students will construct meaning through actively participating in a group discussion of selected works of art. The teacher will model looking for meaning in a work of art by using Canneletto’s St. Marks Square, Venice. Students will be introduced to the use of implied line as a means of creating rhythm and movement in works of art. Narrative paintings will be used as the focus of this activity with an emphasis on how pictures can tell a story. Students will be encouraged to make connections to how illustrations help understanding in literature, social studies or science.
Students will then transition from active listening to whole group discussion of a second reproduction. The teacher can assess student understanding and provide further clarifications to the group based on group discussion of the reproduction.
Table group leaders will be asked to get the journal pages for their tables to transition to the writing activity. Students will now be working in pairs to develop a journal page together. This will help accommodate students who need additional help with writing and, by signing the page, each student will verify the other’s contribution to the work. These worksheets will be assessed using the provided Character Scroll Rubric, and copies of the work will be made as needed for non-writers to have their own copy for their journal.
By learning how artists create narrative pictures, incorporating the principles of Rhythm and Movement, students will be challenged to create their own narrative pictures. As each student is at an individual stage of development artistically, this must be considered when assessing student work. Reviewing the Landscape Rubric at the start of the work, each student aspires to do their best, to have neat work and to include details in their picture in this hands-on assessment.
One: Introduction of Implied Line or How Artists use Rhythm and Movement as a means of creating depth in a picture.
Daily Challenge Question: Why are rhythm and movement important in creating works of art?
45 minutes
Set-up Directions:
The Essential Learner Outcomes, Perceiving and Responding with an emphasis on Working Narratively from Observation and Imagination and The student will describe and analyze how artists show settings, characters, action, point of view and sequence and use different narrative formats in artworks, should be listed for students to see. The reproductions, Canelleto’s St. Marks Square, Venice, Degas’ The Dancing Class, Brueghel’s The Wedding Dance, and Crites' Parade on Hammond Street should be placed on the board in preparation for discussion. The worksheets, Character Scroll and Character Scroll Rubric, should be copied for each student and ready for distribution. A computer with Internet access should be available in the classroom and the Picturing Books Web site http://picturingbooks.imaginarylands.org/palette/design/principles.html bookmarked. An LCD projector will need to be used in order for all students to view this Web site. Each student will need a pencil to complete this lesson.
Teacher Presentation & Motivation:
The teacher will review the principles of Rhythm and Movement using the Picturing Books Web site http://picturingbooks.imaginarylands.org/palette/design/principles.html
Focus for Media Interaction:
The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
Viewing Activities:
Use the definitions within the site. By clicking on the picture, a new picture is revealed that enhances the definition. Then the teacher will introduce the Essential Learner Outcome, Perceiving and Responding with an emphasis on Working Narratively from Observation and Imagination. Ask students; “How do you select books from the library?” Answers will vary and you will need to guide the conversation to the role illustration plays in relation to reading material, whether it is text or pleasure reading. Have students look at Canelleto’s, St. Marks Square, Venice. What kind of story does it tell? Explain the artwork giving some history, the use of perspective, and how the repeated elements create an implied line. It is the repeated elements or rhythm and movement that carry the eye around the painting.
Post Viewing Activities:
The students will use the experience of reading pictures to complete a journal entry using the Journal Page titled, Character Scroll.
Activity 1 - Looking at Art
The teacher will model for the students by analyzing a painting. The teacher will show how artists use the principles of rhythm and movement to carry the viewer’s eye through the painting. The teacher will then have the students look deeper at the picture to find the “story” the artist has to tell about the time and place. The student will describe and analyze how artists show settings, characters, action, point of view and sequence and use different narrative formats in artworks. (ELO IB)
Students will practice this skill through a teacher lead group discussion with a second reproduction.
Activity 2 - Character Scroll
Students will complete a Character Scroll worksheet. The student will describe and analyze how artists show settings, characters, action, point of view and sequence and use different narrative formats in artworks. (ELO IB) After the worksheet is completed, the teacher will lead a discussion in which students will verbally answers the questions on the worksheet. After the discussion, student can turn in the worksheets in order for the teacher to grade them using the Character Scroll Rubric.
Students can earn a maximum of 25 points.
Activity 3 - Degas' The Dancing Class
Turn student attention to Degas’ The Dancing Class. Ask students to analyze the work as a group activity calling on various students to contribute as volunteers. First you will have students looking for how the artist used Rhythm and Movement in the picture. "How does your eye travel around the surface of the viewing area?" (You may have the student come to the board and map this out with his/her hand.) Ask if anyone sees the picture differently. Allow this student to demonstrate their pattern. Have the class vote on which way felt the most comfortable for the most people. Ask for a possible story to go with the picture. "What do you think is happening in the picture? How would you give the picture meaning? What is the dance master doing in the picture? Do they see interaction between the master and any of the students? What are the students doing in the picture?" These are some examples of questions that could lead the discussion. Have the students verbally summarize the outcome of the discussion in order to bring closure to this activity.
Activity 4 - Journal Entry
Pass out the worksheet, titled Character Scroll, and have students create a story about Brueghel’s The Wedding Dance or Crites' Parade on Hammond Street. Students will begin by diagramming ideas for character, setting, action, plot, and will choose from cause and effect, conflict and resolution, or transformation and metamorphosis as a means of completing a story plot. The short story will be placed in the lines and, to highlight their story, students will draw an interpretation of one part of the artwork in the box on the right. Several students will share their interpretation and short story with the class.
Wrap Up:
Discuss the project with students as to how successful they felt in completing the process. Ask: "How do Rhythm and Movement contribute to the success of an artist’s work?" As a means of review, ask: "How do Rhythm and Movement contribute to the success of an artist’s work?" Any incomplete work becomes homework due next class period.
Two: Student Journal Entry: Depth and Dimension
Daily Challenge Question: What is a landscape and how do artists use Rhythm in the creation of landscape pictures?
45 minutes
Set-up Directions:
Teacher will need to have an overhead projector with transparencies. The teacher will define and demonstrate foreground, middle ground, and background on a transparency. Two pages of paper will need to be punched for each student for their journal. Each student will need a pencil. A computer with Internet access should be available in the classroom with the Web Design for Instruction Web site http://www.usask.ca/education/coursework/skaalid/theory/cgdt/movement.htm bookmarked. An LCD projector will be used in order for all students to view this Web site. The reproduction, Young Corn by Grant Wood, should be displayed in the classroom. A round, cardboard tube should be available for each student team of four. The teacher should draw a sample of the cross section view of the hill as discussed in activity two of this lesson.
Teacher Presentation & Motivation:
The teacher will welcome students into the room and ask them to get their journals out and pick up two of the prepared sheets of paper from the activity box. Using the LCD projector and the computer, the teacher will direct student attention the Web Design for Instruction Web site http://www.usask.ca/education/coursework/skaalid/theory/cgdt/movement.htm A discussion should take place on what is viewed and student questions should be addressed. Using the overhead, the teacher will have students create page one of their journals. These are the definitions: foreground will be placed at the bottom of the page, middle ground will be placed in the middle of the page and background will be placed at the top of the page to duplicate what happens on the flat plane to indicate depth. Students will be directed to turn over their paper to the back and create depth by making four overlapping mountains. Before creating the picture, have students discuss in their table groups the best way to do this.
Focus for Media Interaction:
The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
Viewing Activities:
Discussion will take place on what is viewed and student questions will be addressed.
Post Viewing Activities:
Using the overhead projector, the teacher will have students create page one for their journal. Students will copy notes from the overhead. The class will discuss Grant Wood’s painting, Young Corn. Students will review what they learned on day one while discussing the painting. Ask students, “How did the artist create rhythm and movement? How did the artist create a sense of depth and dimension in the work of art?”
Students will be directed to turn over their papers to the back and create depth by drawing four overlapping mountains. Instruct students to determine a light source and add shadow to their scene. The teacher will monitor by walking around and observing student’s work. Several students will share their drawings with the class and explain the choices they made to create their drawing.
Activity 1 - "Up the Hill" Journal page
Using narrative description, the teacher will ask students to close their eyes to develop a picture in their mind. Here the teacher can develop a scene of their choice. “Imagine a warm spring day. Feel the sun on your back. It is early afternoon. There is a gentle breeze and birds are singing as they fly overhead. You are out for a walk across a field and ahead there is a hill and on that hill you can see an object. You are curious and decide to go see what it is. As you get closer, you can see it is made of stone and is about three feet tall and round. There is a flowering tree nearby. Off in the distance some clouds are moving in. You get closer still and can tell the object is an open well.” Direct students to quickly sketch the scene you described. Key words could be written on the chalkboard or overhead to help students remember what should be in the scene. Give students about 5 minutes to develop this sketch. Have several students share their drawings prior to the end of this activity.
Have students turn paper over.
Activity 2 - Cross Section Journal page
Students will be directed to use the cardboard tubes at the table to observe how the light filters down the inside of a curved area. Students will take turns aiming the tube at the light source near their table. This will be important for the next drawing they will be creating.
Ask students if they have seen a cross section. Ask them where this would be used or where they have seen this type of illustration before? The connection should be made to science. You could use an apple or orange cut in half as an example. Explain that the next drawing they create will be a cross section.
This time students will be asked to create a cross section of the hill showing the underground view. Tell students to "Picture in your minds the inside of the well. See how the light plays down the rounded side of the stone walls. Notice how parts are in light and parts are in shadow." Using the vocabulary learned tell students that the foreground or bottom of the paper is the bottom of the well and the top of the paper is where the opening of the well would be found exposing the sky or background. The rest of the whole paper represents the inside of the well. For interest, add a little frog living at the bottom of the well on a lily pad. The frog looks up and can see someone peeking down over the edge of the well at him. Give students 5 minutes to create a quick sketch and monitor the activity. They may need visual help after a few minutes wait time, so have a sample, as the cross section view is a little harder for them to envision. Have several students share their drawings prior to the end of this activity.
Wrap Up:
Teacher asks, “What was the most difficult part of visualizing the information and transferring what you imagined to paper?” After this discussion is finished, have the students answer the daily challenge question through verbal discussion.
Three: Landscape Painting
Daily Challenge Question: How can you take what you have learned about depth and dimension and apply this in the creation of your own landscape?
45 minutes
Set-up Directions:
Teacher will need selected landscape reproductions for warm-up discussion. Students may want to have a 12x18 rough draft paper (newsprint) for a practice drawing. Have 12x18 heavyweight paper, pencils, erasers, watercolors, brushes, and water buckets for each individual student.
Teacher Presentation & Motivation:
As a warm up, have the students review notes in preparation for the day’s activities. The teacher should demonstrate proper use of watercolor for the class.
Activity 1 - Preparing to Draw
Students will create a composition that uses linear shapes to create rhythm and motion through the use of implied line. The student will practice methods for creating depth on a two dimensional plane. This is the rough draft phase of the activity. Provide time at the end of this activity to answer students' questions regarding this assignment. Have several students share their successes or difficulties with this assignment.
Activity 2 - Final Landscape Painting
After discussion of the teacher selected reproductions, have the students create their own compositions utilizing implied line. Explain that there must be three or more objects to create the effect of an implied line in the picture. Composition should also include overlapping. Students may wish to experiment with rough draft paper first.
Students should have drawing complete at the end of day one. Have several students share their drawings with the class.
Wrap Up:
Have students share any problems or concerns during class discussion time. Review the concepts and objectives. Students should verbally answer the daily challenge question through a teacher lead discussion.
Four: Landscape Painting
Daily Challenge Question: How can you take what you have learned about depth and dimension and apply this in the creation of your own landscape?
45 minutes
Set-up Directions:
Students will take work from folders in preparation to start the final work on the landscape paintings. Good copy paper should be ready for the students and paint, brushes, and water buckets should be set out. The Landscape Rubric should be copied for each student.
Teacher Presentation & Motivation:
The teacher will review painting safety and respect for others' work. Explain how to set up the work area and the proper clean up technique for the room at the end of class.
Activity 1 - Landscape Rubric
The teacher will give each student a copy of the Landscape Rubric. The teacher will review the expectations and will allow time for the students to ask questions.
Activity 2 - Painting
Students will create a composition that uses linear shapes to create rhythm and motion through the use of implied line. The students will work on their final copy of the landscape. Explain that there must be three or more objects to create the effect of an implied line in the picture. Composition should also include overlapping. Students should finish their drawings. Several students should share their composition with the class.
Students will clean up their work areas. Work will be placed in portfolios.
Wrap Up:
Have students volunteer to share their experience explaining how they created depth in their picture.
Five: Landscape Painting
Daily Challenge Question: How can you take what you have learned about depth and dimension and apply this in the creation of your own landscape?
45 minutes
Set-up Directions:
Student work should be returned to the portfolios. Paint, paint brushes, and water buckets should be out and available to students. A TV and VCR should be available in the classroom. The teacher should have the video, Behind the Scenes with David Hockney, ready for viewing.
Teacher Presentation & Motivation:
Review the objectives with students and ask for any questions. Work on helping individual students as needed.
Activity 1 - Painting
Students will continue working on their landscape painting building on details after ground colors have been completed and dried. Have several students share their landscape paintings before beginning the next activity.
Activity 2 - Behind the Scenes with David Hockney
Students will view the video Behind the Scenes with David Hockney. This video reinforces the concepts learned about depth. If students have not finished, they can continue working on their paintings during the video activity.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Discussion will take place on what is viewed and student questions will be addressed.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Discuss David Hockney’s The Chair after the video. In discussion the teacher could ask, “What was Hockney trying to create? Was he successful? Do you feel this approach creates a sense of movement and why?”
Wrap Up:
Through a teacher lead discussion, have the students verbally answer the Class Challenge Question posed at the beginning of day one.
Enrichment Options
Field Experiences
Plan a field trip to an art museum and have the students apply their knowledge to the paintings found in the museum.
Cross-Curricular Extensions
Art / Dance / Physical Education - Talk about beats in music, the movement of dance, and how the rhythm of a swing of a bat is important in athletics.
Science/ Social Studies / Literature - Provide a sample of science illustrations, pictures from a social studies text, and literature book to compare and discuss the significance and importance of the use of pictures within the different subject areas. How does illustration help make a point or teach you something about the subject?
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As a reflective practitioner, note how this lesson could be adjusted after its initial implementation. How successful were the students? What did the assessment demonstrate about the students’ learning? What skills do the students need to revisit? What instructional strategies worked and what made them successful? What will you change the next time you use this lesson? Why?
Author: Monica Agapaloglou
Modified by: Megan E. Tucker
Program: Maryland Initiative for New Teachers (MINT)
Author's School System: Caroline County Public Schools
Author's School: Lockerman Middle School
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