kidtopia project overview · paul cezanne, bibemus materials: black and white paint, colored paint,...

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Project OverviewProject OverviewProject OverviewProject Overview

Working in groups, students created a large multi-panelled painting, depicting an ideal place they would like to live in. Students learned about the geography, food, shelter, clothing, and transportation of their own community in Brooklyn, NY and different cultures around the world, including the Maasai in Africa and the Inuit in Canada. They compared the similarities and differences between these different cultures and integrated some elements from each culture into their artwork. After creating the paintings, students made small sculptures of objects that they would need to live in their invented place.

Essential Question:Essential Question:Essential Question:Essential Question: How does where we live affect how we live?

Artistic Goals: Artistic Goals: Artistic Goals: Artistic Goals:

1. Students will learn drawing techniques (contour drawing and drawing from observation). 2. Students will learn color mixing and painting techniques (including how to represent a place). 3. Students will understand how composition and space are arranged in a landscape painting. 4. Students will learn how to work together to brainstorm ideas.

Curricular Goals:Curricular Goals:Curricular Goals:Curricular Goals:

1. Students will learn what a community is. 2. Students will learn about the geography, food, clothing, shelter, transportation, and culture of the Maasai and

Inuit. 3. Students will learn the similarities and differences between the communities they are studying and compare these

communities to their own. 4. Students will understand that where one lives affects how one lives.

National Content Standards Addressed:National Content Standards Addressed:National Content Standards Addressed:National Content Standards Addressed: Visual Arts K-4.1: Understanding and Applying Media, Techniques, and Processes

� Students describe how different materials, techniques, and processes cause different responses. � Students use different media, techniques, and processes to communicate ideas, experiences, and stories.

Visual Arts K-4.2: Using Knowledge of Structures and Functions � Students know the differences among visual characteristics and purposes of art in order to convey ideas. � Students describe how different expressive features and organizational principles cause different responses.

Visual ArtsK-4.6: Making Connections Between Visual Arts and Other Disciplines � Students understand and use similarities and differences between characteristics of the visual arts and other arts

disciplines.

Social Studies: Geography: NSS-G.K-12.2: Places and Regions Students should: � Understand the physical and human characteristics of places. � Understand how culture and experience influence people’s perceptions of places and regions.

NSS-G.K-12.5: Environment and Society Students should: � Understand how human actions modify the physical environment. � Understand how physical systems affect human systems.

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Part 1: Learning Artistic TechniquesPart 1: Learning Artistic TechniquesPart 1: Learning Artistic TechniquesPart 1: Learning Artistic Techniques

=How do artists depict their environments?

Activity 1: Line Drawing and Perspective Activity 1: Line Drawing and Perspective Activity 1: Line Drawing and Perspective Activity 1: Line Drawing and Perspective While on a neighborhood walk of their community, students practiced line drawing techniques. Back in the classroom, students learned that artists use atmospheric perspective to represent space by overlapping objects and diminishing the size and detail as the object moves back in space. Working in groups, they practiced these techniques by creating collages inspired by their neighborhood observations. Recommended Time: two 45-minute sessions Inquiry Artwork: Edouard Vuillard, Place Vintimille

Materials: paper, pencils, black sharpie markers

Activity 2: Painting Technique Activity 2: Painting Technique Activity 2: Painting Technique Activity 2: Painting Technique Students learned about the value of color by first only painting in black and white, creating a landscape inspired by their earlier drawings and collage. Students practiced making brushstrokes that they thought expressed a particular mood, and looked at landscapes by Cezanne and van Gogh to help them think about the ways in which artists convey a sense of place in their work. Once students had an understanding of black and white painting, they learned techniques for color mixing by making a color wheel. They then integrated color in their landscape and as a class created a list of feelings they believed their paintings evoked. Recommended Time: two 45-minute sessions Inquiry Artwork: Vincent van Gogh, Mountains at Saint-Remy

Paul Cezanne, Bibemus Materials: black and white paint, colored paint, paintbrushes, paper, pencils, collages from the previous session

Part 2: Investigating Communities Part 2: Investigating Communities Part 2: Investigating Communities Part 2: Investigating Communities

How can objects represent a community?

AAAActivity 3: Image Inquiry ctivity 3: Image Inquiry ctivity 3: Image Inquiry ctivity 3: Image Inquiry Students learned about the Maasai and Inuit cultures by looking at images of objects used by members of these communities (see resources). Through their discussions of these objects, students learned how the environments where these communities live affect how they live. In deciding what a community means to them, students created word webs and flip charts to compare these cultures with their own.

Recommended Time: three 45-minute sessions Inquiry Artwork: see resources Materials: paper, pencils, images, flip chart paper

Activity 4: Brainstorming Activity 4: Brainstorming Activity 4: Brainstorming Activity 4: Brainstorming In preparation for their group paintings, students brainstormed a class list with all of the elements they wanted to represent in their ideal community. They integrated aspects of their own community and the communities they learned about while thinking about their ideal place.

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Part 3: Planning and Layout Part 3: Planning and Layout Part 3: Planning and Layout Part 3: Planning and Layout What kind of place do we want to live in?

Activity 5: Collaboration Activity 5: Collaboration Activity 5: Collaboration Activity 5: Collaboration Working in small groups, students worked together to create a collaborative work of art. Each group of 4-5 students chose elements from the class list and decided how to represent these elements in a single drawing of an imaginary place, which was created with pencil on large 18x24” sheets of drawing paper. In creating their group drawing, students incorporated the perspective and drawing techniques they learned about earlier. Recommended Time: two 45-minute sessions Materials: large paper, pencils

Activity 6: Mural Planning Activity 6: Mural Planning Activity 6: Mural Planning Activity 6: Mural Planning Students looked at Vuillard’s Place Vintimille, and noticed the ways in which this artist depicted a single scene across multiple panels. They then hung their place drawings side by side in a similar manner, and thought about the details they could add to make them work together as one large scene. With their plans in place, students gathered in their small groups again and transferred their drawings to large 24x36” panels of pre-primed canvas Recommended Time: three 45-minute sessions Inquiry Artwork: Edouard Vuillard, Place Vintimille Materials: paper, pencils, paper, canvas panels

Part 4: Constructing Final Project Part 4: Constructing Final Project Part 4: Constructing Final Project Part 4: Constructing Final Project

What would life be like in our ideal place?

Activity 7: Painting Activity 7: Painting Activity 7: Painting Activity 7: Painting Students drew on their knowledge of space, color, brushstroke and narrative while painting each panel in their small groups. Once all the panels were completed, the class looked at them together as a cohesive whole. Next, students discussed changes and additions that would express the story and mood of their imaginary place. Recommended Time: two–three 45-minute sessions Materials: acrylic paint, paintbrushes- a variety of sizes and shapes, primed canvas

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Activity 8: Small Sculptures Activity 8: Small Sculptures Activity 8: Small Sculptures Activity 8: Small Sculptures Once the panel painting was completed, students considered what they would need to live in their invented place. They wrote reflections about objects they learned the Maasai and Inuit used and then brainstormed 3-5 objects they would need to survive. Next, students created sculptures of these objects using wire, tape, cardboard and paper. Recommended Time: three 45-minute sessions Materials: wire, tape, cardboard, paper, paint, paintbrushes

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Resource MaterialsResource MaterialsResource MaterialsResource Materials

Website:Website:Website:Website: World Affairs Council, http://world-affairs.org Maasai BooksMaasai BooksMaasai BooksMaasai Books:::: Dahl, Michael. Kenya. Mankato, Minn.: Bridgestone Books, 1997. Hru, Dakari, and Rich, Anna. Joshua's Masai Mask. Paw Prints, 2008. Kroll, Virginia L., and Nancy Carpenter. Masai and I. New York: Four Winds Press, 1992. Lilly, Melinda, and Charles Reasoner. Warrior Son of a Warrior Son: A Masai Tale. Vero Beach, Fla.: Rourke Press, 1998. Mollel, Tololwa Marti, and Paul Morin. The Orphan Boy: A Maasai Story. Paw Prints, 2008. Parker, Victoria. We're from Kenya. Oxford: Heinemann Library, 2006. Inuit BooksInuit BooksInuit BooksInuit Books:::: Dabcovich, Lydia. The Polar Bear Son: An Inuit Tale. New York: Clarion Books, 1996. Martin, Jacqueline Briggs, and Beth Krommes. The Lamp, the Ice, and the Boat Called Fish. Boston: Houghton Mifflin, 2001. Santella, Andrew. The Inuit. A True Book. New York: Children's Press, 2001. Sloat, Teri, and Betty Huffmon. Berry Magic. Anchorage: Alaska Northwest Books, 2004. Steltzer, Ulli. Building an Igloo. New York: H. Holt, 1995. Williams, Suzanne. The Inuit. Watts Library. New York: Franklin Watts, 2003. MovieMovieMovieMovie Nanook of the North. DVD. Directed by Robert Joseph Flaherty. New York: Criterion Collection, 1998.

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Sample Inquiry PlansSample Inquiry PlansSample Inquiry PlansSample Inquiry Plans

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Edouard VuillardEdouard VuillardEdouard VuillardEdouard Vuillard Place VintimillePlace VintimillePlace VintimillePlace Vintimille, 1908, 1908, 1908, 1908----10101010 Distemper on cardboard, mounted on canvas. Two panels: 78Distemper on cardboard, mounted on canvas. Two panels: 78Distemper on cardboard, mounted on canvas. Two panels: 78Distemper on cardboard, mounted on canvas. Two panels: 78 3/4 x 27 3/8 inches and 78 3/4 x 27 1/2 inches. Thannhauser Collection, Gift, Justin K. 3/4 x 27 3/8 inches and 78 3/4 x 27 1/2 inches. Thannhauser Collection, Gift, Justin K. 3/4 x 27 3/8 inches and 78 3/4 x 27 1/2 inches. Thannhauser Collection, Gift, Justin K. 3/4 x 27 3/8 inches and 78 3/4 x 27 1/2 inches. Thannhauser Collection, Gift, Justin K. Thannhauser 78.2514.74.Thannhauser 78.2514.74.Thannhauser 78.2514.74.Thannhauser 78.2514.74.

Inquiry Script: • What do you notice?

• What can you guess about this place by looking at this painting?

• Imagine you could step inside this painting. What would it feel like to be in this neighborhood? What would you hear? What would you do?

• This painting depicts a neighborhood in Paris where the artist, Edouard Vuillard, lived for 20 years. It was where he spent his youth and a place where he had many friends. It was his community.

• How is it similar to or different from your community?


Vincent van GoghVincent van GoghVincent van GoghVincent van Gogh Mountains at SaintMountains at SaintMountains at SaintMountains at Saint----Rémy, Rémy, Rémy, Rémy, July 1889. July 1889. July 1889. July 1889. Oil on canvas, 28 1/4 x 35 3/4 inches. Solomon R. Guggenheim Museum, Thannhauser Collection, Oil on canvas, 28 1/4 x 35 3/4 inches. Solomon R. Guggenheim Museum, Thannhauser Collection, Oil on canvas, 28 1/4 x 35 3/4 inches. Solomon R. Guggenheim Museum, Thannhauser Collection, Oil on canvas, 28 1/4 x 35 3/4 inches. Solomon R. Guggenheim Museum, Thannhauser Collection, Gift, Justin K. Thannhauser. 78.2514 T24.Gift, Justin K. Thannhauser. 78.2514 T24.Gift, Justin K. Thannhauser. 78.2514 T24.Gift, Justin K. Thannhauser. 78.2514 T24.


• Imagine what it would feel like to be in the mountains.

• Describe the brushstrokes in this painting. How do they affect how you think it would feel to be in this place?

• The artist, Vincent van Gogh, wrote a letter to his brother as he was working on this painting. He said: “They will tell me that mountains are not like that and that there are black outlines of a finger’s width.” He knew that others would think his brushstrokes were too thick to be realistic, but he chose to make them this size anyway. How do you think this painting would change if the brushstrokes were different?

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Paul CezannePaul CezannePaul CezannePaul Cezanne BibémusBibémusBibémusBibémus, , , , ca. 1894ca. 1894ca. 1894ca. 1894----1895. 1895. 1895. 1895. Oil on canvas, 28 1/8 x 35 3/8 inches. Solomon R. GuggenhOil on canvas, 28 1/8 x 35 3/8 inches. Solomon R. GuggenhOil on canvas, 28 1/8 x 35 3/8 inches. Solomon R. GuggenhOil on canvas, 28 1/8 x 35 3/8 inches. Solomon R. Guggenheim Museum, Thannhauser Collection, Gift, Justin K. Thannhauser,1978. 78.2514.6. eim Museum, Thannhauser Collection, Gift, Justin K. Thannhauser,1978. 78.2514.6. eim Museum, Thannhauser Collection, Gift, Justin K. Thannhauser,1978. 78.2514.6. eim Museum, Thannhauser Collection, Gift, Justin K. Thannhauser,1978. 78.2514.6.


• Describe how the artist used color and brushstroke in this painting.

• In this painting, Paul Cezanne depicts quarries known as Bibémus in the south of France. He was interested in capturing the unique terrain of the quarries using different colors, tones, and textured brushstrokes. Compare this painting with Vincent van Gogh’s Mountains at St. Remy (see previous Inquiry Script). How does Cezanne’s use of color and brushstroke compare to van Gogh’s?

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=Edouard VuillardEdouard VuillardEdouard VuillardEdouard Vuillard Place VintimillePlace VintimillePlace VintimillePlace Vintimille, 1908, 1908, 1908, 1908----10101010 Distemper on cardboard, mounted on canvas. Two panels: 78 3/4 x 27 3/8 inches and 78 3/4 x 27 1/2 inches. Thannhauser Collection, Gift, Distemper on cardboard, mounted on canvas. Two panels: 78 3/4 x 27 3/8 inches and 78 3/4 x 27 1/2 inches. Thannhauser Collection, Gift, Distemper on cardboard, mounted on canvas. Two panels: 78 3/4 x 27 3/8 inches and 78 3/4 x 27 1/2 inches. Thannhauser Collection, Gift, Distemper on cardboard, mounted on canvas. Two panels: 78 3/4 x 27 3/8 inches and 78 3/4 x 27 1/2 inches. Thannhauser Collection, Gift, Justin K. Thannhauser 78.Justin K. Thannhauser 78.Justin K. Thannhauser 78.Justin K. Thannhauser 78.2514.74.2514.74.2514.74.2514.74.

Inquiry Script: • Take a moment to look carefully at this painting.

• What do you notice?

• Create a detailed list of the elements in each panel.

• How are the compositions in each panel similar? How are they different?

• The artist, Edouard Vuillard, drew, painted, and photographed this park from every angle and perspective over and over again for twenty years. In these two panels here, the artist captured the park at two different times of day with different weather conditions and details. Why do you think the artist chose to depict the same park in so many different ways in many different artworks?

kidtopia project overview · paul cezanne, bibemus materials: black and white paint, colored paint,...

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