Sara King Coastal Carolina University

Title: Youth in Motion Gesture Art

Grade Level: High School Level 1

Task Description: Students will create a watercolor painting based on their gesture drawings. Students will begin by exploring the technique of gesture drawing to quickly reveal the figure in motion through the fluidity of line. Students will view a video of turf dancers that pauses at various intervals to spotlight five different poses of the performers. They will draw five gesture drawings based on these poses, juxtaposing them in an informal composition. After finishing their gesture drawings, students will develop their poses and compositions by emphasizing chosen lines. The compositions will be completed by painting the figures and background in contrasting warm and cool colors to further emphasize the direction of lines created by the figure.

Curriculum Connection: Dance/Performing Arts/Music

Goals:

1. Creating Works of Visual Art: The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of works of visual art. 2. Using Structures and Functions: The student will use composition and the elements and principles of design to communicate ideas. 3. Exploring Content: The student will examine the content of works of visual art and use elements from them in creating his or her own works. 4. History and Culture: The student will understand the visual arts in relation to history and world cultures and the technologies, tools, and materials used by artists. 5. Interpreting Works of Visual Art: The student will analyze and assess the characteristics and qualities of his or her own works of visual art and those of others.

Visual Arts Curriculum Standards:

1. Creating Works of Visual Art The student will:

VAH1-1.1

Recognize and analyze the similarities and differences between materials, techniques, and processes in works of visual art. (obj. 1)

VAH1-1.2

Describe ways that different materials, techniques, and processes evoke different responses in one who is creating or viewing artworks. (obj. 1, 6)

VAH1-1.3

Communicate ideas through the effective use of a variety of materials, techniques, and processes in works of visual art. (obj. 1, 3)

VAH1-1.4

Apply materials, techniques, and processes with skill, confidence, and sensitivity sufficient to make his or her intentions observable in the artwork that he or she creates. (obj. 3, 4)

VAH1-1.5

Use a variety of art materials, tools, and equipment in a skillful, safe, and responsible manner. (obj. 5)

2. Using Structures and Functions The student will:

VAH1-2.1

Recognize, describe, and analyze the elements and principles of design and other compositional structures and strategies used in the visual arts to communicate ideas. (obj. 1, 2)

VAH1-2.2

Create works of visual art that use the elements and principles of design and other compositional strategies. (obj. 2, 4)

VAH1-2.3

Evaluate the effectiveness of artworks by analyzing the use of the elements and principles of design and other compositional structures and strategies. (obj. 6)

3. Exploring Content

The student will:

VAH1-3.1

Explore the sources of the subject matter and the ideas in a variety of works of visual art. (obj. 1)

VAH1-3.2

Analyze and describe the relationships among subject matter, symbols, and themes in communicating intended meaning in his or her own artworks and in those of others. (obj. 1, 6)

4. History and Culture The student will:

VAH1-4.1

Describe ways that the subject matter, symbols, ideas, and technologies in various artworks are related to history and culture. (obj. 1)

VAH1-4.3

Describe and discuss the function and meaning of specific artworks from various world cultures and historical periods. (obj. 1)

VAH1-4.5

Apply a knowledge of art history, various cultures, and technologies in the creation of original works of visual art. (obj. 3, 5)

5. Interpreting Works of Visual Art The student will:

VAH1-5.2

Make complex, descriptive, interpretative, and evaluative judgments about his or her own artworks and those of others. (obj. 6)

Objectives:

1. Students will identify and demonstrate an understanding of line in gesture drawings through discussing sketches by Rembrandt. (VAH1 -1.1, 1- 1.2,1-1.3, 1-3.1, 1-3.2,14.1,1-4.2) 2. Students will create a work of art using elements and principles of design. (VAH1 2.1, 1-2.2)

3. Students will skillfully use media techniques and processes to effectively communicate the concepts of movement lines, direction and fluidity. (VAH1-1.3, 1-1.4) 4. Students will successfully employ multiple processes and media while making effective compositional choices in communicating ideas on their own artworks and those of others. (VAH1-1.4, 1-2.2, 1-4.5) 5. Students will safely use materials, tools, and equipment in a respectful manner and will responsibly participate in clean-up and classroom maintenance. (VAH1-1.5) 6. Students will reflect on their own work and the work of their peers and participate in critique of artwork. (VAH1-1.2, 1-2.3, 1-3.2, 1-5.2)

Time:

One 50-minute class period

Materials and Tools (for a class of 30):

Drawing paper Pencils Black Marker Watercolor paints Brushes Plastic containers for water Paper towels Newspaper or plastic table cloths to protect tables when painting

Visuals and Resources:

PowerPoint with examples of lines, gesture drawings, and gesture drawings by Rembrandt Edited video Dancing in the Rain Teacher sample

Previous student work

Vocabulary: Line Gesture Composition Emphasis Fluidity Structural lines Outlines Contour lines Sketch lines Line personality Vertical lines Horizontal lines Diagonal lines Spiral lines

Background and/or Instructional Context:

The focus of this instruction is the study of using lines to create movement and meaning. The teacher will lead a presentation on the various types of lines and gesture drawings, including examples of sketches by Rembrandt. Students will participate in discussing the role of lines and gesture in art. Students will explore motion through line by creating quick gesture drawings based on dancers featured in the video Turf Dancing in the Rain. Using the same piece of paper they will group the sketches in a composition of their choosing and use a marker to emphasize the lines of the drawings. To complete the gesture studies, they will use watercolor paint to fill in the figures and background, using contrasting warm and cool colors. The students will hang their drawings side by side in the classroom and participate in a class critique of their gesture compositions.

Procedure:

Part 1: Overview of Lesson

1. The teacher will show a PowerPoint presentation about line types, gesture drawings and sketches by Rembrandt that demonstrate gesture. Students discuss

the role of lines and gesture by identifying and describing how they create movement, direction, meaning and emotion in art. 2. To prepare for the lesson the teacher will compile images by artists as well as examples of line. All needed materials will be prepared beforehand and be ready to distribute. 3. Students will create five gesture sketches based on video. 4. Students will emphasize the lines of their sketches. They can choose to emphasize all the lines of their figure or be selective in what information they want to give the viewer. 5. After their figures are emphasized as desired, students will use water color paints to complete their compositions. They can paint the figures in warm colors and the background in cool colors or vice versa. This combination is intended to further emphasize the direction and movement created by the lines.

Part 2: Criteria for Grading

1. Student will participate in class discussion and critiques on artists, line, gesture, and will use analytic interpretive reflection when justifying his/her conclusions. 2. Student will complete gesture drawing composition by effectively employing media, techniques, and processes. 3. Student will demonstrate skill using elements and principles of design and composition will be well-crafted. 4. Safe and correct use of materials, tools, and equipment, respectful classroom behavior and responsible participation in clean-up and classroom maintenance.

Part 3: Sequential Description of Steps

Step 1 - Introduction to Lesson and Discussion

1. The teacher will show PowerPoint presentation of different kinds of lines and how they are utilized in art. The presentation will then cover gesture lines and how they are used to imply motion, direction, fluidity or a feeling. Examples of

sketches by Rembrandt will be included to show how the master artist used gesture in his work, as well as some more contemporary uses of gesture in art. 2. The teacher will lead a class discussion on the element of line and its importance as a basic building block of art. During the discussion, the teacher will call on students to think of some adjectives that volunteers will then try to translate into a line (ex. funny student could draw a loopy, loose line,) Step 2 Gesture Drawing

3. The teacher will explain that the video will pause at five different spots. During these 30 second pauses, the students will do a quick gesture drawing of the visible figure on their drawing paper using pencil. There might be two visible figures on the screen and if any student wants to, he or she can try to sketch both quickly or they can just focus on one. Remind students not to worry about detail, but focus on getting the primary line of motion down and then adding to that. Let them know they can either do their sketches side by side or rotate their paper after each pause. 4. After making sure all students can see the screen and the lighting is adequate, the teacher will start the video. Students will draw their five gesture sketches. Step 3 Emphasize and Color

5. Students will use a black marker to emphasize some or all lines, depending on their personal preference. 6. They will then use watercolor paints to complete their compositions. Students should choose to use either warm or cool colors for their gestures and the unchosen color group for the negative space surrounding them. Direct them to use three colors on each pose to give more volume and form. Explain how this is also for the purpose of creating contrast, which will further emphasize the figure in motion. Step 4 Critique

10. Students will display their gesture drawings by hanging them in a row. If art is not dry enough, they will be set in a designated drying area and the critique will take place during the next class period. 11. Displaying the artworks in a row also implies a line full of motion made up by the compositions of the whole class. Students will evaluate how they and their peers approached this form of drawing by comparing and contrasting the various styles exhibited.

Clean-up:

1. The last 10 minutes of the class will be used as clean-up time. 2. All materials needed for the day will be set out before hand. 3. At the end of class, have students return materials they have been using to appropriate place neatly and rinse out any containers, brushes or other materials that need to be washed. 4. While students are cleaning areas, the teacher will check that all materials have been returned and are in appropriate places. 5. When students are done cleaning their area, they may sit back down until they are allowed to leave. 6. Each student is responsible for cleaning up his/her area including table, chair and floor before leaving the class.

Evaluation:

Teacher will use a graduated checklist aligned with the objectives and criteria to assess student performance.

Criteria: Student will participate in class discussion and critiques on artists, line, gesture, and will use analytic interpretive reflection when justifying his/her conclusions.

Student will complete gesture drawing composition by effectively employing media, techniques, and processes. Student will demonstrate skill using elements and principles of design and composition will be well-crafted. Safe and correct use of materials, tools, and equipment, respectful classroom behavior and responsible participation in clean-up and classroom maintenance.

Accommodations:

Some students with special needs may have trouble holding a pencil. The teacher aide assigned to the student can assist or a more appropriate drawing instrument can be used (ex. an extra large marker).

Extensions:

After completing this project, the teacher could extend this project by discussing line in relation to three-dimensional art. Advanced students could create a wire form sculpture based on a gesture drawing.

Sources:

Youtube, TURF FEINZ "RIP RichD" YAK FILMS DANCING in the RAIN DANSE, http://www.youtube.com/watch?v=JQRRnAhmB58