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Project Anton Lessons

“Project Anton”

ArtSeed and San Francisco Public Montessori School

Collaboration with the San Francisco Contemporary Music Players

For Monday Night Concert March 24, 2014

and Legacies and Living Spaces exhibition at the Thoreau Center June 26 – July 26 2014

 

Lesson 1 of 10: Lines: Building Blocks of Art (October 9, 2013)

Materials: Graphite pencils, straight edges, xerox printouts, colored paper, pastels

Prep: Sharpen pencils, prepare examples, students that finish the printout fast may do a larger free form doodle on colored paper and color in the shapes made by intersecting lines

Introduction: Introduce Todd, Trey and ArtSeed. “A line is a dot that went for a walk.” All art starts with lines. (As does all handwriting.) Today we will learn about specific lines and practice drawing them. “What are vertical lines?” (Demonstrate the up/down arm gesture and have them do the same. Repeat for horizontal, wavy, curly, zigzag… again with them doing the arm gestures.) We will end with a Doodle filled with lines. A Doodle is a free form drawing that is just for fun.

Vocabulary: Vertical, horizontal, diagonal, wavy, curly, zigzag, doodle

Closing: Review what we learned about lines. “Does anyone have curvy lines in their name?” Mention what to look forward to next week (color).

Successes: Every child felt empowered by their ability to make different lines

Challenges: Some of the Pre-Kers have limited hand/eye motor skills, some students will do this printout very fast so have a part two planned.

Standards, skills and concepts learned: Different kinds of lines; tracing, hand/eye motor skills; connection between Drawing and Handwriting

Ÿ Classes: Pre-K, K, Grades 1-2, Grades 3-5 / CA Standards Addressed: 1.0 Artistic Perception (Develop Perceptual Skills and Visual Arts Vocabulary), 2.0 Creative Expression (Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.)

1.1       Discuss visual and tactile perceptions of the natural and human-made world: what is seen and how objects feel.

2.1       Use lines, shapes/forms, and colors to make patterns.

2.2       Demonstrate beginning skill in the use of materials (such as pencils, paints, crayons, clay) to create works of art.

 

 

Lesson 2 of 10: Color, Music and Kandinsky (October 16, 2013)

Materials: Chalk pastels, paper, printouts of Kandinsky paintings, video of animated Kandinsky painting mov­ing to Stravinsky music, audio samples of different types of music

Prep: Prepare examples, work alongside students, set up audio-visual equipment

Introduction: Review last week’s project (Lines). Introductions were made of ArtSeed Teaching Artists Trey Houston and Todd Standish.  Abstract art was discussed. Children learned about Wassily Kandinsky’s explorations in color theory and making art about music. We played some audio samples of different music while the students have their eyes closed. Then ask for their responses, “How would you describe the music? What colors would you use to represent that feeling? What kind of lines?” There is no wrong answer.

Vocabulary: Abstract, non-representational, concentric, synesthesia

Closing: Review what we learned. Warm and cool colors. Abstract art. Kandinsky (have them pronounce his name)

Successes: Every child got to explore color combinations and have their own unique responses to listening to music.

Challenges: Chalk pastels can be messy and dusty. Give instructions not to blow chalk dust or wipe hands on clothes. Do different colors trigger different emotions?

Standards, skills and concepts learned: Warm/cool color theory, abstract art, famous artist Kandinsky, motor skills, personal expression

Ÿ Classes: Pre-K, K, Grades 1-2, Grades 3-5 / CA Standards Addressed: 1.0 Artistic Perception, 2.0 Creative Expression, 3.0 Historical and Cultural Context (Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists), 4.0 Aesthetic Valuing (Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.)

3.1       Identify art observed in daily life.

3.2       Describe pictorial objects that appear in works of art.

3.3       Discuss art objects from various places and times.

4.1       Discuss what is seen in works of art.

 

Lesson 3 of 10: Webern & his Music (October 23, 2013)

*Special Guest: Conductor, Steven Schick from the Contemporary Music Players

Materials: Graphite pencils, thick, textured water color paper, aqua/oil pastels, q-tips, water, printouts of pointillist artworks; audio/visuals of pointillism, Anton Webern, sheet music from Concerto for Nine Instruments Op.24, musical instruments, art books of pointillist drawings, audio of Webern music

Prep: Prepare examples, audio/visual equipment

Introduction: Introduce Todd, Trey, and Josefa. Review last two class projects. Intro Pointillism and Seurat. How is Pointillism like Webern’s music? Demonstrate how to work with materials to create pointillist effects. Describe longer project. Creating an under painting before adding additional layers to archival paper.

**Special Guest, conductor Steven Schick worked with the last three classes. He discussed Webern with stu­dents, played music segments and asked students for their impressions. The music is like a conversation. Each instrument plays 3 notes. “What is the softest sound you can think of?”

Vocabulary: Georges Seurat, Anton Webern, conductor, composer, pointillism, under painting, blended

Closing: Look at the artwork. Reviewed what we learned about Webern and pointillism. Mention what to look for­ward to next week, and discussed the longer project and exhibition.

Successes: Children got to meet an actual conductor and learn how to interpret music. They enjoyed using real artist materials to create pointillist effects.

Challenges: How to listen and interpret music. Translating music into visuals.

Standards, skills and concepts learned: Music interpretation, hand/eye motor skills, art history, musical history, the difference between composer and conductor, how music is written. Exploring the relationships between Visual Art and Music.

Ÿ Classes: Pre-K, K, Grades 1-2, Grades 3-5 / CA Standard Addressed: 1.0 Artistic Perception, 2.0 Creative Expression, 3.0 Historical and Cultural Context, 4.0 Aesthetic Valuing, 5.0 Connections, Relationships, Applications (Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.)

5.1       Create visual patterns (e.g., line, line, dot; line, line, dot) to match rhythms made by clapping or drumming the beat found in selected poems or songs.

 

Lesson 4 of 10: Ink and Brush (October 30, 2013)

Materials: India ink, brushes, aprons, previous artworks (Kandinski’s from Lesson 2); rice paper, audio/visuals of Japanese calligraphy artist Aoi Yamaguchi creating sumi ink paintings, audio of Webern music, photographs of artwork with under painting (stage one).

Prep: Prepare examples, audio/visual equipment, ink trays

Introduction: Todd, Trey, and Josefa Vaughan introduce Mason Dille, cellist, and Gabriella Hofmeyer, violinist. Review last class project. Demonstrate how to work with ink and brush to create 3 different types of brushstrokes. Japanese ink artist photos. Describe longer project and exhibition.

Vocabulary: India ink, abstract, layering, composition, chop

Closing: Look at the artwork. Review what we learned about Webern and abstract art. Discuss the longer project and exhibition.

Successes: Children got to use real artist materials to create brushstrokes. Students see their art change through the layering of various techniques and stages.

Challenges: Using potentially messy ink. Working on an art piece for many layers and stages, and media. It helped that we photographed each child’s painting after each session and brought them prints of that stage of their painting to keep. That way they were less resistant to changing, layering and pushing their work to the next level. They stretched their usual attention span!

Standards, skills and concepts learned: Hand/eye motor skills, art history, relationship between visual art and music, long-range projects.

Ÿ Classes: Pre-K, K, Grades 1-2, Grades 3-5 / CA Standards Addressed: 1.0 Artistic Perception, 2.0 Creative Expression, 3.0 Historical and Cultural Context, 4.0 Aesthetic Valuing, 5.0 Connections, Relationships, Applications

4.1       Discuss what is seen in works of art.

5.3       Point out images (e.g., photographs, paintings, murals, ceramics, sculptures) and symbols found at home, in school, and in the community, including national and state symbols and icons.

5.4       Discuss the various works of art (e.g., ceramics, paintings, sculpture) that artists create and the type of media used.

 

 

Lesson 5 of 10: Webern: Elements of Music (November 6, 2013)

Materials: graphite pencils, straight edges, their previous Kandinsky circle drawings, their previous small pieces and photographs of artwork with ink (stage two), A/V set up, MP3 of Webern music, slides of “imaginary” written music.

Prep: Sharpen pencils, pass out previous artworks

Introduction: Basics of writing/reading music. Intro to Special Guests: Rozella Kennedy, and Mason Dille. How is a visual composition similar to a musical composition? Webern and notes in groups of 3. Children were invited to come view their India ink exercises on display at Fall Open Studios at the Shipyard.

Vocabulary: Clef, staff, notes, tempo; overlap parallel, measures, treble clef, and bass clef

Closing: Review what we learned about music and Webern.

Successes: Students “write” their own music

Challenges: Working with straight edge; encouraging children to work in layers, not to be afraid to cover up what they’ve done so far.

Standards, skills and concepts learned: Music fundamentals, hand/eye motor skills, musical history, the difference between composer and conductor, how is music written. Relationship between visual art and music, creative expression

Ÿ Classes: Pre-K, K, Grades 1-2, Grades 3-5 / CA Standards Addressed: 1.0 Artistic Perception, 2.0 Creative Expression, 3.0 Historical and Cultural Context, 4.0 Aesthetic Valuing

4.3       Discuss what they like about their own works of art.

4.4       Select works of art by others and tell what they like about them.

 

 

Lesson 6 of 10: Andrea Palladio: Elements of Classical Architecture (November 13, 2013)

Materials: Graphite pencils, straight edges, pre-cut paper, glue, architecture books, previous Kandinsky circle drawings

Prep: Sharpen pencils, cut paper into architectural shapes, audio/visual

Introduction: “Architecture is like music frozen in time.” The basics of architecture. Intro to Palladio’s aesthetics. How is Palladio similar to Webern? Introduce volunteer Akiko Yoshida.

Vocabulary: Ionic, Doric, Corinthian capitals on columns, pediment, foundation, collage

Closing: Review what we learned about Palladio. Look for buildings in SF that have these architectural elements during the week.

Successes: Students got to get messy, and easily create a “palace” with 6 pieces of paper

Challenges: Working with glue; encouraging children to work in layers, not to be afraid to cover up what they’ve done so far.

Standrds, skills and concepts learned: Collage; Classical Architecture; Relationship of Music and Architecture

Ÿ Classes: Pre-K, K, Grades 1-2, Grades 3-5 / CA Standards Addressed: 1.0 Artistic Perception, 2.0 Creative Expression, 3.0 Historical and Cultural Context, 4.0 Aesthetic Valuing, 5.0 Connections, Relationships, Application

2.1       Use lines, shapes/forms, and colors to make patterns.

3.3       Discuss art objects from various places and times.

2.3       Make a collage with cut or torn paper shapes/forms.

3.2       Recognize and use the vocabulary of art to describe art objects from various cultures and time periods.

5.3       Point out images (e.g., photographs, paintings, murals, ceramics, sculptures) and symbols found at home, in school, and in the community, including national and state symbols and icons.

 

Lesson 7 of 10: Bookmaking Part 1 (November 20, 2013)

Materials: Graphite pencils, markers

Prep: Sharpen pencils, cut “Kandinsky” drawings into 2 strips, black paper shapes

Introduction: Discuss making the “Kandinsky” circle drawings into books, draw and write about anything on the blank backside of the now cut “Kandinsky’s.” Introduce volunteer Kathryn Kain. Intro to artist books and bookmaking with step-by-step instructions on how to fold and tape drawings into books. Create front and back covers using any of the materials and/or imagery we’ve learned thus far. Come up with a title for your book. Yarn for the final tie.

Vocabulary: Avant-garde, poetry, rhyme, transparent, opaque

Closing: Review what we learned about Gertrude Stein, Andrea Palladio, and Anton Webern.

Successes: Students learned about a famous woman writer who thought all words were equal!

Challenges: The students will be shocked that their drawings were cut, encouraging children to work in layers, not to be afraid to cover up what they’ve done so far. Explain how artists worked with destruction all around during the war and how Palladio found the pieces of buildings from antiquity and gave them new life, with his work, in the minds of modern people around the world.

Standards, skills and concepts learned: What is poetry, and does it need to rhyme? Relationships of writing music and writing words. Democracy as an important value in the world since classical times and it also being a possible factor in how an artist, writer or composer uses elements in a work of art in such a way that all components are equal.

Ÿ Classes: Pre-K, K, Grades 1-2, Grades 3-5 / CA Standards Addressed: 1.0 Artistic Perception, 2.0 Creative Expression, 3.0 Historical and Cultural Context, 4.0 Aesthetic Valuing, 5.0 Connections, Relationships, Applications

2.6       Use the interaction between positive and negative space expressively in a work of art.

5.4       Discuss how art is used to illustrate stories.

 

Lesson 8 of 10: Bookmaking Part 2, Gertrude Stein’s The World is Round (December 4, 2013)

Materials: graphite pencils, markers, colored tape, yarn, black and red ink pens, previous Kandinsky circle drawings, examples of accordion books, The World is round by Gertrude Stein

Prep: Sharpen pencils, cut yarn, tape dispensers

Introduction: Intro to Gertrude Stein. Revolutionary use of language and poetry similar to Webern’s use of musical notes. Guest Rozella Kennedy returns to invite students to Yerba Buena concert.

Vocabulary: Accordion fold, binding, book spine

Closing: Review what we learned about Gertrude, Palladio, and Webern.

Successes: Students craft their multi-layered artwork into beautiful keepsake books

Challenges: The tape will need to be burnished for optimal “sticking”, so the books do not fall apart

Standards, skills and concepts learned: Art history; bookmaking; relationships of music, poetry, and visual arts

Classes: Pre-K, K, Grades 1-2, Grades 3-5 / CA Standard Addressed: 1.0 Artistic Perception, 2.0 Creative Expression, 3.0 Historical and Cultural Context, 4.0 Aesthetic Valuing, 5.0 Connections, Relationships, Applications

3.1       Explain how artists use their work to share experiences or communicate ideas.

 

Lesson 9 of 10: Bookmaking Part 3 (December 11)

Materials: graphite pencils, markers, colored tape, yarn, black and red ink pens, previous Kandinsky circle drawings, examples of accordion books, zip-lock baggies

Prep: Sharpen pencils, cut yarn, tape dispensers

Introduction: Review of part one bookmaking elements with a focus on pen and pencil line drawing, writing story elements in greater detail with attention to the solid construction of the book like re-tapping parts and installing photos of paintings at various stages of completion. Put completed artwork into baggies for students to take home.

Vocabulary: Accordion fold, binding, book spine

Closing: Selections from children may be presented at end of class. Make sure books are completed and ready to be sent home.  Use ribbon and baggies to contain loose parts.

Successes: Students craft their multi-layered artwork into beautiful keepsake books

Challenges: Reconciling so many different classes and making sure each child took home their book.

Standards, skills and concepts learned: Art history; bookmaking; relationships of music, poetry, and visual arts

Ÿ Classes: Pre-K, K, Grades 1-2, Grades 3-5 / CA Standards Addressed: 1.0 Artistic Perception, 2.0 Creative Expression, 3.0 Historical and Cultural Context, 4.0 Aesthetic Valuing, 5.0 Connections, Relationships, Applications

 

 

 

Lesson 10 of 10: Art inspired by Webern (December 18)

Materials: Oil Pastels, aprons, real instruments (violin, clarinet), previous small artworks, mp3 of Webern music, slides of instruments, Josefa’a painting example,      completion certificates for students, smocks

Prep: aprons, placemats, cut oil sticks and blenders

Introduction: Tell the story of Webern’s death, Show and tell about antique violin and clarinet, Gabriela Hofmeyer plays violin, Guest Rozella Kennedy and Mason Dille question the children on what they remember about Webern and how they might be asked, at the concert, March 24, 2014, to explain what they made that will be featured in a slide presentation before, after and at intermission.

Vocabulary: World War Two, black market, clarinet, reed, violin, bow, layering

Closing: Review what we learned about Webern. Listen one more time to his music

Successes: Students see the culmination of their many weeks and layers of work in photos displayed on the wall at their school

Challenges: Think about what to add, and what to cover up on the small artwork; control the oil stick mess

Standards, skills and concepts learned: History, art history, creative expression, long-term projects; relationship of music, poetry, and visual arts

Ÿ Classes: Pre-K, K, Grades 1-2, Grades 3-5 / CA Standard Addressed: 1.0 Artistic Perception, 2.0 Creative Expression, 3.0 Historical and Cultural Context, 4.0 Aesthetic Valuing, 5.0 Connections, Relationships, Applications

2.2       Demonstrate beginning skill in the use of art media, such as oil pastels, watercolors, and tempera.

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