19th century
Romanticism
Realism &
Impressionism
Acrylic Painting
Unit 13
Unit Overview:
The Rococo style of art was created for the French Ruling class commissioned art to reflect their decadent life style. Neo-classicism followed as society tried to reach back to a more ordered time. Some artists rejected the noble subject matter and balanced composition on Neo-Classicism. Some artists choose to focus on dramatic events and everyday scenes. Thus creating the styles of Romanticism and Realism.
Unit Summary:
In this lesson student will learn how this art forms of Romanticism coupled with the invention of the camera opened artists to create the style of impressionism. Artists went outside and attempted to capture light and how it’s affects color. These artists used short brush strokes and thick paints that when viewed from a distance blended together to fashion their image.
Click on this podium icon for a link to the slides to use with students.
Vocabulary
Color: Element of art derived from reflected light
Spectrum: Produced when light passes through glass called a prism and is separated. ROYGBIV
Hue: color
Tint: adding white to a color
Shade: adding the color across the color wheel to darken a color
Intensity: Bright or dullness of a hue
Complements: Opposite colors on wheel = contrast
Monochromatic: Color scheme only using one color. Tints and shades of that color.
Analogous: Colors that sit side by side on the color wheel with a common hue.
Primary: Red, yellow, blue = all colors and processed.
Secondary: Purple, orange, green
Tertiary: adding secondary to primary. Yellow-green, yellow-orange, red-orange….
Pigments: finely ground colored powder that form paint when mixed with binder.
Binder: Material holding together grains of pigment (water, oils…)
Solvent: liquid that controls thickness / thinness of paint. (water, paint thinner)
Curriculum and Framing Questions
Essential Question:
How does the subject matter of artworks that are Romanticism style differ from the Neo-Classical?
Focus/Guiding Questions:
What were the guiding factors that lead to the development of Impressionism?
Foundation Question:
In what ways have the political structure of the time dictated the artists work?
How did artists like Monet, Degas, and Renoir achieve their goal of showing their work?
Student Learning Goals:
Students will understand how to identify each style of painting and color theory. They will gain practice mixing colors in acrylics.
Students will gain practice using reference photos and knowledge of how to avoid plagiarism in art.
Students will be able to explain how and why the artists of the early 19th century choose their subject matter. The messages and techniques these artist strived to bring to life. Students will learn how art was used as a political tool with this painting The Raft of the Medusa as one example. Explicitly art is created to be enjoyed, however implicit or hidden meaning that the artists that created the Romantic Style in France were making political statements with their works.
Reading a Painting
The Raft of the Medusa
1818-1819
Oil on canvas
491 cm × 716 cm
Louvre Paris
Here is a way to change up reading of a painting: Students will learn how art was used as a political tool with this painting The Raft of the Medusa as one example. Explicitly art is created to be enjoyed, however implicit or hidden meaning that the artists that created the Romantic Style in France were making political statements with their works. This painting is based on a true story where 150 passengers from the ship Medusa were put out onto a raft as the ship sank off the coast of Africa. There were not enough life boats and the ships captain ordered the carpenter to take the lumber from the sinking ship and build a raft for the poor souls that were aboard the ship to colonize the coast of Africa.
This painting is the size of a history painting, but it is a contemporary work created 3 years after this ship sank with only 15 surviving the 10 days at sea to be rescued by another ship. This painting shows the moment when the survivors spot a passing ship and find hope for the first time. The artist when to great lengths to accurately recreate what the raft would have looked like. He had the same carpenter rebuild the raft and went to the morgue to view drowned bodies.
Targeted CPALMS and Content Standards:
VA.912.C.2.4 Classify artworks, using accurate art vocabulary and knowledge of art history to identify and categorize movements, styles, techniques, and materials.
VA.912.C.3.5 Make connections between timelines in other content areas and timelines in the visual arts.
VA.912.H.1.9 Describe the significance of major artists, architects, or masterworks to understand their historical influences.
VA.912.S.1.3 Interpret and reflect on cultural and historical events to create art.
Targeted ESE Standards:
SP.PK12.TP5.1 Demonstrate comprehension and use of the system that combines language components in functional and socially appropriate communication across educational settings.
VA.912.F3.3 Discuss how the arts help students develop self-reliance and promote collaboration to strengthen leadership capabilities as priorities change.
National Standards:
HS Advanced VA:Cn11.1.IIIa
Appraise the impact of an artist or a group of artists on the beliefs, values, and behaviors of a society.
Unit Assessments:
Formative Assessment:
Individual conferences and sketchbook check.
2 page spread notes and images about 19th century art.
Create a painting of an animal using at least 3 reference photos.
Daily Jumpstart practices.
Summative Assessment:
Quizzes and Critiques with project rubric assessments.
Scholastic Magazine
Technology Assessment:
Students post on Schoololgy final animal painting.
Students will choose their artist that they wish to research and post on schoololgy. Therefore, every class will have no repeat of artist page topics. This artist page will be due next unit.
Unit Project choices:
Acrylic painting of reimagining a master work of art. Students will use at least 3 reference photos and create 4 thumbnail sketches of composition practice before starting their final work. Students will need to document understanding of the style they are attempting.
Student's sketchbook examples
