Post Impressionism,
Surrealism,
&
Abstract Art
Unit 14
Lesson Overview:
During the last two decades of the 19th century some artists who has been associated with Impressionism began to find fault with it. They felt that this style sacrificed too much by trying to capture the momentary effects of sunlight on forms and colors. Creative individuals began to search for ways to set aside what they saw as limitation on their art.
Writers in France, America, and England explored new genres. Composers experimented with unusual scales and harmonies.
Lesson Summary:
Breaking free of the naturalism of Impressionism in the late 1880s, a group of young painters sought independent artistic styles for expressing emotions rather than simply optical impressions, concentrating on themes of deeper symbolism. Through the use of simplified colors and definitive forms, their art was characterized by a renewed aesthetic sense as well as abstract tendencies.
The following artists will be studied:
Paul Cezanne, Vincent van Gogh, Paul Gauguin, George Seurat, Winslow Homer, Henri Matisse Kathe Kollwit Edvard Munch Marc Chagall Wassily Kandinsky Franz Marc Paul Klee Pablo Picasso Salvador Dali Rene Magritte Max Ernst Joan Miro Frida Kahlo Gustave Klimt Diego Rivera Georgia O'Keeffe
Connections with prior & subsequent learning:
Through out this year, we have been looking into the deeper meaning a culture displays in their art. For their cartoon assignment students will explore different fables.
Vocabulary:
Expressionist Art ~ the artist tries to express certain feelings about some thing. The artists that painted in this style were more concerned with having their paintings express a feeling than in making the painting look exactly like what they were painting.
Philanthropy (an active effort to promote human welfare) became a popular thing to do.
Surrealism: Surrealism is based on the belief .. in the omnipotence of dreams, in the undirected play of thought.
Dada ~ a movement the ridiculed contemporary culture and traditional art forms.
Regionalism ~ Artists paint scenes and events that were typical of their sections of America.
Pop Art ~ portrayed images from the popular culture.
Op Art ~ a style that tried to create an impression of movement on the surface by means of optical illusion.
Mobile ~ a construction made of shapes that are balanced from the ceiling so as to move freely in the air currents.
Assemblage ~ a kind of three dimensional collage.
Hard-edge ~ artists placed importance on the crisp, precise edges of the shapes in their paintings.
Click on this podium icon for a link to the slides to use with students.
Part 1
Part 2
Curriculum and Framing Questions
Essential Question:
How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making?
Foundation Questions:
How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?
Student Learning Objectives for Lesson:
Students will gain understanding for the scope and breadth of art expressions. This will be achieved by studying the individual artists and the art styles they left behind.
Student Learning Goals:
Students will be exposed and reflect on, re-engage, revise, and refine works of art or design considering relevant traditional and contemporary criteria as well as personal artistic vision.
Targeted CPALMS Content Standards:
VA.912.H.3.2 Apply the critical-thinking and problem-solving skills used in art to develop creative solutions for real-life issues.
VA.912.F.1.3 Demonstrate flexibility and adaptability throughout the innovation process to focus and re-focus on an idea, deliberately delaying closure to promote creative risk-taking.
VA.912.F.2.1 Examine career opportunities in the visual arts to determine requisite skills, qualifications, supply-and-demand, market location, and potential earnings.
VA.912.F.3.4 Follow directions and use effective time-management skills to complete the art-making process and show development of 21st-century skills.
LAFS.910.SL.1.3 Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
LAFS.910.SL.1.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
National Art Standards:
HS Advanced VA:Re9.1.IIIa
Construct evaluations of a work of art or collection of works based on differing sets of criteria.
Reading a Painting
The Kiss
1907-1908
oil on canvas
5′ 11″ x 5′ 11″
Depository: Österreichische Galerie Belvedere, Vienna
Gustav Klimt
Inquiry Question:
What culture and art form influenced Klimt?
Unit Assessments
Formative Assessment
Jump Start drawings
2 pages notes and images from post impressionism, surrealism, & abstract art.
Summative Assessment:
Quizzes and Critiques with rubric assessments
Unit Project Choices:
Artist Page
see criteria