Submitted by Hilary Chandler,
homeschool and freelance art teacher
Title of Lesson: Not Your Mother's Valentine
Grade level / Age: Grade 9 and up
Goals / Objectives:
- Inter media exploration and relationship
- Visual design and composition
- Grey scale value study
- Complimentary color mixture relationships
- Color shade, tone and tint mixing.
Materials Needed:
 |
 |
 |
Lesson Description:
A lesson in three parts.
Don't tell the students the name of this lesson- Reveal things in stages as described.
1. Pass around the magazine pages and ask the students to pick three pages they like.
2. This accomplished, tell the students, using the pages you have picked, to cut out and design with them a valentine or love story image to give as a valentine collaged on the Bristol board. Suggest using one of the pages as a base or background for the design. Note: there is usually some voiced frustration to this surprise- "What if I don't have any red! how am i going to make this a love story?!" etc.. Encourage the students to think outside the box! Also: Important to use restraint in the area of text- use images to tell your love story!
|
Click on the images on this page for full size
3. When the students have completed their compositions, usually next class period, introduce the next phase: On a separate piece of Bristol board, ask the students to make an exact copy in pencil of their design. The students can use the technique of turning the picture upside down to copy it as in Drawing from the Right Side of the Brain
.
Explain that they are to create a value drawing- focusing particularly on the values of the collage, over detail of line or texture. Collect the original collages from the students after completion and hold them while the project continues.
4. Finally the students are to make a painting on the third piece of Bristol board from their drawings, using two complimentary colors to be used singly as well as in mixtures, plus black and white used to create shades, tones and tints of color. No solid black or white though! The values of the paints should match, or if the student is able, can be a direct reversal of the value drawing they have made.
5. When the paintings are finished, the collage, drawing and painting can be nicely mounted on display. Discussion of the process its useful at this point.
Assessment(s):
- Using imagery to narrate a story.
- Design and visual organization
- Metaphorical use of Color and use of symbol
- Copying visual design
- Transforming and synthesizing imagery to new ends
 |
 |
 |
National Visual Arts Standards Covered:
- Cutting and gluing of paper- craftsmanship
- Organization of Design elements
- Composition
- Copying accurately
- Tonal value study
- Use of pencil
- Use of paint and brushwork
- Complimentary colors and color mixtures in paint
- Shade, tone and tint studies and mixtures in paint
|
