Procedure with Pics - Austin ISD Art Wiki

Grade
Level: 2nd-3rd
Lesson Title: Gustav Klimt Metallic Collage
TEKS 3.1 Perception: develop &
organize ideas from the environment
Time Frame/Date:
4 days
TEKS 3.2 Creative Expression:
express ideas in original artwork
using a variety of media with skill
• identify sensory knowledge & life experiences as sources
for ideas about visual symbols, self & life events
• identify art elements in artworks
color
texture
• principals of art are organizers
line
form
rhythm
balance
space value
unity
proportion
emphasis pattern
TEKS 3.3 Historical/Cultural:
understand art history and culture
as a record of human
achievement
• create artworks based on personal observations and experiences
• develop a variety of effective compositions
using design skills
• produce drawings, paintings, prints, constructions, ceramics, and fiber art, using a
variety of art materials appropriately
Objective/s: The student will have the opportunity to:
Study the life and art of Gustav Klimt. Students will learn about Art Nouveau as a
movement in art and create a collage using printmaking, metallic elements, and
magazine clippings to reflect the style of Gustav Klimt.
Preparation/Motivation:
Day 1: Handout: Gustav Klimt Biography Page
Students have 5 min. to come in and paste the Gustav Klimt Biography page into their sketchbooks. The
teacher introduces the artist and medium of their project, Gustav Klimt printmaking/collage. The teacher
introduces the vocabulary on the board. The teacher has a brief talk about where the artist is from. After
introduction, the teacher shows a brief powerpoint on Gustav Klimt. The teacher tells students to pay
attention because they will be writing 3-4 sentences about Gustav Klimt into their biography page when
they are finished. After students are finished writing about Klimt, the teacher hands out multiple colors of
construction paper. The students are to choose 2 colors, 1 hot and 1 cool. The students write their name on
the back of both sheets. There may only be a couple minutes left at this point. The teacher will then do a
quick demo showing the printmaking aspect of the project.
Day 2: Warm-up: Design a Pattern like Gustav Klimt (5min.)
Before the warm-up the teacher talks about how Klimt used organic shapes and curvy/wavy lines in his
designs and patterns. The students use the anchors in the room to identify these elements. The teacher has
set out inking trays, 2-3 pattern stamps at each table, and brayers. Today is a work day. Students will see a
demo about how to fill their page (they use one of the colors they previously chose- it can be hot or cool)
using the printmaking stamps at their table. The students should cover their page as full as possible.
Students must take turns using the stamps and will put things on drying rack when finished. The finished
paper will be used to create the clothing of their Gustav Klimt character.
Day 3: No Warm-up
Today, students will use their left over sheet of paper to create a background. The teacher has put small
black and white construction paper squares/rectangles of random sizes and metallic markers in their
materials box. The students are instructed to paste down the squares/rectangles first by layering. Then the
students use the metallic markers to add organic lines, designs, and patterns to their paper.
Day 4: No Warm-up
Students look through magazines to choose the head/ arms of a person to use as their Klimt collage subject.
The teacher gives a demo on how to cut close to the object when cutting out magazine elements for a
collage. Students use their printmaking page to create ambiguous clothing for their head and arms.
Students paste it all together to finish their Klimt collage. Early finishers: use colored pencil to color in
elements of the clothing.
Written By: Elisabeth Leathe
• compare content in artworks from the past
and the present for various purposes such
as telling stories and documenting history
and traditions
• compare artwork from different cultures
• relate art to different kinds of jobs in
everyday life
Evaluation Criteria:
1.
2.
3.
4.
5.
6.
Print is clear on clothing.
3 Original patterns.
Organic and Geometric shapes.
Magazine cuts are precise.
3 sentences about Klimt.
Neatness counts!
TEKS 3.4 Response/
Evaluation:
make informed judgments
about personal artworks
and artworks of others
• identify genereal intent and expressive qualities in personal artworks
• apply simple criteria to identify
main ideas in original artworks,
portfolios, and exhibitions by peers
and others
Materials/Tools:
Printmaking Ink
Inking Trays
Brayers
Rubber pattern
stamps
Hot and cold
construction paper
Colored Pencils
(optional)
Magazines
Sargent Art Liquid
Metals medium point
markers
Black and white cut
squares/ rectangles
Vocabulary:
Printmaking, Brayer, Ink, Collage, Background, Metallic, Art
Nouveau
Procedure with Pics:
Day 1: Choose hot/cold sheet for printmaking element. Use
rubber pattern stamps. The print should be clear and saturated
with ink. When I do this project, I have already taught
printmaking in a previous grade or assignment.
Day2: Use the other hot/cold sheet to paste black and white squares and
rectangles. The application can be random or orderly. Layer the squares
and rectangles. When cutting them, make sure they are not always perfect.
Klimt’s geometric shapes were not measured and were hand drawn.
Day 3: Students use metallic markers to add organic lines/shapes/ designs
to the picture. I give them several examples in their folder to get ideas. I
also stress that the images they draw can be asymmetrical. I also
encourage them to draw on the black and white squares.
Day 4/5: Students find
a figure to cut out of a
magazine. I try to
stress the importance
of finding a figure that
is the right size. I also
demonstrate how to
cut the figure out of
the magazine along the
outside edge of the
picture. No messy
cuts!! When they add
the clothes, I explain
to them that Klimt did
not make the clothes
very specific (like in
The Kiss). His figures
wore clothes that were
made out of basic
shapes.
**Early finishers can
use colored pencil to
color in areas of the
clothes or add color
into the background.
P.S. – This is my example. Student examples are below:
Gustav Klimt
1862-1918
Style:_____________________
Medium:__________________
Patterns:
Trees:
Squares:
Gustav Klimt
1862-1918
Early Life:
• Gustav Klimt was born near
Vienna, the second of seven
children —three boys and four
girls. All three sons displayed
artistic talent early on. His
father, Ernst, was a gold
engraver. Anna Klimt, his
mother, had an unrealized
dream to be a musical
performer. Klimt lived in
poverty for most of his
childhood. When he was 14, he
was accepted into art school.
Schooling
• During his days at art
school, he received
training as a mural painter.
He worked with his
brother at the school and
helped their teacher in
painting large murals.
• Klimt visited a
church in
Northern Italy,
there he saw
glittering mosaics.
This event would
serve as the artist's
lifelong inspiration.
His Style:
• After school, Gustav
Klimt's style became
very ornamental or
decorative. He was a
part of the Art
Nouveau movement
which favored organic
lines and shapes. Klimt
used a lot of gold and
silver colors in his art
work - certainly an
idea he got from his
father's profession as a
gold engraver.
Art Nouveau:
Art
Nouveau
was a style
that was
curvy and
full of
decoration.
Here are
some
examples!
• Look at all
the decorative
geometric
and organic
shapes. I see
rectangles,
triangles, and
spirals!
Later, Klimt spent his
summers near a lake
in Austria, painting the
orchards, woods,
gardens, and villas
around him. He never
included human
figures in these
landscapes. The artist
focused on pattern,
and used quick short
brush strokes to create
an effect he called a
"painted mosaic".
Art work: