Step 1 - Introducing the Paul Cezanne Slideshow Guide

Transcription

PAUL CEZANNE– AGES 8 – 9 | ONLINE EDITION
Step 1 - Introducing the Paul Cezanne Slideshow Guide
BEGIN READING HERE
MOTIVATION
Have you had your picture taken by a photographer? Do they tell you to sit very still and
smile? I want you to pretend right now that you are posing for an artist who is going to
paint your portrait. He is setting up his easel and paints to get ready. Now you have to
get ready too. How will you pose yourself? Should you look comfortable and relaxed or
excited and happy? Are you ready? Let’s pretend the artist is beginning to sketch you
now, and he says you can’t move at all, not even a little movement! Let’s see how long
you can sit perfectly still for our artist.
Click Start Lesson To Begin
DEVELOPMENT
1. SELF-PORTRAIT
While you are posing and trying hard not to move, I’m going to show you a self-portrait by
an artist named Paul Cezanne. This artist made his models sit perfectly still while he
painted them, just like you’re sitting. But there was a big problem. He was a very slow
painter, and nobody could sit still for that long a time! Not even Cezanne’s friends would
sit for him. A paid model once posed for Cezanne who unsuccessfully tried to paint him
115 times! The man sat on a chair, which was on top of a rickety old packing box. Trying
to please Cezanne by staying completely still, he fell asleep, lost his balance, and fell off
the packing box! All that Cezanne said was, “You’ve ruined the pose!”
Have you moved at all? Well, you can relax now. Would you have liked posing for Paul
Cezanne? Because no one liked to pose for him, he often painted himself. He sketched
or painted himself thirty-seven times. In this self-portrait Cezanne is forty years old. Did
he use many colors to paint himself? (NO) Most of the time when he painted selfportraits, he used these same colors.
Click Next To Change Slide
2. BOY IN RED VEST
Remember how few people would pose for Cezanne? Here is one of the paid models who
would sit still with great patience. He was a shy, young teenager who worked on the large
country estate in France that belonged to Paul Cezanne’s father. He didn’t mind sitting
quietly for hours. It was easier than doing farm work, like cleaning out stables or working
in the fields.
Paul Cezanne didn’t want a picture to be like a photograph. He wanted to make it a new
thing, a creation of his own. Let’s discover how he did that. I want you to look for all the
1 PAUL CEZANNE – Ages 8 – 9 | MeetTheMasters Online Edition
straight lines you see in this picture. Quickly count about how many straight lines you see.
Look for VERTICAL lines going up and down, HORIZONTAL lines going across, and
DIAGONAL lines running on a slant. Now hold up your fingers to show me approximately
how many you found. (ABOUT 10) Cezanne concentrated on all these straight lines
rather than on the person. Do you think that was a very popular way to sell a portrait? No,
it wasn’t, because at that time there were no photographs, so paintings were the only way
to have a picture of yourself or someone else. Cezanne didn’t care if it didn’t look like the
person. He wanted everyone to look at the lines of the body, rather than the details of the
face. Details were not important to Cezanne.
Cezanne sold this painting for about $350.00. Seventy years later it sold for $616,000.00!
Cezanne always had great difficulty selling his paintings. Some he sold for about $9.00.
His art has now become one of the most expensive of all master artists.
3. PALETTE
Besides portraits, Cezanne liked to paint landscapes. Here are the colors he mixed on his
PALETTE to paint the landscape I’m going to show you next. What is an artist’s palette?
(WHERE THE ARTIST PUTS HIS PAINTS) It’s like a flat tray made of wood, plastic or
even paper. It allows the artist to mix and test colors first before using them on a painting.
The first two colors are white and black. Colors numbered 3-7 are called WARM
COLORS. Colors like red, orange and yellow are called WARM COLORS, because they
remind us of warm or hot things. Can you name something “hot” that we would paint with
these colors? (ANSWERS WILL VARY: ORANGE SUN, RED FIRE, YELLOW
SUNFLOWERS)
Colors 8-13 on Cezanne’s Palette are called COOL COLORS. Colors like blue, green,
and purple are called COOL COLORS, because they remind us of things that make us feel
cool or even shiver. Can you name something “cool” that we would paint with these
colors? (ANSWERS WILL VARY: WATER, GREEN GRASS, TREES, GRAPES)
Warm colors can make a painting look very busy and exciting. Cool colors can make a
painting look very calm and peaceful. If an artist uses both warm and cool colors in a
painting, we usually notice the warm colors first, because they seem to jump out at us.
The cool colors stay in the background. Let’s take a look at Cezanne’s landscape, and
see what palette colors you notice first. Just for fun, I want you to close your eyes just for
a few seconds. Don’t open them until I change the slide and tell you when, so you can get
the full impact of the colors. Are your eyes closed? No peeking now!
4. MOUNTAINS SEEN FROM L’ESTAQUE (LACE-STALK)
Open your eyes now. Raise you hand if you noticed the warm colors first. Can you see
how well the warm and cool colors show CONTRAST? (YES) Cezanne was a genius at
making his different colors look good together. The cool blues of the sky and mountain
look even bluer and cooler when painted beside the warm gold colors of the ground.
Cezanne spent many years in this part of France painting the beautiful scenery.
Cezanne said that he did not wish to copy nature but to change nature to his own view.
He changed the landscapes he saw into shapes. What are some of the shapes you see in
this landscape?
To help you understand how Cezanne used shapes in his work, let’s find items or name
items that are the represent the shapes that Cezanne used. What do you know that is a
CONE (i.e. ICE CREAM CONE, TRAFFFIC CONE) a CYLINDER, (i.e. TOILET PAPER
OR PAPERTOWEL ROLL, TIN CAN) A CUBE, (i.e. ICE CUBE, RUBICKS CUBE) and a
SPHERE (i.e. BASEBALL OR BASKETBALL, GLOBE, ORANGE).
Now look carefully for these same shapes in this landscape. Do you see any cubes,
spheres, cones, or cylinders. (YES TO ALL THESE SHAPES) Can you point out any
cone shapes in this painting? (THE TREES, MOUNTAIN) Can you point out any cube
shapes? (HOUSES) Are there any sphere shapes? (TREES, SHADOWS, HILLS)
Are there any cylinders in this painting? (TREE TRUNKS)
Cezanne found it difficult to include all the little details of the landscapes he painted. So
he taught the world to see in a different way. He simplified it and showed the basic
shapes of things. He also concentrated on the colors of nature.
You’ve seen Cezanne’s portraits, his landscapes, and here is the last type of painting for
which he is famous.
5. STILL LIFE, GINGER JAR & FRUIT
This is a STILL LIFE. A still life is a painting of a group of arranged objects that don’t
move; they are still. Can you find something that doesn’t look “just right” in this painting,
something Cezanne changed from the way it actually looked? (TABLECLOTH,
POSITIONS OF THE FRUIT)
Raise your hand if you found that some of the fruit look like they could roll off the table.
(YES) Cezanne tilted the table in the painting to show you more things on it. By tilting the
table forward just a little bit, we can now see more of the fruit SHAPES.
Raise your hand if you see some dark lines painted around the fruit. (YES) Cezanne liked
to outline his fruit so their shapes would stand out. Can you point out some outlined fruit?
(LARGE PEAR IN FRONT, GREEN APPLE IN FRONT OF JAR)
Raise your hand if you notice that the tablecloth isn’t laid on the table very neatly? (YES)
Are the tablecloths in your home put on a table like that? (NO!) Cezanne liked to “scrunch
up” his cloths, so he could paint more lines, shadows, and shapes. There is more to look
at than if it were just lying flat on top of the table. Can you find a fold in the cloth of this still
life painting that looks like the shape of the fruit? (CIRCLE SHAPE IN FRONT ROW OF
FRUIT)
Let’s take another look at the fruit. Is some of the fruit behind other fruit? (YES) We say
the fruit are OVERLAPPING when they are shown that way. It’s a more interesting
arrangement than if the fruit were all separated from each other.
Here is another still life with the type of fruit that he painted the most.
6. STILL LIFE WITH APPLES
Apples were his favorite fruit to paint. Did he choose mostly WARM or COOL COLORS to
paint his apples? (WARM COLORS) Did you notice them first? (YES)
Listen to what Cezanne said about still lifes. “Bowls, glasses, and fruit are not at all
remarkable in themselves. We see them every day. They become remarkable only
because of what I do with them in my picture. That is my task, my challenge as an artist.”
CONCLUSION
Today we have seen that Cezanne concentrated on shape and color in his paintings. Paul
Cezanne worked very hard for forty long years as an artist. He had little encouragement
from his family or others. He might have given up if he had not believed without a doubt
that he was talented and could show the world a new way to look at things. Because of
this, he is called the “Father of Modern Art.” His influence on later master artists was
great.
It was hard to get along with a difficult man like Paul Cezanne. He did things all his own
way and was considered an outsider in the group of artists he knew. He cared little about
how he looked and was quite a spectacle roaming the countryside with his painting
supplies strapped to his back, looking very poor and ragged.
The world ignored the work of Cezanne while he lived. Like many great artists, he had his
own ideas of what was right and wrong in art. Although he knew many of the other master
artists of his time, he seldom agreed with them. But his artwork today is highly valued and
sells for millions of dollars, and can be seen in all the best museums in the world.
Now let’s see if Pierre can give us a quiz about what we learned!
QUIZ
Let’s find out how well you know Paul Cezanne with a quiz.
1.Why did Cezanne paint so many self-portraits? (NO ONE LIKED TO POSE FOR HIM,
he thought he was handsome, he didn’t have a mirror)
2.What is the direction of a vertical line. (UP AND DOWN, side to side, around in a circle)
3.What do we call a painting of an outdoor scene? (Still Life, LANDSCAPE, Portrait)
4.What is the direction of a horizontal line. (Up and Down, SIDE TO SIDE or ACROSS,
around in a circle)
5.True or False: Cezanne liked to copy nature exactly. (True, FALSE)
6.What is a painting of a group of arranged objects called? (Portrait, STILL LIFE,
Landscape)
7.Cezanne concentrated on shape and ________ in his paintings. (COLOR, light and
shadow, neither of these)
8.Name a warm color. (Blue, Black, ORANGE)
9.Because Cezanne showed the world a new way to look at things, he is called the Father
of ________. (MODERN ART, Sculpture, Realism)
10.In what country did Paul Cezanne live? (China, FRANCE, United States)
11.Blue a warm or cool color? (True, FALSE)
12.True or False: Cool colors are the exciting colors that get noticed first in a painting.
(True, FALSE)
Click Next To Finish Lesson
to exit this unit click Back To Units
Step 2 - Learning From: Paul Cezanne
Shapes and Patterns
In each box below, draw one or more shapes to show
the meaning of the word below it.
Dented
Soft
Thin
Cezanne used patterns in his paintings. A pattern is a shape, line,
or color that is repeated. Here are some examples of patterns.
Use two patterns in cool colors to create your own tablecloth in the box below.
Cool colors are blue, purple and green.
Shape Location
The meaning of a shape, in a picture or design,
depends on where you place it.
In each box below, place three circles where they will best show the
meaning of the word. Color your circles with a crayon or marker.
Jumping
Falling
Untied
Free
Shapes
Paul Cezanne looked for geometric shapes in the world around him.
He used simple shapes.
Match the geometric shape with the realistic picture.
a circle
a tree trunk
an oval
a tree
a cone
an orange
a cylinder
a lemon
Create your own still life by arranging shapes in the frame below.
Use overlapping and color your still life.
The last few pages of this section contain the Art Activity for Paul Cezanne. This step-bystep outline will be a guide for instructing your child(ren) through the activity. The
parent/instructor should review all steps necessary to complete this project before
beginning any work.
Cut out the Artist Profile Slip below and attach it to the back of the completed art project.
PAUL CEZANNE (say-ZAHN)
French
1839-1906
Cezanne is known as the “Father of Modern Art,” because he emphasized color and
shape over realism. His view of nature through geometric shapes was investigated and
imitated in the children’s own “masterpieces.”
ART ACTIVITY EMPHASIS: Shapes, Still Life
MEDIA: Tissue Paper, Starch, Construction Paper, Colored Chalk
PAUL CEZANNE (say-ZAHN)
French
1839-1906
Cezanne is known as the “Father of Modern Art,” because he emphasized color and
shape over realism. His view of nature through geometric shapes was investigated and
imitated in the children’s own “masterpieces.”
ART ACTIVITY EMPHASIS: Shapes, Still Life
MEDIA: Tissue Paper, Starch, Construction Paper, Colored Chalk
Step 3 - Working With: Art Activity Instructions
ARTIST
Paul Cezanne (say-ZAHN)
(1839-1906)
French
ART ELEMENTS
Shape
MEDIA
Colored chalk, tissue, starch and paint
VOCABULARY
Still life, overlap, arrange,
pattern
LEVEL
Intermediate
EMPHASIS
Cutting and arranging basic shapes
TECHNIQUE
Colored chalk patterning, tissue collage
PRINT
Still Life with Compotier
SUGGESTED MUSIC
Music from the late 1800s
MATERIALS FOR INSTRUCTOR AND STUDENTS
One 12” x 12” white construction paper
A sheet of 12” x 18” newsprint (placemat)
Deco Puffs tissue squares (one each of blue, red, orange, gold, green)
Paper towel
Artist profile slip
Colored chalk
Stiff flat brushes
Small plastic cups
Liquid Starch - (If liquid starch is not available, mix 1 part white glue with 4 parts water.)
Masking tape (for instructor only)
Scissors and glue
PREPARATION
Place Cezanne print in front of classroom. Tape your white demonstration paper to the
board. Have colored chalk, tissue squares, scissors, and starch in cup with brush nearby.
SET-UP [5 minutes]
Distribute materials:
SUPPLIES: [2] Brush, colored chalk
PAPER: [5] One 12” x 12” white paper, one piece of 12” x 18” newsprint, paper towel, One
square each of five tissue colors, artist profile slip
Distribute white paper and colored chalk first. While students are creating patterns, distribute
remaining supplies. Pour and distribute starch while students are cutting tissue shapes.
ORIENTATION [3 to 5 minutes]
PAUL CEZANNE– AGES 8 – 9 | O NLINE EDITION
Our master artist, Paul Cezanne, was from what country? (FRANCE) What were Cezanne’s
favorite subjects? (LANDSCAPES AND STILL LIFES) Who can tell me which shapes are in
this still life? (CIRCLES AND OVALS) Let’s use shapes and overlapping with patterns to
create our own still life…
Demonstration AND ACTIVITY
ORGANIZE YOUR WORK AREA [2 minutes]
*Wait to pass out starch until students are cutting tissue.
1.The newsprint is your “placemat.”
2.Place your 12” x 12” white construction paper on top of the newsprint.
3.Put your brush on your paper towel in the upper corner of your desk.
4.Put your colored chalk, scissors, and artist profile slip in the other corner.
CREATING A PATTERN IN THE FOREGROUND [5 minutes]
1.Discuss patterns, a repetition of shapes, lines and colors.
2.With colored chalk draw a straight or curved table line.
Begin halfway up on one side; draw the line to the halfway
point of the opposite side.
3.Using repeating lines, shapes and colors, fill in the
“tablecloth” of the still life with pattern with your chalk.
Keep your pattern simple and leave some white space.
Look at the patterns you drew in your Learning Packet.
MOUNTING THE ARTIST PROFILE SLIP [2 minutes]
(Profile slips for each artist are provided. They give a brief
description of the artist, the technique, and the media used in the art activity. For this project
they should be mounted on the back of each white paper before the tissue is attached with
starch.)
1.Write your name on the front of the artist profile slip.
2.Using glue, mount the profile slip on the back of your white construction paper.
3.Encourage students to discuss their artwork at home using this artist slip of information.
DIRECTED CUTTING [15 minutes]
1.Cut a vase or goblet – blue tissue
Fold the paper in half. The fold will be the center vertical line of the vase or goblet. Have
students “hold the fold” and cut the side shape of a vase or goblet. The fold is on left side in
the drawing below right.
fold
2. Cut oranges and apples – orange and green tissue
Fold the orange tissue into a square by folding it into a rectangle and again into a square.
Cut the circle by just cutting off the corners. There will be four circles. (Don’t emphasize a
perfect circle; some students will keep cutting to make it perfect and end up with very small
circles!) Repeat the process with green tissue squares. Add a small u-shaped cutout to
apples to give them a natural shape.
Cut the banana – yellow tissue
Fold the tissue diagonally and cut on the fold. Use one triangle for a banana shape. Cut a
shallow curve along the longest edge, and then cut the corner off with a sharper curve.
4. Cut the watermelon – red tissue
Fold the tissue in half and cut the tissue in half on the fold. Use one rectangle to create a
watermelon shape. Hold the tissue horizontally and round the bottom the two corners.
Use leftover tissue “halves” to create: Lemons (cut an oval and shape the tip), Cherries
(small red circles with green stems) and/or Grapes (small green circles grouped closely
together). Other scraps can be used to create stems, leaves and other fruit details.
ARRANGE THE STILL LIFE [5 MINUTES]
Have students watch while you arrange your composition. Students will have many shapes.
Not all shapes should be used. Select their favorites. Show placement of vase or goblet
onto the patterned table. Use overlapping shapes.
ATTACHING THE SHAPES [8 MINUTES]
1.Using the brush, put a dot of starch on the white paper
where the vase or goblet will go. Attach the blue tissue to
white paper. With starch on the brush, use middle to
edge outward strokes to attach the tissue. Do not scrub
the paintbrush; it will wrinkle and tear the tissue. Make
sure all of the edges are glued down. It is important that
students do not paint far outside the edges.
2.Attach all other shapes. Notice how the colors blend
when they overlap.
3.Use tissue scraps to add stems and fruit detail.
the
with
the
CREATING THE “SHADOW” [2 minutes]
Use purple chalk to create shadow and yellow chalk to add highlights to your still life.
Tell students that tissue will stick to hands, paper towels, desks/chairs.
Do not stack or flip over your art work!
CONCLUSION
Paul Cezanne made many still lifes. He carefully arranged his fruit, like you just did, and
added interesting patterns on the tablecloths. Now you and Paul Cezanne have something
in common. Well-done artists!
CLEAN UP
When you are finished, leave your still life on your placemat to dry.
THIS CONCLUDES THE PAUL CEZANNE UNIT.

Step 1 - Introducing the Paul Cezanne Slideshow Guide

Transcription

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