Art - Mondrian

Programme of Study: Art – Grade One Shapes – Inspired by artist Piet Mondrian Knowledge, Skills and Understanding: Students will understand components of shape theory and will produce a piece of art work that is in the style of the artist Piet Mondrian.

Year Group: Grade 1

Date: February 28th

Grouping: 1 of 1

Duration: 1 hour

Activity: Students will be creating Mondrian style artwork – shape/line theory. Focusing on creating strong lines and bold colours. Learning Intentions: Shape Theory – abstract art. Getting the students to think about different forms of art. Progression of Learning and Teaching: Points to Remember: Key Teaching Points Key Learning & Teaching Strategies Introduction: Resources: INTRODUCE the students to Piet Mondrian – things about him and the work that he completes Slideshow of Mondrian Artwork Paper  He was a Dutch painter who was born in 1872. Construction paper  His style consists of simple shapes and colours  he used to paint landscapes or what he saw outside. But Markers OR paint  not sure which I want to then he started to see the more basic shapes and colours. His style started to change and it now looks like use yet. this… SHOW them different forms of his artwork  create a PowerPoint presentation slideshow to go through with them. Key Vocabulary:  ASK the students what they notice about his artwork Horizontal lines  Talk about the use of colour – what kinds of colour does he use in his artwork? Vertical lines  Talk about horizontal and vertical lines  do you know what these different lines are? Primary colours  His work is based on primary colours and black lines EXPLAIN that we don’t colour all the spaces with colour. We pick and choose a few spaces but then we leave the Key Questions: rest white. It makes the other colours stand out more. SHOW the students my example that I made and say that is what we are going to create. **Could have the students glue down strips of black paper  this way they can still be creative in creating their piece but it does not require them to draw a bunch of straight lines**

Differentiation: Show the students an example one that I completed. This way they have an idea of what it is supposed to look like. They can

Activities and Experiences: (this is where most of the stuff happens) EXPLAIN that each student is going to get a white shape and then the table groups are going to get a number of black stripes. The first thing we are going to do is glue on the black pieces of paper to make the black lines. DEMONSTRATE for the students how they are going to glue down their black strips of paper. Keep their attention and show them what they should do and also what they should not do. This is going to happen in a circle on the carpet.

reference it if they are having trouble placing their lines. A good guideline to have. Show the students an example of what they should do and examples of what they shouldn’t do. So they have a better idea of how to complete it correctly.

HAND OUT the supplies.  Have a student grab a container for their group which contains the strips of black construction paper. Then I will hand out the shapes. “You get what you get, and you don’t get upset” Students complete line work DEMONSTRATE for students how to trim the black strips because they are too long (bring them back to the carpet to do this). Then tell them that they are going to colour in some of the white sections. Remind them that we don’t colour them all in, that they need to leave some white spaces.  Tell them that they only colour in a certain amount of spaces? Conclusion: Have the students write their name on the back of their work and clean up. Black construction paper goes in a pile on my desk and their artwork goes in a pile as well. Cross Curricular Links: Shapes – Math  we are moving into our shapes unit so this gives the students a chance to jog their memory with different shapes. Colours – Science  they worked with primary colours at the beginning of the year. Success Criteria:  Students are able to understand how to place the lines vertically and horizontally  Students are able to colour within the lines and leave white areas for contrast

Assessment Methods: