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Unit 2 Shape and Form: From Ancient Greece to Gustav Klimt Subject: Visual Arts

Grade: 4th - Mrs. DiChico

Unit of Study: The Difference between Shape and Form. Interdisciplinary Connections: Geometry Theme: Decorative shapes in ancient Greek geometric vessels. Shapes, forms and unity in the work of Gustav Klimt. Timeframe:

6 periods

Essential Questions: What is a shape? What is a form?

Unit Questions: What is the difference between a shape and a form? Where do artists get their inspiration?

1 Template: Unit Design: K-12 Visual Art Dr. Luci Prawdzik, Supervisor of Art Adapted for Somerville Public Schools

Background Information Geometric Style Greek Pottery 900-725 BCE Geometrical ceramic art flourished in the 9th and 8th centuries BCE. Going far beyond the circular designs of the earlier proto-geometric period, geometric pottery includes some of the finest surviving works of Greek visual art. Vases were often made according to a strict system of proportions. In addition, the choice of which decorative patterns go where was also carefully conceived, as particular designs help emphasize specific portions of the vessel and articulate its shape. During the Early Geometric era (900-850 BCE), designs were purely abstract and formed part of what was known as the dark on light style: a method of production characterized by the use of dark slip to paint designs over the light color of the pottery. During the Middle Geometric period (850-770 BCE), figures emerged, as vases and other pots began to be decorated with bands of animals (ex. Goats, geese, horses). These figural motifs were applied to reflect the status and wealth of pot-owners. At the same time, the patterns became more complex and extended to all areas of the vessel. Then human figures were included in the ornamentation, with images of chariot processions, battles, funerals and other scenes. During the Late Geometric period (770-725 BCE), some historical references appear, with representations of events from Greek mythology.

We will focus on two different kinds of vessels: • An Amphora is a ceramic vase with two handles and a long neck

•

narrower than the body. Amphorae were the principal means for transporting and storing grapes, olive oil, wine, oil, olives, grain, fish, and other commodities. A Krater is a large vase that was used for mixing wine and water in ancient Greece. Kraters are large, with a broad body and base and usually a wide mouth.

Art Nouveau Art Nouveau is an international movement and style of art, architecture and applied art—especially the decorative arts—that peaked in popularity at the turn of the 20th century (1890–1905). A reaction to academic art of the 19th century, it is characterized by organic, especially floral and other plantinspired motifs, as well as highly-stylized, flowing curvilinear forms.Art Nouveau is an approach to design according to which artists should work on everything from architecture to furniture, making art part of everyday life. Art Nouveau was also a movement of distinct individuals such as Charles Rennie Mackintosh, Alphonse Mucha, René Lalique, Antoni Gaudí , Louis Comfort Tiffany and Gustav Klimt, each of whom interpreted it in their own individual manner.

Gustav Klimt Gusrtav Klimt (1862 –1918) was an Austrian Symbolist painter and one of the most prominent members of the Vienna Secession movement. His major works include paintings, murals, sketches, and other art objects, many of which are on display in the Vienna Secession gallery. Klimt’s “Golden Phase” continues to be his most famous work today and was marked by positive critical reaction and success. His paintings from this period used gold leaf; the works most popularly associated with this period are the Portrait of Adele Bloch-Bauer I (1907) and The Kiss (1907 – 1908). Geometry Connection: By talking about shapes and forms, by comparing and contrasting them, and by drawing and observing them we will be covering Massachusetts math standards in Geometry grade 4. 2 Template: Unit Design: K-12 Visual Art Dr. Luci Prawdzik, Supervisor of Art Adapted for Somerville Public Schools

Learning Goals Students will be able to: o o o o o o o o

Identify shapes Identify forms Identify and apply differences between shapes and forms Use light and shadow to create the illusion of 3D form on a 2D surface. Create patterns out of shapes Draw from observation Identify shapes vs. forms within the art of Gustav Klimt Use shape, form, line and pattern to create Unity

o o

Artists use techniques to help them create visually believable artwork Artists can get their inspiration from art of the past

Enduring Understandings (Big Ideas)

Learning Standards: Somerville Public Schools Art Topics Grade 4: 1.Use line to increase the complexity of detail in drawing familiar objects and in observational drawings utilizing interdisciplinary integration. 3. Use light and shadow to create the illusion of 3D form on a 2D surface. 5. Understand and apply differences between shape and form in drawing. 7. Develop and use criteria for informal whole-class discussion about art.

Massachusetts Visual Arts Curriculum Frameworks 1.Methods, Materials, and Techniques. Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts. 2. Elements and Principles of Design. Students will demonstrate knowledge of the elements and principles of design. 3. Observation, Abstraction, Invention, and Expression. Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques. 4. Drafting, Revising, and Exhibiting. Students will demonstrate knowledge of the processes of creating and exhibiting their own artwork: drafts, critique, self-assessment, refinement, and exhibit preparation.

Connections Strand 6.Purposes of the Arts. Students will describe the purposes for which works of dance, music, theatre, visual arts, and architecture were and are created, and, when appropriate, interpret their meanings. 10. Interdisciplinary connections. Students will use knowledge of the arts and cultural resources in the study of the arts, English language arts, foreign languages, health, history and social science, mathematics, and science and technology/engineering.

Massachusetts Mathematics Curriculum Frameworks Geometry Strand 4.G.1. Compare and analyze attributes and other features (e.g., number of sides, faces, corners, right angles, diagonals, and symmetry) of two- and three-dimensional geometric shapes. 4.G.2. Describe, model, draw, compare, and classify two- and three-dimensional shapes, e.g., circles, polygons-especially triangles and quadrilaterals-cubes, spheres, and pyramids. 4.G.3. Recognize similar figures.

3 Template: Unit Design: K-12 Visual Art Dr. Luci Prawdzik, Supervisor of Art Adapted for Somerville Public Schools

Aspirations • • • •

Curiosity and creativity: Encouraging students to explore new ideas Fun and excitement: Ensuring students are engaged. Heroes: Giving words of encouragement daily. Sense of Accomplishment: Allowing time and opportunity for students to celebrate all accomplishments.

Habits of Mind o

Persistence: Stick to it! Persevering in task through to completion; remaining focused. Looking

o

for ways to reach your goal when stuck. Not giving up. Creating, Imagining and Innovating: Try a different way! Generating new and novel ideas, fluency and originality.

Notes: This is our second unit this semester. Our first unit was called Future Self Portraits and focused on personal goals, portraits and facial proportion theory. Our learning goals for the year so far have been: o Try drawing techniques to help their faces look realistic o Use the details in portraits to create an understanding of who the subject was o Imagine what they want to do in the future o Practice their drawing techniques before applying them to a finished work

4 Template: Unit Design: K-12 Visual Art Dr. Luci Prawdzik, Supervisor of Art Adapted for Somerville Public Schools

Assessment Performance Task (Culminating) Assessment methods: • Ongoing assessment during each class period. (see right) • Two rubrics will be completed for this lesson. One for class periods 1 and 2 and another for classes 3- 6. Rubrics are attached with handouts in the back of this document. • Students check their work using the rubrics before they turn it in. I use the same rubrics to grade the completion of their work. • Students understanding of the vocabulary and terms will be assessed by both classroom discussion of terms and a worksheet (also attached.)

5 Template: Unit Design: K-12 Visual Art Dr. Luci Prawdzik, Supervisor of Art Adapted for Somerville Public Schools

Ongoing Assessments

 Safety I. II.    

Behavior – Respect Creativity Participation Effort Fine motor skills Understanding of the vocabulary, techniques, and big ideas we cover every period.

Instructional Strategies/Procedures First Period: • Students will view a Power point on Early Geometric Greek pottery including where Greece is and when and why the artworks we are looking at were made. • Students will use critical thinking as we discuss shapes, lines and patterns within the works. • I will define shape, asking students to create the shape of a vase and to decorate it with patterns made out of shapes and lines. • I will pass out a handout for each table with examples of vessel shapes and Greek patterns. • Students will draw their vessel, use a ruler to create the spaces on their vessel for patterns and begin to design their patterns. Second Period: • I will go over the definition of shape again for the students. • Students will complete their vessel designs. • Students will outline their vessel designs with black markers. • Students will cut out their vessels and add a nametag.

Third Period: • I will introduce the class to the definition of a form. I will show students examples of the difference between a shape and a form. (Triangle vs. pyramid, square vs. cube etc.) • Students will watch a demo on how to draw forms from observation using contour line, light and shadow to create the illusion of 3D form on a 2D surface. • Students will practice drawing forms from observation (blocks) using contour lines, light and shadow. Fourth Period: • I will do a demo on how to use color as light and shadow. • Students will be asked to look at several examples of blocks drawn on white paper with oil pastels and have a class discussion about which pieces are the most interesting and why. • I will introduce the idea of composition and ask students to place the forms on their paper in an interesting way. • Students will be given white, beige and brown oil pastels. • Students will draw the forms of blocks using the techniques we learned in the third period combined with our new knowledge of color on a large piece of white paper. Fifth Period: • Students will watch a Power point on the artists Gustav Klimt and Art Nouveau. • Students will use critical thinking during the power point to identify shapes, forms and how he achieves unity • Students will use black waterproof markers and metallic crayons to create patterned shapes and 6 Template: Unit Design: K-12 Visual Art Dr. Luci Prawdzik, Supervisor of Art Adapted for Somerville Public Schools

Materials Projector, Laptop, Extension Cord, Power Points including examples of ancient Greek geometric vessel designs and the work of Gustav Klimt, Orange construction paper, pencils, erasers, black markers, 17x11 80 lb. white paper, sketch paper, waterproof black markers, metallic crayons, white, beige and brown oil pastels, metallic water colors, water, brushes, 18x12 black paper, nametags, worksheets, rubrics and handouts.

Differentiated Learning Considerations Technology: Two power point presentations will be given for the class.

Multiple Intelligences: To emphasize auditory learning: Give verbal as well as written directions. To emphasize kinesthetic or tactile learning: Allow students to use art materials that provide tactile stimulation. To emphasize visual learning: Provide verbal material in the classroom that is visually captivating. To emphasize musical learning: Students learn the overlapping words between art and music (composition, pattern, rhythm etc.) To emphasize mathematical-logical learning: Each art process is outlined in a step-by-step manner in multiple ways. To emphasize interpersonal learning: Students socialize with one another while staying on task. To emphasize naturalist learning: Students have access to resources that will help them draw natural things. To emphasize linguistic learning: Class discussions about art are a constant in the art room. To emphasize Intrapersonal learning: During our look at art period we always discuss how the people in the art or the people who made the art may have been feeling.

Accommodations: o o o

Students who have a hard time concentrating have the option of sitting alone. Students with special needs are accommodated individually. Differentiated instructions based on students readiness combined with learning profile.

Unit Author Name: Charlotte Huffman School: East Somerville Community School Date: November 2009 © Copyright 2008

7 Template: Unit Design: K-12 Visual Art Dr. Luci Prawdzik, Supervisor of Art Adapted for Somerville Public Schools

Ancient Greek Vessel Shapes These vessel shapes were made by the people of ancient Greece to hold food and drinks, What shape are you going to use? Step 1: Draw the outline of your vessel with a pencil on your orange paper. Remember to make your vessel as large as your paper and to be creative!! These shapes are called

Kraters

These shapes are called

Amphorae Step 2: Use a ruler and a pencil to make horizontal lines across your vessel. Your shapes and patterns will go between these lines. Do not worry if your lines go past the outline of your vessel, we will be cutting these out! Handout for lessons 1 & 2 By Charlotte Huffman 8 Template: Unit Design: K-12 Visual Art Dr. Luci Prawdzik, Supervisor of Art Adapted for Somerville Public Schools

Ancient Greek Shape Examples Here are some examples of shapes and patterns that were popular during the Geometric period in ancient Greece. You can use these to help you design your vessel, or to help inspire original designs. Step 3: Using a pencil fill in all the spaces on your vessel with patterns made out of shapes and lines.

Handout for lesson 1 &2 By Charlotte Huffman 9 Template: Unit Design: K-12 Visual Art Dr. Luci Prawdzik, Supervisor of Art Adapted for Somerville Public Schools

The Shapes of Ancient Greece Does your vessel have:

Horizontal lines made with a ruler? 5 points Creative handles? 5 points At least 10 different pattern designs? 10 points Black marker outlines? 5 points

25 points possible

Rubric for lessons 1 & 2 By Charlotte Huffman 10 Template: Unit Design: K-12 Visual Art Dr. Luci Prawdzik, Supervisor of Art Adapted for Somerville Public Schools

Gustav Klimt: Shapes & Forms Does your picture have: At least 3 forms? 15 points Curvy Art Nouveau lines? 15 points At least 10 different pattern Designs made in crayon? 20 points A watercolor wash? 10 points A sense of unity? 15 points

75 points possible

Rubric for lessons 3-6 By Charlotte Huffman

11 Template: Unit Design: K-12 Visual Art Dr. Luci Prawdzik, Supervisor of Art Adapted for Somerville Public Schools

Name:

Teacher:

Ms. Huffman- Art Date:

Gustav Klimt & Art Nouveau While we look at this artwork please draw at least 10 of the patterns you can find in this grid!

Handout for lesson 4 By Charlotte Huffman

12 Template: Unit Design: K-12 Visual Art Dr. Luci Prawdzik, Supervisor of Art Adapted for Somerville Public Schools

Ms. Huffman ART Name: 1. Please circle the

Teacher: shape and underline the form.

2. Please draw 3 shapes:

3. Please draw 3 forms:

Vocabulary understanding worksheet for period 6. By Charlotte Huffman 13 Template: Unit Design: K-12 Visual Art Dr. Luci Prawdzik, Supervisor of Art Adapted for Somerville Public Schools

Date: