Picasso Inspired Digitally Rendered Collage
Grade Level: Eighth Grade
Time Needed: Three Class Periods
Focus: Using Photoshop, the students will create a digital collage of themselves inspired by collages made by Pablo Picasso.
a. 188.8.131.52.2- Analyze how the principles of visual art, such as repetition, pattern, emphasis, contrast and balance are used in the creation, presentation of, or response to visual artworks.
b. 184.108.40.206.1- Demonstrate use of a variety of tools, materials and techniques in media arts based on the characteristics of the hardware and software.
c. Using inspiration from Picasso, students will create digital collages.
Slideshow of Picasso's works- his collages and paintings, prints of Picasso's works throughout the room, images such as: http://record.wustl.edu/2002/08-23-02/images/picasso200.jpg and http://teachers.westport.k12 .ct.us/artsmarts/Projects/ Picass2.jpg
Macintosh computer with camera, mouse, keyboard, Photoshop software, Photo Booth program, Printer, ink, paper
Introduction to the Lesson:
Artlex.com defines collage as "a picture or design created by adhering such basically flat elements as newspaper, wallpaper, printed test and illustrations, photographs, cloth, string, etc. to a flat surface." Many artists have worked with this idea. Pablo Picasso, Kurt Schwitters, and Robert Rauschenberg are a few of these artists. Although all of these artists create collage work, each artist has a very personal and different way of creating their work. Some artists stick strictly to paper and glue, while other artists branch out and bring different forms of media into their art. Digital collage is very different but still shares the same basic principles.
Pablo Picasso is a great example of an artist who used collage in his work. He was born in 1881 and died in 1901. Picasso was born in Spain, and much of his education came from his father. His father recognized Picasso's amazing talent. Picasso is probably best known for the different periods in his painting, such as the Blue Period and the Rose Period. He also is known from his work with Cubism. The Blue Period was during a state of mourning as the death of a friend triggered the use of these colors. Picasso's color palette eventually moved towards warmer colors such as pinks and yellows. Picasso's interest in multiple views of an object let to the Cubism movement. This movement is arguably what Picasso is most known for. The division of canvas and different perspectives can help inspire the idea of collage.
Class 1: The students will be introduced to the Photoshop program. The students will begin class by taking pictures of themselves with the Photo Booth program on the Mac computer. These pictures will then be brought into Photoshop, and the class will learn basic uses and tools of the program. The students will also look at the artist Pablo Picasso, specifically his collages and a few paintings. The class will be asked to draw inspiration from Picasso when creating their own collages. The students will begin their collage with the pictures they took at the beginning of class. They will be encouraged to add different shapes, colors, and patterns to this initial image.
Class 2: The class will continue working on their Picasso inspired collages. The students will be encouraged to use many layers and think about the digital media they are using. The students should be breaking up their faces and thinking about the cubism movement and the style used in Picasso's works. Near the end of class the students will have a chance to walk around the room and see what their classmates are doing. Helpfully suggestions will be welcomed to strengthen everyone's work.
Class 3: The students will have the first portion of the class to finish and make any changes to their collages. As the students finish they will have the opportunity to print their collages. As students are printing the images will be displayed throughout the room along with comment sheet; the students will be able to give the artist their input on each collage. There will be a brief, overall critique about the project and the outcome.
The class will participate in a group critique of the project. Each student will be given a piece of paper with the other students' comments about the work.
Art Production: Digitally rendered collage
Aesthetics: Collage inspire by that of Pablo Picasso
Art History: Pablo Picasso
Art Criticism: Class showing and critique
"Janson's Legacy Honored in Gallery of Art Exhibition." Record. 2002. Washington
University in St. Louis. 11 Dec 2009. <http://record.wustl.edu/2002/08-23-02/images/picasso200.jpg>.
"Pablo Picasso." The Art History Archives- Biography & Artworks. The Art History
Archives. 11 Dec 2009. <www.arthistoryarchive.com/arthistory/cubism/Pablo-Picasso.html>.
"Picasso Collage Portraits." Picasso Collage Portraits. Westport Public Schools.
Chalk or Whiteboard Animations
Grade Level: Seventh Grade
Time Needed: Five Class Periods
Focus: The Student will design and create an original chalkboard or white board animation inspired by an original piece of writing about transformation.
a. 220.127.116.11.2- Analyze the meanings and functions of visual art
b. 18.104.22.168.1- Create original two- and three- dimensional artwork in a variety of artistic contexts.
c. Create visual piece of art based personal writings
Pencils, pens, paper, chalk or markers, chalkboard or whiteboard, digital camera, tripod, computer for generation of animation
Introduction to the Lesson:
Chalk and whiteboard animation are fairly new ideas in animation. This kind of animation is great for almost any classroom setting. All one really needs is a chalkboard or whiteboard and something to draw with. The actual animation is created using stop motion animation techniques. The artist draws an initial image on the board and adds and subtracts to this image to create a sense of motion and animation. Chalk and whiteboard animation has its roots in line animation, or drawn animation in general. It's just a new medium. Drawn animation became popular around the beginning of the twentieth century. Drawings were made on cells and then these cells were strung together to create movement. Disney is probably the most well known user of cell animation.
One of the successful artists using animation similar to chalk and whiteboard animation is Blu. Blu uses the same idea but on a bigger scale. He uses graffiti art to create animations that often take place on the sides of buildings or streets or sidewalks. Blu is from Argentina. His work focuses on the development of man and the constant change in man's surroundings. His work constantly shows the idea of morphing and transformation.
Class 1: After being introduced to chalk and white board animation, students will be divided into numerous small groups. Each group will be asked to write their own short story. This story must be original and deal with the ideas of transformation. The idea of transformation is the topic of these stories because chalk and white board animation lend itself to illustration transformation. After completing this story, each group will begin story boarding. This storyboard will eventually turn into the chalk or white board animation.
Class 2: Each group will continue storyboarding their creative writing piece about transformation. When storyboarding is complete, the group will begin the actual animation process. The chalkboard will be split up into equal sections for each group. The group will begin drawing, adding, and subtracting to the illustrations on the board. Each group will have a camera set up on a tripod in front of the chalkboard. A member of the group will be assigned to take the pictures of the changes in illustrations. To create a more successful animation, every change in the chalkboard drawing should be documented. The more pictures taken, the more successful the animation will be..
Class 3: The groups will continue to work on their chalkboard animations. The class will be instructed to finish their chalkboard drawings sometime during this class period. Once the illustrations are complete and all the pictures have been taken, the rendering and editing for the animations will begin. The groups will take turns rendering and editing their animations in Photoshop and iMovie. A few groups will begin this today, while the rest of the groups will wait until the next class period.
Class 4: Editing of the animations will continue during this class period. The groups that still have to use the computers will be able to render and edit their animations today. The teams that aren't using the computers will either be doing finishing touches on their chalkboard illustrations or experiment with chalkboard animation.
Class 5: This final class will be allotted for a class showing and critique of the animations. The class will watch each group's animation and give the group feedback on things they liked about their animation. Before the animation is shown, the group will explain the story and ideas behind their animation.
The class will watch each video and then give the group feedback on what was successful about the animation and what needed work.
Art Production: chalk or whiteboard animation
Aesthetics: chalk and whiteboard animation
Art History: history of animation, chalk and whiteboard animation specifically
Art Criticism: showing and critique
Blu. "Video." Blu. 2009. Blu. 11 Dec 2009. <http://blublu.org/sito/video/video.htm>.
"Firekites Autumn Story- chalk animation." 2009. YouTube. 11 Dec 2009.