SARAH ASKEW
UNIT TITLE
American Art: 1900s
GENERAL UNIT GOALS
The student will be able to identify how the work “American Gothic” by artist Grant Wood reflects the strong American spirit during the Great Depression. The student will demonstrate a strong knowledge of the elements and principles of art in their own interpretation of the painting. Also, the student will demonstrate skills with acrylic paints.
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LESSON TITLE
American Gothic Parody
Grade 6
3-50 minute class periods
GENERAL LESSON OBJECTIVE
Students will be able to:
1) Understand the basics of the Great Depression
2) Identify “American Gothic by Grant Wood and it’s representation of American during that period
3) Show knowledge of the element and principles in the work and their own work and write in their sketchbooks how they achieved good composition using them in their work.
4) Create two characters (real or imagined) in place of the man and woman
5) Add a background that represents those characters and the time/place they come from
6) Use acrylic paints effectively
VIRGINIA ART STANDARDS OF LEARNING
Cultural Context and Art History
6.12 The student will identify the components of an artist’s style, including materials, design, technique, and subject matter.
6.13 The student will identify major art movements in American culture from 1877 to the present
6.14 The student will identify how artists contribute to society.
VIRGINIA CORE STANDARS OF LEARNING
History and Social Science
USII.5 The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by
a) identifying the causes of the Great Depression and its impact on Americans
MATERIALS
TEACHER
Laminated print of “American Gothic” by Grant Wood. Laminated poster with “Art Elements and Principles”. Laminated examples of finished projects. Magnets to hang examples on chalk board. Paper towels and soap.
STUDENT
Sketchbook
Pencils
White palette
Acrylic paints
Heavy white paper (18” x 24”)
Various paint brushes
Containers holding water
ADVANCED ORGANIZATION
Work of Grant Wood, Finished project examples, and Elements and Principles poster will be posted on the chalk board with magnets. The counter where the sink is located will be stocked with all of the acrylic paints, a bucket of various sized paint brushes, white palettes, and jars for water. It is important to make sure ahead of time that soap and paper towels are fully stocked.
VOCABULARY
Great Depression – The Great Depression was a worldwide economic downturn starting in most places in 1929 and ending at different times in the 1930s. he Great Depression originated in the United States; historians most often use as a starting date the stock market crash on October 29, 1929, known as Black Tuesday. The end of the depression in the U.S. is associated with the onset of the war economy of World War II, beginning around 1939.
Gothic Architecture – Gothic architecture is a style of architecture which flourished during the high and late medieval period. It evolved from Romanesque architecture and was succeeded by Renaissance architecture. Gothic architecture is most familiar as the architecture of many of the great cathedrals, abbeys and parish churches of Europe. It is also the architecture of many castles, palaces, town halls, guild halls, universities, and to a less prominent extent, private dwellings.
ANTICIPATORY SET- 5 min.
“Who recognizes this painting (Grant Wood’s ‘American Gothic’)” “What do you know about the Great Depression?”
TEACHING MOTIVATION- 20 Min INPUT/DEMO/DIRECTIONS/CHECKING
INPUT-Look at “American Gothic” by Grant Wood. Discuss Great Depression. Discuss the paintings portrayal of the Great Depression. Also, discuss the elements and principles used in the painting that make it effective. MODELING-Display and talk about prepared examples of some finished projects. DEMO/DIRECTIONS- Go over instructions and be sure to remind students of the elements and principles by putting up and going over the element and principle poster. CHECKING- Have the students verbally go over some ideas of characters they were thinking about painting.
ACTIVITY
GUIDED PRACTICE- (1st session last 30 minutes) – Students will sketch out their characters in their sketchbooks and get them approved.
DISTRIBUTION/SUPPLIES- (1st session) Students will receive from teacher the pencils. The students must bring their sketchbooks to class. (2nd and 3rd session) Teacher will hand out heavy white paper, water jars, and white palates to each student. Students will come up the sink as necessary to get the paint and paintbrushes they need.
INDEPENDENT PRACTICE- (2nd and 3rd sessions) Students will lightly sketch their characters and backgrounds onto their white paper. Next, they will begin to paint with the acrylics.
CLOSURE Critique/Clean Up/Summary-10 Min.
CRITIQUE- There will be no class critique on this project. The student will write in their sketchbooks how they believe they used elements and principles and their work. Sketchbooks are graded separately from this assignment at the end of the semester.
CLEAN-UP- Students will clean off all brushes and white palettes and put them back in their proper place on the sink. Wet paintings will be put on the art room drying rack. The teacher will put back palettes, brushes, and paint after all class sessions are over.
SUMMARY/TRANSITION- The work of artists can portray a certain time period and social issues and strengthen the moral of citizens.
EVALUATION/STUDENT
Students will be evaluated on these criteria:
RUBRIC Superior A Satisfactory C Minimal E
Used Elements yes somewhat not at all
Used Principles yes somewhat not at all
Two Characters yes somewhat not at all
Appropriate background yes somewhat not at all
Can Identify Importance of Painting yes somewhat not at all
MODIFICATIONS/ SELF EVALUATION OF LESSON/REFLECTIONS
(N/A)
REFERENCES, BIBLIOGRAPHY, RESOURCES
http://www.princetonol.com/groups/iad/lessons/high/tina-parody.htm
