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Examples of the expressionistic animal paintings of Franz Marc, drawing paper, pencils, 9X12 paper, 12X18 oak tag, tempera paint, paint brushes, water containers.
The expressionist artists like Franz Marc used colors, shapes, and lines to express their feelings about their subjects. This was a departure from the idea that artist’s create work to imitate nature or to illustrate a literary theme or human emotion. For the first time in history art was created out of an inner necessity on the part of the artist to create it. At the same time psychologists were beginning to suggest that lines, shapes, colors and spaces have specific emotional qualities - they could be joyful or sad, inspiring or depressing.
With a palate of colors liberated by Matisse and The Fauve ‘s, the expressionists departed from reality and ushered in the non-objective paintings of artists like Kandinsky. The development of Expressionism in early twentieth century Germany was a pivotal moment in the history of art. Knowledge of the expressionists is necessary in order to put the arts of the twentieth century into perspective.
Day One: Teacher will gather students and demonstrate proper painting procedures. Students will then be given time to experiment with tempera paints on 9X12 paper. They should try mixing colors directly on the paper, create patterns and textures, overlapping opaque colors, using paint transparently. Stop students early and discuss clean-up procedures.
Day Two: View paintings by Franz Marc including the Blue Horse and discuss:
Engage students in conversation about why the artist painted the picture. Why is the horse blue? Discuss the color wheel and guide the students through an examination of the colors used in the painting.
Discuss the use of expressive lines. Draw a jagged line on the board and ask students for emotions or feelings that might be associated with that type of line. Ask students what type of animal might be associated with that type of line and what the animal might be doing. Draw a curvatious line on the board and ask students what type of feelings or emotions might be associated with that type of line. Ask students what type of animal might be associated with that type of line.
Explain to the students that they will have to think of an animal to draw. They should not worry about drawing a realistic interpretation, but should be more interested in creating an expressive interpretation. The drawing should touch at least one side of the paper and include a background. Draw as many details as you can think of.
Students will be given 9X12 paper to sketch their ideas. Once the drawings have been approved they will be redrawn onto 12X18 oak tag.
Day Three: Students will finish drawings and then begin painting. They will be reminded to be as expressive with their use of colors as they were with their use of lines.
Students continue painting until finished, with individual instruction as needed.
PAINTING RUBRIC NOVICE IN PROGRESS MEETS EXPECTATIONS EXCEEDS EXPECTATIONS DRAWING No attempt made to achieve expressive quality beyond
strict representation. Expressive quality is evident but control is lacking Drawing achieves expressive quality through use of
lines Drawing is highly expressive and detailed. Line quality,
shapes, patterns, and textures used to enhance image. COMPOSITION Drawing does not reflect an understanding of basic
principles of design. Composition exhibits a lack of planning, but space is
well-used. Lines, colors, shapes, and textures use effectively
within image area to express idea Composition demonstrates a highly developed sense of
composition and space. COLOR CHOICES No logical or expressive selection of colors is
evident. Some thought is evident in choice of colors, but others
appear accidental or haphazard. Colors are used to effectively enhance the expressive
quality of the drawing. Application of colors demonstrates advanced knowledge of
color relationships. PAINTING SKILL Haphazard application of paint obscures original drawing.
Colors contaminated through lack of control. Some lack of control is evident. Edges that were intended
to be crisp are not, planned textures or patterns fail in
execution. Paint is applied with care and skill. Extreme care taken in a logical application of paint.
sequence of colors carefully planned and expertly
executed. USE OF MATERIALS Student is observed deliberatly misusing materials Student demonstrates a lack of attention resulting in
contaminated paints, spills, over painting onto table and/or
fails to clean materials properly Student demonstrates appropriate skill in caring for
materials Student's painting and work area are very clean. Sense of
responsibility and respect for materials is evident through
actions or conversation CLASSROOM PARTICIPATION Failure to follow classroom procedures Some misbehavior and student is often off-task Student follows directions and remains on-task throughout
lesson Student sets good example of classroom behavior
WEB MUSEUM - Towards Abstraction
WEB MUSEUM Expressionism
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