High Contrast: Background 50% Finished
Subject: Drawing II
Date: 21 Feb. 2013
*Independent Practice
*Cooperative Learning
*Visuals
Grade level: 9-12
Teacher: Guerrero
Coop. Teacher: Barbosa Campus: Del Valle High School
*Whole group Instruction
*Technology Integration
*Group/Directed Practice
*Centers
*Lecture
*A Project
*Informal Assessment *Formal Assessment *Peer Assessment
TEKS/Standards:
117.52 Art, Level I
(1) Perception. The student develops and organizes ideas
from the environment. The student is expected to:
(A) illustrate ideas for artworks form direct observation,
experiences, and imagination: and
(B) compare and contrast the use of art elements (color,
texture, form, line, space, value) and art principles
(emphasis, pattern, rhythm, balance, proportion, unity) in
personal artworks and those of others, using vocabulary
accurately.
(2) Creative expression/ performance. The student
expresses ideas through original artworks, using a variety
of media with appropriate skill. The student is expected to:
(A) create visual solutions by elaborating on direct
observation, experiences, and imagination:
(B) create designs for practical applications: and
(C) demonstrate effective use of art media and tools in
design, drawing, painting, printmaking, and sculpture
(3) Historical/cultural heritage. The student demonstrates
an understanding of art history and culture as records of
human achievement. The student is expected to:
(A) compare and contrast historical and contemporary
styles, identifying general themes and trends;
(B) describe general characteristics in artworks from a
variety of cultures;
(4) Response/evaluation. The student makes informed
judgments about personal artworks and the artworks of
others. The student is expected to:
(A) interpret, evaluate, and justify artistic decisions in
personal artworks; and
(B) select and analyze original artworks, portfolios, and
exhibitions by peers and others to form precise
conclusions about formal qualities, historical and cultural
contexts, intents, and meanings.
Activity & Time Student Objectives & Procedures: What
Students Do
I. WARM-UP/
Anticipatory
Set
title: Wiley
Objective(s):
1.) Students will sketch and critique an
Homework: Students
who fall behind need to
come in during lunch to
finish.
Teacher Procedures:
What Teacher Does
High Contrast: Background 50% Finished
Subject: Drawing II
Date: 21 Feb. 2013
pedagogical
purpose:
_guided
practice
Materials:
Students:
-pencil
-eraser
-sketchbook
Teacher:
-projector
-High Contrast
power point
- Wiley notes
Grade level: 9-12
Teacher: Guerrero
Coop. Teacher: Barbosa Campus: Del Valle High School
historical work of art.
2.) Students will identify characteristics
and descriptions that classify Propaganda
and High Contrast art.
3.) Some students can choose to apply
some of the ideas/techniques discussed
into their personal project.
Student Procedures
Students will get their sketchbooks and
start drawing the image from the
PowerPoint. (This will happen during the
announcements).
Students will write down the name of the
work the date and the information teacher
will discuss with them.
5 minutes
Students will raise their hand to volunteer
to critique (explain what characteristics of
the work of art that they like and do not
like) the work of art.
Teacher Procedures
Have PowerPoint open
onto Wiley image.
Give students five
minutes to draw in
pencil (silence). On
their sketchbook page,
students should have
the date, and the name
of the slide show, Wiley
Underneath, they
should complete a
sketch that is about half
the page. This drawing
is to the best of their
ability, including details,
value, text, etc.
Give some very brief
information about this
painting.
What is the message
here?
Is there a certain mood
that is shown here?
Where is this implied?
Is there symbolism?
What does the
background do to the
work as a whole?
Do you like the piece?
Why or why not?
(Notes attached to
back.) Call on students
to share their
High Contrast: Background 50% Finished
Subject: Drawing II
Date: 21 Feb. 2013
Grade level: 9-12
Teacher: Guerrero
Coop. Teacher: Barbosa Campus: Del Valle High School
comments on the piece.
II. LESSON
1st
Activity
title: High
Contrast:
Project: 50%
Finished with
Background
pedagogical
purpose:
Independent
Study
Materials:
Students:
-sketchbook
design
-images for
references
Teacher:
- High contrast
power point
-notes on
contrast
-Acrylic paints
(Blue, red,
yellow, white,
and black).
-paint brushes
-water
containers
-colored
pencils (for
those who
chose not to
paint).
40 min
STRUCTURE/ACTIVITIES
Objective(s):
1) Students will consider composition and
balance when creating their personal art
work.
2) Students will create a personal work of
art that demonstrates their understanding
of high contrast.
3) Students will produce high contrast
through their design.
4) Students will apply correct painting
techniques to build contrast.
Student Procedures:
*Students will work at their seats for this
activity.
*They will be reintroduced with various
forms to create a high contrast:
-Black against white
-Having a very bright/saturated
background
-Having a bold design in the background
*Students will review class painting
procedures.(See procedures listed in
Teacher Procedures for this activity)
*Students will be using acrylic paint for
this assignment. Acrylic paint is
permanent! If you get it on your
clothes or in your hair, it will not come
out. Take all purses and clothing items
off of the tables, pull back hair, roll up
sleeves, etc.
*Students will obtain their paints and
brushes and return to their seats.
*If the student chooses, he/she can use
colored pencils instead of paints. The
student can use the class set of colored
pencils found in the back of the
classroom.
*The students will start their background.
This will be 50% finished by the end of
the class. This consists of having all
major areas painted. Tomorrow they will
just add the details. This will be due
Teacher Procedures
-Have high contrast
power point projected.
-Reintroduce methods
to build contrast:
-they demonstrate white
against black
-they have a very
bright/saturated
background
-they have a bold
design in the
background
State the painting
procedures:
-paints are located at
the front of the
classroom
-students only need a
dime-sized amount of
paint
-they will use their
assigned pallets to mix
-the students will be
using their assigned
brushes to paint
*Warn students that
acrylic paint will not
come out of clothing or
hair. Instruct them to
put all belongings out of
way, roll up sleeves,
and pull back their hair.
*Walk around to answer
questions and make
sure students are on
task.
-For the rest of the
class they will work on
High Contrast: Background 50% Finished
Subject: Drawing II
Date: 21 Feb. 2013
Grade level: 9-12
Teacher: Guerrero
Coop. Teacher: Barbosa Campus: Del Valle High School
tomorrow at the end of the period!!!
their background. By
the end of today, the
students should have
50% of it finished. This
consists of having all
major areas painted.
Tomorrow they will
finish the background.
Use time wisely!!!
This will be due on
Friday!!
III. CLOSURE
title: Clean up
and Sharing of
Ideas
Objective(s):
1.) They will restate the project
expectations and due dates.
pedagogical
purpose:
Whole group
instruction
Student Procedures
*Students are cleaning up.
All brushes are washed. The palettes
are returned to the counter. The tables
are wiped off. Their painting is
returned to the drying rack or is put
away in an artist tube. Students are
allowed to borrow an artist’s tube, but
they have to sign it out first. They can
also take paint home.
*They return their drawing to their shelf
*When they are finished, students are
seated at their desks and answering
teacher questions.
Materials:
none
5 Min
Teacher Procedures
Remind students that
they need to come in
during lunch if they ever
get behind. They can
also take the
assignment home to do
for homework.
Dismiss student to start
cleaning up.
-If you’re behind what
should you do?
-Who likes this
assignment? Why or
why not?
Tell student to be
prepared to finish their
background tomorrow.
Assessment(s): (attach copies of assessment documents, criteria and rubrics)
Today will be a participation grade 35%. All students by the end of the period should
have 50% of their background complete. This consists of having all major areas painted.
Tomorrow they should be able to finish their background. Rubric attached for final
assessment:
High Contrast: Background 50% Finished
Subject: Drawing II
Date: 21 Feb. 2013
Grade level: 9-12
Teacher: Guerrero
Coop. Teacher: Barbosa Campus: Del Valle High School
Name: ______________ Period: _____ Date: _______________
Rubric for High Contrast Project:
___/20 Effort: Student took challenging risks. Student used time wisely during class.
___/40 Drawing: Student’s drawing contains every level of gradation scale from very light to black.
The drawing is well blended, and it had good use of line.
___/30 Contrast: Student created an effective work of art that possesses strong contrast whether
through color or design.
___/10 Composition: Student’s work is balanced. Student shows understanding of perspective and
scale.
ILL/504/SpEd accommodations:
Modify due dates. All of the steps will be written on the boards for students to turn to.
Lesson Overview / teacher notes:
Dee & Ricky
Kehinde Wiley
Kehinde Wiley
From Wikipedia, the free encyclopedia
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High Contrast: Background 50% Finished
Subject: Drawing II
Date: 21 Feb. 2013
Grade level: 9-12
Teacher: Guerrero
Coop. Teacher: Barbosa Campus: Del Valle High School
The Virgin Martyr St. Cecilia, 2008
Kehinde Wiley (born 1977)[1] is a New York-based portrait painter, who is known for his highly
naturalistic paintings of contemporary urban African, African-American, Afro-Brazilian, Indian
and Ethiopian-Jewish (Beta Israel) men in heroic poses.[2]
Contents
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1 Early life
2 Art
3 Collections
4 Recent and Upcoming Exhibitions (Selection)
5 Recognition and honors
6 Notes
7 External links
Early life
Kehinde Wiley was born in Los Angeles, California in 1977. His father is Yoruba from Nigeria,
and his mother is African-American. As a child, his mother supported his interest in art and
enrolled him in after school art classes, and at the age of 12, he spent a short time at an art school
in Russia. Wiley did not grow up with his father, and at the age of 20 he traveled to Nigeria to
explore his roots and meet him.[3]
He earned his BFA from the San Francisco Art Institute in 1999 and his MFA from Yale
University, School of Art in 2001.[1]
Art
Though his methods (considered now to be modern and accepted among some art critics) remain
controversial, Wiley hires painters in workshop fashion to paint his art pieces for him. Wiley's
painting style has been compared to that of such traditional portraitists as Reynolds,
Gainsborough, Titian and Ingres. The Columbus Museum of Art, which hosted an exhibition of
his work in 2007, describes his work with the following: "Kehinde Wiley has gained recent
acclaim for his heroic portraits which address the image and status of young African-American
men in contemporary culture."[4]
High Contrast: Background 50% Finished
Subject: Drawing II
Date: 21 Feb. 2013
Grade level: 9-12
Teacher: Guerrero
Coop. Teacher: Barbosa Campus: Del Valle High School
Napoleon Leading the Army Over the Alps, 2005
Wiley’s paintings often blur the boundaries between traditional and contemporary modes of
representation. Rendered in a realistic mode–while making references to specific Old Master
paintings–Wiley creates a fusion of period styles, ranging from French Rococo, Islamic
architecture and West African textile design to urban hip hop and the "Sea Foam Green" of a
Martha Stewart Interiors color swatch. Wiley's slightly larger than life size figures are depicted
in a heroic manner, as their poses connote power and spiritual awakening. Wiley’s portrayal of
masculinity is filtered through these poses of power and spirituality.
Wiley's Napoleon Leading the Army over the Alps (2005) is based on Napoleon Crossing the
Alps (1800) by Jacques-Louis David, often regarded as a "masterpiece", now restaged by Wiley
with an African rider wearing modern army fatigues and a bandanna. Wiley "investigates the
perception of blackness and creates a contemporary hybrid Olympus in which tradition is
invested with a new street credibility".[5]
His portraits are based on photographs of young men who Wiley sees on the street. He painted
men from Harlem’s 125th Street, then South Central neighborhood where he was born. Dressed
in street clothes, his models were asked to assume poses from the paintings of Renaissance
masters, such as Tiziano Vecellio and Giovanni Battista Tiepolo.
The artist describes his approach as "interrogating the notion of the master painter, at once
critical and complicit." Wiley’s figurative paintings "quote historical sources and position young
black men within that field of power.” In this manner, Wiley’s paintings fuse history and style in
a unique and contemporary manner.
Wiley is currently represented by Roberts & Tilton, Culver City, California; Rhona Hoffman
Gallery, Chicago, Illinois; Sean Kelly Gallery, New York, New York; and Galerie Daniel
Templon, Paris, France.
Collections
High Contrast: Background 50% Finished
Subject: Drawing II
Date: 21 Feb. 2013
Grade level: 9-12
Teacher: Guerrero
Coop. Teacher: Barbosa Campus: Del Valle High School
His work is found in many public collections through the world, including the Minneapolis
Institute of Art; Brooklyn Museum; Columbus Museum of Art; Kansas City Museum; Oak Park
Public Library in Oak Park, Illinois; Studio Museum in Harlem in New York, New York; The
Jewish Museum (New York) in New York, New York; High Museum of Art in Atlanta, Georgia;
Phoenix Art Museum in Phoenix, Arizona; Los Angeles County Museum of Art in Los Angeles,
California; Hammer Museum, in Los Angeles, California; Milwaukee Art Museum; Walker Art
Center in Minneapolis, Minnesota and the DIA - Detroit Institute of Arts in Detroit, Michigan.[6]
Recent and Upcoming Exhibitions (Selection)
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March 9, 2012 - July 29, 2012 Kehinde Wiley / The World Stage: Israel at The Jewish
Museum (New York)
October 29, 2011-January 29, 2012: Kehinde Wiley: Selected Works at the Savannah
College of Art and Design (SCAD) Museum of Art, Savannah, GA
April 9-May 28, 2011: The World Stage: Israel at Roberts & Tilton, Culver City, CA
September 10-October 23, 2010: The World Stage: India, Sri Lanka at Rhona Hoffman
Gallery, Chicago, IL
2010: Legends of Unity | World Cup 2010 | PUMA, several locations worldwide
September 3–26, 2009: Black Light at Deitch Projects, New York, NY
January 15-May 3, 2009: The World Stage: Africa at ArtSpace, San Antonio, TX
April 5-May 9, 2009: The World Stage: Brazil at Roberts & Tilton, Los Angeles, CA
Recognition and honors
In October 2011, Wiley received the Artist of the Year Award from the New York City Art
Teachers Association/United Federation of Teachers. He also received Canteen Magazine's
Artist of the Year Award.
Two of Wiley's paintings were featured on the top of 500 New York City taxi cabs in early 2011
as a collaboration with the Art Production Fund.
Wiley is featured in a commercial on the TV network USA as a 2010 Character Honoree.[7]
Puma AG commissioned Wiley to paint four portraits of prominent African football players.
Patterns from his paintings were incorporated into Puma athletic gear.[3] The complete series,
Legends of Unity: World Cup 2010, was exhibited in early 2010 at Deitch Projects in New York
City.[8]
His work was exhibited in the National Portrait Gallery as part of the Recognize exhibit in
2008.[9]
http://en.wikipedia.org/wiki/Kehinde_Wiley