Masterpiece: The Scream, 1893
by Edvard Munch
Keywords:
Grade:
Month:
Lesson:
TIME:
Expressionism, Color, Iconic
5th Grade
September/October
“Encaustic” Moment Resist
1.25 hours
Meet the Artist:
• Munch was born in Norway in 1863.
• He is considered one of his country’s
greatest artists and was multitalented working as a painter,
lithographer, etcher and wood
engraver.
• Munch played a vital role in the
development of the Expressionism
art movement. His works were considered “objectionable” and provoked
outrage during the late 1800’s. Despite this fact, he was a major influence
on other artists and he later gained fame and respect of art critics.
• His art is reflective of his own unhappy life as well as the basic fears and
anxieties of mankind.
• Munch stated, “We want more than a mere photograph of nature. We do not
want to paint pretty pictures to be hung on drawing room walls. We want to
create art that arrests’ and engages. An art created of one’s innermost
heart.”
• Munch died in 1944, shortly after his 80th birthday. Fortunately, he willed
over 20,000 works of art to the city of Oslo (capital of Norway) which built
a museum in his honor.
KEY WORDS –
Expressionism – a style of art in which the artist tries to express certain feelings
about something. The artist is more concerned about having their painting express
a feeling than in making the painting look exactly like what they are painting.
Color – discuss the use of color to show emotion. It will not be realistic, but are
based upon the feelings of the artist.
Iconic - Few words are more over-used than “iconic”. Often when the word is used,
what the speaker may mean is that the image is clearly ‘recognizable’, ‘famous’, or
even ‘ubiquitous’. Is an image ‘iconic’ simply because it is instantly
recognizable? When is ‘iconic’ the appropriate term to use….especially in art?
i·con
1. a picture, image, or other representation.
2. Eastern Church - a representation of some sacred personage, as Christ or a saint
or angel, painted usually on a wood surface and venerated itself as sacred.
3. a sign or representation that stands for its object by virtue of a resemblance or
analogy to it.
4. Computers - a picture or symbol that appears on a monitor and is used to
represent a command, as a file drawer to represent filing.
5. Semiotics - a sign or representation that stands for its object by virtue of a
resemblance or analogy to it.
A common element in these definitions is representation. All images are
representations. The above definitions suggest two more considerations for what
makes art iconic; communication and an element of perfection or transcendence.
In addition to its representational function, the image must also be evocative and
transcend what it depicts into some larger context of time and manner. These are
only my thoughts on this (with assistance from the web)….you may have other
viewpoints but please open the discussion to students if you have time.
Further Discussion:
*Background information of the painting: usually used as background
information if time permits or if you have an extra inquisitive class. Otherwise,
leave out. It is interesting information though.
“The Scream”, also known as “The Cry” is often described as the first
expressionistic painting, and is the most extreme example of Munch’s “soul
paintings.” It is his most familiar painting. The scene, and in particular the
foreground figure are grotesquely distorted and done in unrealistic colors. “The
Scream”, was not just one drawing. He did it twice in pastels; painted it twice, and
created several lithographs. One of the pastels now holds the record as the most
expensive work of art ever sold at auction; just under $120 million. Certainly this
image is famous. It has reproduced in its true image and as a parody on masks,
cards, posters, advertisements, coffee mugs and dolls.
Munch’s source of inspiration: Munch wrote, “I was walking along a path with two
friends – the sun was setting – suddenly the sky turned blood red – I paused,
feeling exhausted, and leaned on the fence – there was blood and tongues of fire
above the blue-black fjord and the city – my friends walked on, and I stood
trembling with anxiety – and I sensed an infinite scream passing through nature.”
This quote has led some to believe that the person in the painting is not screaming,
but reacting to the scream passing through nature.
In 2003, astronomers identified the time that the painting depicted – the eruption
of Krakatoa in 1883 caused unusually intense sunsets throughout Europe, which
Munch captured in the painting. The central figure in the painting was thought to
be inspired by a mummy that Munch had seen at a museum before he painted “The
Scream.”
At some point while the painting was on display, a vandal wrote, “This was painted
by a madman” on a red strip in the sky. The painting has been stolen twice – in 1994
and 2004. It was found again, in August of 2006. The damage was apparently
minimal.
The scream has been used in advertising, cartoons, television and movies. In the
horror movie, Scream, Ghost face wears a Halloween mask that looks like the
central figure in the painting. In Home Alone, Macaulay Culkin’s pose in front of
the mirror is also of the same figure.
Possible
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Questions:
Do you recognize this painting?
What do you think of this painting? How would you describe it?
What do you think the artist is trying to convey? (an emotion)
How did Munch use color to set the mood? (Discuss how the colors are
not realistic, but based on emotion)
Do you like it? Why or why not?
Do you think the image is iconic?
Refer to the background information to pose more questions and
encourage discussion of the painting.
What colors represent what feelings to you? Happy, Sad, Fear,
Excitement, Pain, etc
Do you like the title? Would you give it another name? (The Scream was
originally titled Despair.)
ACTIVITY: “Encaustic” Moment Resist
Explain Activity: Students will write words that describe an emotion or how they
are feeling at the moment on heavy paper. Next they will portray that emotion or
themself using a thick layer of crayon on fine sandpaper and iron it onto their
collage. Finally, if time, students will apply a light, color wash over entire piece.
Materials Needed: Step 1 –Black sharpies; 9”x12” white heavy white paper.
Step 2 – old, broken crayons; fine grit sandpaper; old iron set on high, fabric to
protect ironing surface. ***If time allows, Step 3 –bowls with diluted yellow, red,
or blue liquid watercolor; wide paintbrushes. Also: a large piece of butcher paper
from workroom for drying.
1) STEP 1 - Have the students brainstorm basic types of emotions or how they
may be feeling at the moment (happy, sad, excited for art masterpiece,
scared, mad, etc.) and write them on the board. Write as many synonymous
words possible (see end of lesson for ideas) and associate that emotion with
colors and a facial/body expression.
2) Hand out to each student a sheet of white heavy paper and a black sharpie.
3) Label back of paper with student name.
4) Have students write their emotion words using different type styles all over
and in different directions on the heavy paper. Allow about 5 minutes for
this step and set aside when finished.
5) STEP 2- hand out to each student a sheet of the sandpaper and bag of the
old crayons. Label back of sandpaper with their name. Have them draw a
self-portrait with the crayons to match the emotion words they selected.
They want to exaggerate their features as in the expressionist style, rather
than make their face look real. Have them locate their figure so they may
put a background prop (i.e. fence, tree, buildings, other people).
6) IMPORTANT: Make sure students press really hard with the crayons and
layer the colors so they are thick. Remind them that their colors are not to
be realistic, but instead reflect their emotion. They can remove the paper
wrap from the crayons.
7) This STEP to be completed by the Art Guide Volunteer. When they are
finished coloring their self-portrait/emotion/background, match this with
their word sheet and bring them to you. Flip the sandpaper on top of their
paper and press a hot iron to the back of the sandpaper until the crayon
melts onto the heavy paper. Separate the pieces while still warm and let
cool. The image will look textured or “encaustic”.
8) ***If time allows. Have a table set up with the diluted bowls of liquid
watercolor so students can wash over their encaustic image.
Additional Emotion Words
SAD- UNHAPPY, DEJECTED, MISERABLE, DEPRESSED, GLOOMY, DOWN, BLUE,
WRETCHED, DIAPPOINTED, CRESTFALLEN, GLUM, DISHEARTENED,
DOWNCAST, MELANCHOLY
HAPPY- CONTENT, PLEASED, GLAD, JOYFUL, CHEERFUL, EXALTANT,
CHEERFUL, BLISSFUL, SUNNY, JOVIAL, ENJOYABLE, PEACEFUL, IDYLLIC,
THRILLED, ELATED, JUBILANT, ECTASTIC, DELIGHTED, CHEERY
EXCITED- HAPPY, EAGER, ENTHUSIASTIC, THRILLED, ANIMATED,
MOTIVATED, KEEN, PASSIONATE, FERVENT, ZEALOUS, ELECTRIFIED,
OVERJOYED
SCARED- FRIGHTENED, AFRAID, FEARFUL, TERRIFIED, PETRIFIED,
NERVOUS, STARTLED, ALARMED, UPSET, WORRIED, PANICKY, APPALLED,
DREADFUL, DISTRESSED, SHOCKED
SURPRISED- STARTLED, SHOCKED, STUNNED, STAGGERED,
FLABBERGASTED, AMAZED, ASTOUNDED, ASTONISHED, ALARMED,
FRIGHTENED, DAZED, TAKEN ABACK
RELAXED- TRANQUIL, CALM, COMFORTABLE, STRESS-FREE, NO HASSELS,
UNPERTURBED, PEACEFUL, UNDISTURBED, SERENE, QUIET, RELAXING,
RESTFUL, SOOTHING, COMFORTABLE, EASY, COMPOSED, UNTROUBLED,
NONVIOLENT, PASSIVE
TIRED- WEARY, EXHAUSTED, WORN-OUT, DRAINED, WORN OUT, BUSHED,
SLEEPY, DROWSY, FATIGUED, BEAT, SOMNOLENT, DOG-TIRED, LETHARGIC,
DOZY, ZAPPED, DREAMY, LANGUID, UNENERGETIC, LAZY
NERVOUS- ANXIOUS, WORRIED, EDGY, JUMPY, PANICKY, TENSE, UNEASY,
RESTLESS, APPREHENSIVE, FRETFUL, FEARFUL, CONCERNED, HESITANT,
TENTATIVE, TWITCHY, AGITATED, STRESSED