CURRICULUM
Unit Plan
Adventures in Space-in-Depth with Rene Magritte
Sixth Grade
Melanie Ries
11/25/2019
Introduction: The purpose of this unit plan is to present Space-in-Depth as an element of art to sixth graders. This will be done by introducing artist Rene Magritte to students.
California Visual Art Standards:
6.VA:Re8 Interpret art by distinguishing between relevant and non-relevant contextual information and analyzing subject matter, characters of form and structure, and use if media to identify ideas and mods conveyed.
6.VA:Re9 Develop and apply relevant criteria to evaluate a work of art.
6.VA:Cr1.1 Combine concepts collaboratively to generate innovative ideas for creating art.
6.VA:Cr2.1 Demonstrate openness in trying new ideas, materials, methods and approaches in making works of art and design.
6.VA:Cr1.2 Formulate an artistic investigation of personally relevant content for creating art.
6.VA:Cr2.1 Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.
6.VA:Cr3 Reflect on whether personal artwork conveys the intended meaning and revise accordingly.
6.VA:Cn10 Generate a collection of ideas reflecting current interests and concerns that could be investigated in art making.
Instructional Objectives:
Describe the kind of art Rene Magritte created.
Recall the information listed on ReneMagritte.org
Explain what is shown in a painting and what that might mean.
Identify the techniques used in the painting.
Express their views and opinions of the artwork.
Find and identify examples of space in depth in the environment.
Recognize the techniques used in paintings by Rene Magritte.
Employ a range of mediums while using different techniques to show space-in-depth.
discover different ways techniques can be used.
Create thumbnails and examples of form to demonstrate knowledge on space-in-depth techniques.
Identify the uses of materials used in art project.
Use paint to create an artwork.
Brainstorm ideas for artwork and sketch some of them out.
Create a painting that includes their self-portrait and an object overlapping their face.
Use multiple space-in-depth techniques within their own artwork.
Evaluate their own artwork and the artwork of their peers.
Content Outline
Understanding Rene Magritte
1.Rene Magritte as an artist and his art review and background.
2.Introduce the meaning and examples of Space-in-Depth terms. Such as Overlapping, Modeling, Atmospheric perspective, relative scale and linear perspective.
3. Review the artwork “Personal values.”
4. Ask this series of questions: What kind of artwork does this look like? Why do you think that? What art style is this and why? What object do you think Magritte first painted? What makes this piece have good depth? What techniques are used to create depth? What is happening with the scale in this Picture? What does this painting mean to you? Do you like this painting? Why or why not?
Understanding Space-In-Depth with Rene Magritte
Review the definition of space-in-depth, overlapping, atmospheric perspective, liner perspective, relative scale and modeling.
Go over artist Rene Magritte and his background.
Display “The Castle of Pyrenees” (1959) “The Human Condition” (1933) “Memory of a Journey” (1955).
Ask students these questions. Describe what you see in these three paintings. Analyze the techniques used. What do you think the meaning is behind these paintings? What do you think about the artworks? Which one is your favorite and why?
Painting A Portrait like Magritte
Review vocabulary which includes space-in-depth, overlapping, atmospheric perspective, liner perspective, relative scale and modeling.
Go over artist Rene Magritte and his background.
Display “The Son of Man” (1946) for students to observe.
Ask students the following questions. Describe what you see in the paintings. Analyze the techniques used. What do you think the meaning is behind the paintings? What do you think about the artwork? What do you think about the artwork?What would you change about it and why?
Materials and Equipment
Photocopies of Lesson Plan One Handout.
Photocopies of Worksheet number one.
Photocopies of Outside Adventures.
Art supplies for worksheet: pens, colored pencils, graphite, ink, crayons etc.
Tempra Paint
Paint Brushes
Cups of water
Paper towels
Aprons
Paint Pallets
Canvas Boards
Printed pictures of students
Evaluation
Student handout will be graded according to a
“+” Completes all questions with 90% accuracy
“Ok” Completes all questions with 70% accuracy
“-” Completes all questions with 60% and below accuracy
Understanding Rene Magritte
By: Melanie Ries
Source: Instructor’s own
Grade Level: 6th Grade
Total Time Required: 45 Minuets
Instructional materials:
Access to a computer.
Supplies:
Photocopies of Lesson Plan One Handout.
California Visual Art Standards:
6.VA:Re8 Interpret art by distinguishing between relevant and non-relevant contextual information and analyzing subject matter, characters of form and structure, and use of media to identify ideas and mods conveyed.
6.VA:Re9 Develop and apply relevant criteria to evaluate a work of art.
Instructional Objectives:
Describe the kind of art Rene Magritte created.
Recall the information listed on ReneMagritte.org
Explain what is shown in a painting and what that might mean.
Identify the techniques used in the painting.
Express their views and opinions of the artwork.
Motivation:
1.Rene Magritte as an artist and his art review and background.
2.Introduce the meaning and examples of Space-in-Depth terms. Such as Overlapping, Modeling, Atmospheric perspective, relative scale and linear perspective.
3. Review the artwork “Personal values.”
4. Ask the this series of questions: What kind of artwork does this look like? Why do you think that? What art style is this and why? What object do you think Magritte first painted? What makes this piece have good depth? What techniques are used to create depth? What is happening with the scale in this Picture? What does this painting mean to you? Do you like this painting? Why or why not?
Activity procedures:
Students go to computer lab and go to the ReneMagritte.org website.
Student fill out the Lesson Plan One Handout question by question.
Evaluation:
Student handout will be graded according to a
“+” Completes all questions with 90% accuracy
“Ok” Completes all questions with 70% accuracy
“-” Completes all questions with 60% and below accuracy
Lesson One: Rene Magritte
URL: ReneMagritte.org
Directions: Go to the above URL and use the website to create this scavenger hunt. Fill in the answers as you go along. (HINT: Start at the home page.)
What type of art did Magritte make?
2) What art style is Magritte’s work? What are some other art styles his later works reflected?
3) Name one of Magritte's earliest paintings (Created in 1926).
A. How many figures are in this painting?
B. What is separating the background, middle ground and foreground?
C. What do you think is the meaning of this painting?
4) Who was Magritte influenced by?
5) What is one quote by Magritte that you enjoy and why? What is one Painting of Magritte’s that you either like or dislike and explain why do you feel that way towards the artwork?
6) Do you see a common theme in Magritte”s work? What is something he repeats a lot?
7) Pick one of Magritte’s paintings and do a thumbnail sketch, then label the elements of art you notice within the work of art. Make sure to include the title of the piece.
Understanding Space-In-Depth with Rene Magritte
By: Melanie Ries
Source: Instructor’s own
Grade Level: 6th Grade
Total Time Required: 45 Minuets
Instructional materials:
“The Castle of Pyrenees” (1959) “The Human Condition” (1933) “Memory of a Journey” (1955)
Supplies:
Photocopies of Worksheet number one.
Photocopies of Outside Adventures.
Art supplies for worksheet: pens, colored pencils, graphite, ink, crayons etc.
California Visual Art Standards:
6.VA:Cr1.1 Combine concepts collaboratively to generate innovative ideas for creating art.
6.VA:Cr2.1 Demonstrate openness in trying new ideas, materials, methods and approaches in making works of art and design.
Instructional Objectives:
Find and identify examples of space in depth in the environment.
Recognize the techniques used in paintings by Rene Magritte.
Recognize the techniques used in paintings by Rene Magritte.
Employ a range of mediums while using different techniques to show space-in-depth.
Discover different ways techniques can be used.
Create thumbnails and examples of form to demonstrate knowledge on space-in-depth techniques.
Motivation:
Review the definition of space-in-depth, overlapping, atmospheric perspective, liner perspective, relative scale and modeling.
Go over artist Rene Magritte and his background.
Display “The Castle of Pyrenees” (1959) “The Human Condition” (1933) “Memory of a Journey” (1955).
Ask students these questions. Describe what you see in these three paintings. Analyze the techniques used. What do you think the meaning is behind these paintings? What do you think about the artworks? Which one is your favorite and why?
Activity procedures:
Go over definitions of space-in-depth, overlapping, atmospheric perspective, liner perspective, relative scale and modeling.
Have students complete the Worksheet.
Have students go outside and complete the Adventure outside worksheet.
Evaluation:
Student handout will be graded according to a
“+” Completes all questions with 90% accuracy
“Ok” Completes all questions with 70% accuracy
“-” Completes all questions with 60% and below accuracy
Worksheet One: Adventures in space-in-depth
In your own words what does space-in-depth mean?
List five techniques used to create space-in-depth.
Which techniques did Magritte use in “The Castle of Pyrenees”?
Create and shade three shapes below and use modeling to transform them from shapes to forms.
Pick two other techniques besides modeling that show Space-In-Depth using at least three different materials. (Use the back of this page if necessary.)
Adventures Outside for Space-In-Depth
Directions:
As you walk around outside the classroom, answer the questions below.
Find an example of atmospheric perspective or linear perspective. Once found, sketch it below.
2. What are some things in the environment that you could use modeling on if you were drawing it? (For example, modeling would be used on a apple hanging from a tree to show it is three dimensional.) Pick two objects and draw their contour lines below and label them. (When we get inside we will make them into forms.)
3. Find one or two objects that fit in your hand. (For example a rock or leaf.) Bring them into the classroom. Draw these objects using overlapping and relative scale to make an artwork. (You create your own background.)
Painting A Portrait like Magritte
By: Melanie Ries
Source: Apex Elementary
Grade Level: 6th Grade
Total Time Required: Two 45 Minuet sessions
Instructional materials:
“The Son of Man” (1946)
Student Example.
Supplies:
Tempra Paint
Paint Brushes
Cups of water
Paper towels
Aprons
Paint Pallets
Canvas Boards
Printed pictures of students
California Visual Art Standards:
6.VA:Cr1.2 Formulate an artistic investigation of personally relevant content for creating art.
6.VA:Cr2.1 Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.
6.VA:Cr3 Reflect on whether personal artwork conveys the intended meaning and revise accordingly.
6.VA:Cn10 Generate a collection of ideas reflecting current interests and concerns that could be investigated in art making.
Instructional Objectives:
Identify the uses of materials used in art project.
Use paint to create an artwork.
Brainstorm ideas for artwork and sketch some of them out.
Create a painting that includes their self-portrait and an object overlapping their face.
Use multiple space-in-depth techniques within their own artwork.
Evaluate their own artwork and the artwork of their peers.
Motivation:
Review vocabulary which includes space-in-depth, overlapping, atmospheric perspective, liner perspective, relative scale and modeling.
Go over artist Rene Magritte and his background.
Display “The Son of Man” (1946) for students to observe.
Ask students the following questions. Describe what you see in the paintings. Analyze the techniques used. What do you think the meaning is behind the paintings? What do you think about the artwork? What do you think about the artwork?What would you change about it and why?
Activity procedures:
1. Brainstorm what object to use for the artwork.
2. Create thumbnails of portrait with object in a space.
3. Pick at least three techniques of space-in-depth to use in artwork.
4. Go over materials and pass them out.
5. Sketch drawing on canvas board.
6. Students will paint background, portrait then the object.
Closure:
Have student clean their area.
Put artwork on drying racks.
Evaluate students.
Rubric:
4. Student uses material effectively.
The object is centered over the face and relevant to themselves.
There are at least three techniques of space-in-depth to used in the artwork.
There is proof of brainstorming and thumbnail sketches.
Painting is completed with a background, portrait and object.
3. Student uses material moderately, some streaking in paint.
The object is over part of the face and relevant to themselves.
There are at least two techniques of space-in-depth to used in the artwork.
There is little brainstorming and thumbnail sketches.
Painting is completed with a background, portrait and object.
2. Student doesn't correctly use paint, there are some areas with thin paint and canvas is showing.
The object is only touching the face and is too small or too big.
There is only one technique of space-in-depth to used in the artwork.
There almost no brainstorming and thumbnail sketches.
Painting is incomplete with either the background, portrait or object not finished.
1. Student doesn't correctly use paint, there is paint missing in some areas.
The object is the wrong size in the wrong area.
Techniques of space-in-depth to used in the artwork are not clear.
There no evidence of brainstorming or thumbnail sketches.
Painting is incomplete with multiple areas including the background, portrait and/or object not finished.
Tempera Paint Critique
What object are you going to use for your painting? It must be personal to you. Explains the meaning behind your object.
What did you think about tempera paint as a new material? What about the canvas board?
Explain some things you learned about Rene Magritte and Space-In-Depth.
In a group of three take turns discussing each others artwork. What was painted well? What would you have done differently?