"Living Paintings"

Instructional Objectives/Expected Student Outcome:
TSWBAT:
-build upon an appreciation of Art History.
-review and demonstrate an understanding of art elements and principles.
-gain experience in working cooperatively on a collaborative project.
-make meaningful interdisciplinary connections, integrating Language Arts, Creative Writing, Drama, History, research skills, etc.
-build drawing, painting, observation, and overall creative and critical thinking skills.

Materials & Resources: fine art prints (preferably with people and scenery as subject matter), large backdrop cloths, drawing utensils, paint and paintbrushes, scrap fabrics and array of craft materials, paper, index cards, cameras.

Procedures/ Art Production: The teacher will introduce the project: Students will be bringing art to life through the production and presentation of "living paintings." More than just a tableau, each work of art will represent a dramatic and interpretive presentation, including student-constructed props, painted backdrops, costumes, written scripts, spoken parts, and if desired, music, movement and dance. The teacher will relate this to the chalk artist in "Mary Poppins" and how the characters were able to jump into his drawings and have the imaginary landscapes come to life. Students may also think about the process as a a video image on pause...their job is to press play. What sounds/smells/actions are there and what will happen next? This project will take up a large part of the semester; the class will acquire numerous skills and work in a wide variety of media throughout the overall process. Day 1: Students will choose a work of art from pre-selected prints that the teacher has presented, and break into groups. From this point on, the determined groups will have their selected artworks to focus on in the following ways:
- Research the artwork and the artist. Resources: books, internet.
- Look closely at the painting and note what is included. Interpret the artwork as a group and write a dramatic dialogue to go along with what you imagine is happening in it.
-Assign roles and learn and rehearse parts.
-On a large backdrop, paint a life-sized approximation of the painting's background scenery. Exact details are not necessary; simple colors and shapes will do. The gridding method is a tool which may be used to simplify this process.
-create costumes and props to imitate the appearance of the characters in the painting.
-Present “living paintings” to the school community!
The presentations will hopefully be recorded on film.

Evaluation Criteria: General Grading Rubric and Tic-Tac-Toe.