Objectives:
I will explore the art movement of Expressionism, understanding how artists, like Edvard Munch, use art to convey strong emotions and subjective experiences.
I will examine Munch’s use of color, line, and composition in The Scream, discussing how these elements create a sense of anxiety, fear, or other intense emotions.
I will create my own interpretation of The Scream, using tempera paint to express a chosen emotion (e.g., fear, joy, confusion, loneliness), focusing on how color, brushstrokes, and composition can convey feelings.
I will apply color theory to enhance the emotional impact of my artwork, using warm or cool colors, complementary contrasts, and symbolic color choices to communicate mood.
I will use varied brushstrokes, line thickness, and texture to evoke emotions, creating tension, movement, or calmness in my composition, similar to the swirling sky and exaggerated figures in The Scream.
I will reflect on my own emotional experiences and translate these into visual form, learning to use art as a form of self-expression and communication.
I will practice tempera painting techniques, including blending, layering, and mixing colors, to effectively portray the mood of my work.
I will write or discuss the emotional choices they made in my artwork, explaining how they used specific artistic elements to communicate my chosen emotion.
I will compare my work with Edvard Munch’s The Scream and my peers' interpretations, identifying similarities and differences in how emotions can be conveyed visually.
I will engage in creative problem-solving by determining how to visually express complex emotions using abstract or symbolic elements, rather than relying on literal representation.
Vocabulary:
Abstract: Art that does not attempt to represent reality but seeks to achieve its effect using shapes, colors, and textures.
Blending: A painting technique that involves smoothly transitioning between colors or values.
Brushstrokes: The marks made by a paintbrush, which can vary in size, direction, and texture to create different effects.
Color Scheme: The choice and arrangement of colors in an artwork to create mood, harmony, or contrast.
Color Symbolism: The use of color to represent or evoke certain emotions, ideas, or themes.
Composition: The arrangement of elements within a work of art, such as shapes, colors, and lines, to create a cohesive whole.
Contrast: The difference between elements in a composition, such as light and dark, or warm and cool colors, which can create visual interest or emphasize emotions.
Emotion: A feeling or mood expressed through the artwork, often conveyed using color, line, and form.
Expressionism: An art movement where artists convey emotional experience rather than physical reality, often through exaggerated or distorted elements.
Form: The three-dimensional appearance or volume in an artwork, even in two-dimensional media like painting.
Interpretation: The personal meaning or message an artist or viewer assigns to a work of art.
Layering: A painting technique where multiple layers of paint are applied, building depth and texture.
Line: A fundamental element of art that can be used to define shapes, create textures, or convey emotion and movement.
Mood: The overall feeling or atmosphere created in an artwork.
Perspective: The technique used to represent three-dimensional objects on a two-dimensional surface, creating an illusion of depth.
Saturation: The intensity or purity of a color, which can affect the emotional tone of the painting.
Symbolism: The use of images, colors, or objects to represent deeper meanings or concepts beyond their literal appearance.
Tempera Paint: A type of paint made with pigments mixed with a water-soluble binder, known for its quick-drying and matte finish.
Texture: The perceived surface quality of an artwork, which can be actual (felt) or implied (visual).
Value: The lightness or darkness of a color, used to create contrast, depth, or emphasis in a composition.
Website Review Assignment: Please complete and submit
The following National and State Art Standards were covered in the unit:
Creating
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
VA
.1.8a: Document early stages of the creative process, visually or verbally, focusing on developing a personal interpretation of emotion through gesture, color, and composition.
VA
.2.8a: Collaborate or independently shape artistic investigations of an aspect of present-day life using subject matter that is significant to the student.
Anchor Standard 2: Organize and develop artistic ideas and work.
VA
.1.8a: Demonstrate awareness of the difference between using materials responsibly and intentionally when creating expressive works based on personal emotions.
VA
.3.8a: Select, organize, and design images and forms to clearly communicate personal feelings and emotions inspired by The Scream.
Anchor Standard 3: Refine and complete artistic work.
VA
.1.8a: Apply relevant criteria from analysis and discussions to reflect on personal artwork and make revisions to enhance the emotional impact.
Presenting
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
VA
.1.8a: Analyze how an artwork conveys meaning or emotion and select works for presentation that demonstrate expressive qualities.
Responding
Anchor Standard 7: Perceive and analyze artistic work.
VA
.1.8a: Compare the ways in which different works of art—including The Scream—represent emotions and moods, discussing how those emotions are conveyed through color, line, and form.
VA
.2.8a: Identify the mood suggested by a work of art and describe relevant subject matter and visual characteristics, especially how the student's interpretation contrasts with Munch’s.
Anchor Standard 8: Interpret intent and meaning in artistic work.
VA
.1.8a: Interpret art by analyzing the elements and principles used by Munch, and how students can adapt those to express their own emotions.
Connecting
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
VA
.1.8a: Create art based on personal experiences and emotions, using elements of The Scream as a springboard for personal expression.
VA
.1.8b: Investigate how art relates to personal and societal contexts and express those ideas through art.
Creating
ARTS1: Creativity and innovative thinking are essential life skills that can be developed.
ARTS1.a.8: Use creative thinking to develop original artwork that expresses emotions and communicates personal meaning, inspired by The Scream.
ARTS2: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative art-making goals.
ARTS2.a.8: Create an artwork that communicates ideas about emotion, exploring the expressive potential of tempera paint and abstract elements.
Presenting
ARTS4: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work.
ARTS4.a.8: Reflect on and refine the emotional impact of artwork through peer discussions and critiques, making adjustments based on feedback.
Responding
ARTS7: Perceive and analyze artistic work.
ARTS7.a.8: Describe and analyze the emotional impact of The Scream and how various visual elements contribute to the overall mood of a piece.
ARTS8: Interpret intent and meaning in artistic work.
ARTS8.a.8: Interpret how students' artworks convey emotion and compare this to Munch’s interpretation in The Scream, discussing how the different elements of art communicate mood.
Connecting
ARTS10: Synthesize and relate knowledge and personal experiences to make art.
ARTS10.a.8: Reflect on personal emotions and life experiences to create an artwork that connects to the themes of The Scream and expresses individual interpretations.
Connecting
ARTS11: Relate artistic ideas and works to societal, cultural, and historical contexts to deepen understanding.
ARTS11.a.8: Explore how Edvard Munch’s The Scream reflects the artist’s emotional response to his surroundings, and compare that with the students' personal responses in their own works.