Memory Paintings

Central Focus

Students will develop their social-emotional competencies by creating art focusing on self-awareness and relationship skills. Students will practice a self-management strategy in expressing emotion and developing a work of art that has personal meaning to them.

"I Can" Statements:

I can match moods with colors
I can identify a memory that I would like to create in a work of art
I can explore painting with minimal colors
I can draw key moments from my memory in my painting
I can analyze and interpret a work of art

Standards:

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Create artwork that is meaningful and has purpose to the makers.

Anchor Standard 8: Interpret intent and meaning in artistic work.

Interpret art by analyze relevant subject matter, characteristics, and use of media.

Anchor Standard 11: Relate artistic ideas and work with societal, cultural, and historical context to deepen understanding.

Through observation, infer information about time, place, and culture in which a work of art was created.

Introduction Presentation

Exploratory Painting through Symmetry D1

Practice Painting Day

Students will practice analyzing art and develop their own symmetrical inkblot. This is an exploration in painting that connects with psychology.

Materials:

Pencil
Watercolor set
Permanent marker/ Pen
Half sheet of watercolor paper (Alternative: a sheet of paper from your sketchbook)

Vocabulary:

Color- the produced when light hits an object and reflects back to the eyes.

Watercolor- paint that is water-soluble and has a transparent color.

Emotions- temporary state of mind or feeling.

--------------------------Directions:--------------------------

Step 1:

Brainstorm

Connect moods with color and thinking about a specific memory we want to express

Exploratory Painting through Music D2

Students used music to practice interpreting others' emotions.

Step 2:

Paint

Loosely paint using the chosen colors from the brainstorming

Step 3:

Draw

Find those memories by adding small drawings of that memory to the watercolor

Artist Portfolio

This slide is where students will have their brainstorming, picture of art, and self-reflection. Students will address a past experience they would like to create in their painting and then describe that experience with three emotions. The students will then choose a color to represent each emotion and use that for their painting.

The reflection section is an area where students think about their artistic process. Students would provide new ideas and thoughts by addressing how they would approach this project if they got to redo it. In addition, students think about what they have learned and make apparent what they were successful in achieving in their art.