Embedded Files
Description
Description
Students will explore monochromatic color mixing through the creation of a graffiti-style name composition.
They will write an artist statement reflecting on how color was used to convey emotion in the artwork.
Lesson Objectives:
Lesson Objectives:
Students will understand and apply emotions through color.
Students will identify a monochromatic color scheme.
Students will mix and use tints and shades in their artwork.
Students will design and draw their name in a graffiti art style.
Students will write an artist statement explaining and evaluating how they used monochromatic colors to evoke an emotion.
National Standards
National Standards
VA:Cr1.1.4aBrainstorm multiple approaches to a creative art or design problem.
VA:Cr2.1.5aExperiment and develop skills in multiple art-making techniques and approaches through practice.
VA:Cr3.1.5a Create artist statements using art vocabulary to describe personal choices in art-making.
Supplies & Materials
Supplies & Materials
9" x 12" All Media Paper
pencil, sharpener, eraser
colored pencils
permanent markers (black & colored)
acrylic or watercolor paint Paintbrushes, Water cup, Mixing palettes
Monochromatic Graffiti.pdf
π Criterion A: Knowing & Understanding
π Criterion A: Knowing & Understanding
Students discover the aesthetics of art forms and are able to analyse and communicate using specialized language. Students inform their work and artistic perspective using explicit and tacit knowledge alongside an understanding of the role of the arts in a global context.
Graffiti Video Inquiry
Graffiti Video Inquiry
Click directly on the frames to watch the videos. Double click to to to a wider frame in You Tube.
The Perspective of Graffiti in Society
The Perspective of Graffiti in Society
The most raging debate about street art always has been, is graffiti art or vandalism? In many parts of the world, especially those who do not understand its nature, graffiti is considered vandalism. But, what if itβs just a misconception of the real artist meaning? What do you think?
πCriterion B: Developing Skills
πCriterion B: Developing Skills
Students develop their artistic ideas to a point of realization by applying their skill and techniques.
Students make final commitments to their artwork by presenting it to audiences.
Practice your Block Letter Skills
Practice your Block Letter Skills
Use the videos and websites that are provided to learn graffiti-style lettering techniques.
Use sketch paper, an eraser, and a ruler. Find the style that works best for YOU.
Objective 1: Students will understand and apply emotions through color.
Objective 1: Students will understand and apply emotions through color.
Have you noticed that many people associate
Have you noticed that many people associate
color with emotion?
color with emotion?
Master G. feels aggressive and powerful when she wears red, but mellow and thoughtful with blue. Yellow is joyful, and green feels like growth. Everyone has different feelings and associations (that means that colors remind them of times, people, and places.)
Master G. feels aggressive and powerful when she wears red, but mellow and thoughtful with blue. Yellow is joyful, and green feels like growth. Everyone has different feelings and associations (that means that colors remind them of times, people, and places.)
What does Color have to do with Emotion?
What does Color have to do with Emotion?
FeelingsMoodEmotions1.pdfTheEmotionofColor.pdfObjective 2: Students will identify a monochromatic color scheme.
Objective 2: Students will identify a monochromatic color scheme.
What is a Monochromatic Color Scheme?
What is a Monochromatic Color Scheme?
Monochromatic color schemes are guaranteed to suit each other because they all come from the same family.
Objective 3: Students will mix and use tints and shades in their artwork.
Objective 3: Students will mix and use tints and shades in their artwork.
What are Tints, Tones, and Shades?
What are Tints, Tones, and Shades?
If you can, print out the Value Shifting Worksheet. It will help you to learn this skill. The more that you practice-- The better your technique will become.
If you can, print out the Value Shifting Worksheet. It will help you to learn this skill. The more that you practice-- The better your technique will become.
79ValueShiftingColor (1).pdfrint out the Value Shifting worksheet if you would like to practice shading with tints, tones, and shades.
79ValueShiftingWorksheet.pdfrint out this worksheet and practice color and value techniques on it.
πCriterion C: Thinking Creatively
πCriterion C: Thinking Creatively
Students develop curiosity, and purposefully explore and challenge boundaries. Students explore the unfamiliar and experiment in innovative ways to develop their artistic intentions, their processes and their work. They discover their personal signature and realize their artistic identity.
Objective 4: Students will design and draw their name in a graffiti art style.
Objective 4: Students will design and draw their name in a graffiti art style.
Kami Export - Monochromatic Graffiti.pdf
79GraffitiAlphabet.pdf
πCriterion D: Responding
πCriterion D: Responding
Students respond to their world, to their own art and to the art of others. Students must make connections and transfer learning to new settings. Through reflecting on their artistic intention and the impact of their work on an audience and on themselves, students become more aware of their own artistic development and the role that arts play in their lives and in the world. Students learn that the arts may initiate as well as respond to change.
Objective 5: Students will write an artist statement explaining how they used monochromatic colors to evoke an emotion and apply criteria to evaluate their artistic process.
Objective 5: Students will write an artist statement explaining how they used monochromatic colors to evoke an emotion and apply criteria to evaluate their artistic process.
Artist Statement in Flipgrid
Artist Statement in Flipgrid
Reflect specifically on how color was used to show emotion throughout the artwork.
Reflect specifically on how color was used to show emotion throughout the artwork.
Go to YOUR Google Classroom Class.
Open the assignment titled "π Graffiti Unit Artist Statement.
The assignment will give you a link that takes you to Flipgrid so that you can make your video presentation.
Students will apply criteria to evaluate their artistic process.
Students will apply criteria to evaluate their artistic process.
πResources & Extras
πResources & Extras
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