Evoking the Emotions Through Art
Teacher Page

A Web Quest for 8th Grade (Art)

Designed by

Kelsey Poorman
kpoorman@kent.edu

Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page

Introduction

The title of this lesson is “Evoking Emotions Through Art”. In this lesson, students will learn about evoking emotions through art by examining and exploring the works of Vincent Van Gogh, Edvard Munch and Andrew Wyeth. Students will make use of oil pastels and colored construction paper to create a piece that evokes an emotion. They will learn about rhythm, unity and the emotional qualities of color.

Christina’s World by Andrew Wyeth

The Starry Night by Vincent Van Gogh

The Scream by Edvard Munch

Learners

Artistically, students of 13 and 14 years old are ready to interpret complex compositions, such as richly orchestrated still lifes and multifigured events and celebrations (Wachowiak & Clements, 2006). They can recognize style and can construct the treatment of theme in two or more works. Also, they can conduct inquiry from several vantage points. They can easily use oil pastels to obtain shimmering, vivid, painterly color compositions. Students will be able to choose one emotion and convey it effectively using oil pastels and colored construction paper.

The topic of “evoking emotion through art” will relate to students of 13 and 14 years old because at this time they are interested in finding powerful means to convey an experience or idea. They strive to convey a mood or message in their own work and are able to discuss the psychological effect of color on people and how various countries and cultures use differing symbolic color meanings (Wachowiak & Clements, 2006).

Curriculum Standards

Aesthetics: Learners will observe selected artworks and describe the visual features and sensory qualities that evoke feelings and emotions.

During a discussion of the three artworks, students will individually create a list of emotions felt after viewing artwork and list some possible characteristics in the work that may have brought about that emotion.

Art History: Learners will provide insight into the factors that might influence an artist’s style and choice of subject matter.

During this web quest, students will visit multiple links and research each of the artworks. They will document their findings in a worksheet and then share it with the class.

Studio Elements and Principles of Design: Learners will identify and describe the different ways that art elements are used and organized in works of art including their own.

Students will learn about the principles of unity, rhythm and emotional color by exploring sites dedicated to the principles and elements of design. They will then list the elements and principles found in the three artworks on their worksheet.

Studio Media: Learners will use selected art elements and principles to express a personal response to the world.

Students will create an oil pastel drawing expressing one emotion of their choice. They will incorporate unity, rhythm, emotional color and good craftsmanship into their work.

Process

This lesson will take between three and five, fifty minute class periods.

The first day the students will be introduced to the three artworks and engage in a group discussion and will individually create a list of emotions felt after viewing artwork and list some possible characteristics in the work that may have brought about that emotion. Next students will be given a worksheet and asked to start their web quest. During this web quest, students will visit multiple links and research each of the artworks. They will document their findings in the worksheet and then share it with the class at the end.

The second day students will learn about the principles of unity, rhythm and emotional color by exploring sites dedicated to the principles and elements of design. They will then list the elements and principles found in the three artworks on their worksheet.

After the web quest is completed students will be informed of their studio project. During studio time students will create an oil pastel drawing expressing one emotion of their choice. They will incorporate unity, rhythm, emotional color and good craftsmanship into their work. I will demonstrate some oil pastel techniques and they should be provided with at least two days to complete the studio.

Resources Needed

Describe what's needed to implement this lesson. Some of the possibilities:

Variety of oil pastels

Erasers

Construction Paper

Sketchbooks

Web Quest worksheets

Computers with internet access

Sites used:

The Artist Toolkit Website

The Edvard Munch Museum

The Van Gogh Gallery Website

Modern Museum of Art Website

Wikipedia

Evaluation

Aesthetics: I will know when the students have filled the objectives by reading over their lists after class. The student should have participated in the discussion of the artwork along with listing at least two emotions and three reasons or characteristics for that choice.

Art History: I will know when the students have met the objectives when they have completely filled out the web quest worksheet. They should have done research for each piece of artwork.

Studio Elements and Principles of Design: I will know when the students have met the objectives by reading over their web quest worksheet. They should have listed one example for unity, rhythm and expressive color for each artwork research.

Studio Media: I will know when the students have met the objectives by visually critiquing their work and identifying one example of unity, rhythm and emotional color. I will also rate their quality of craftsmanship in their drawing
Conclusion

During 8^th grade students are bombarded with new emotions as a result of their bodies changing. This lesson will allow them to express their emotions in a safe, creative and effective manner. Exploring the artworks will help students learn the meaning that is in artwork and the various ways artists express themselves. They will also learn about unity, rhythm and expressive color which are building blocks for them to create their own artwork and to critique and analyze others.
Credits & References

Clements, R. D. & Wachowiak, F. (2006). Emphasis art: A qualitative art program for elementary and middle school. (8^th Edition). Boston, MA: Pearson Education.

M.O.M.A.Org. (2007). About this artist. Retrieved April 5, 2008 from

http://www.moma.org/collection/details.php?artist_id=6464.

Ohio Department of Education. Retrieved March 1, 2008 from http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDefaultPage.aspx?page=1.

The Minneapolis Institute of Arts, Walker Art Center & Educational Web

Adventures (2008). The artist’s toolkit: Visual elements and principles. Retrieved April 9, 2008 from http://www.artsconnected.org/toolkit/index.html.

The Munch Museum. (1999). Retrieved April 5, 2008 from

http://www.munch.museum.no/default.aspx?lang=en.

Last updated on 4/10/2008. Based on a template from The WebQuest Page