Lesson Plan by Lauren Bates

Title: Discovering shapes and color using collage works by Matisse

Grade Level: Third

Task Description: Students will learn about the famous painter and collage artist Henri Matisse. They will learn about artistic composition, scissor skills, and will practice planning their own simple compositions using different shapes, colors, and patterns. They will review the content by playing an interactive game as a group on the web.

Curriculum Connection: Mathematics and Social Studies – students will learn different shapes (organic and geometric), and also where France is on the map. They will be introduced to a few French words via the interactive web tool exercise. Furthermore, they will learn about the time period from which Matisse created the majority of his collages. (SC: VI. B.)

Goals:

I. Creative Expression. Students will develop and expand their knowledge of visual arts media, techniques, and processes in order to express ideas creatively in their artworks.

II. Aesthetic Perception/Creative Expression. Students will demonstrate a knowledge of the elements and principles of design and show an aesthetic awareness of the visual and tactile qualities in the environment that are found in works of art.

III. Creative Expression/Aesthetic Valuing. Students will use a variety of subjects, symbols, and ideas in creating original artwork and will evaluate the use of these elements in the artworks of others.

IV. Historical and Cultural Perception. Students will demonstrate a knowledge of artists, art history, and world cultures and will understand how the visual arts reflect, record, and shape cultures.

V. Historical and Cultural Perception/Aesthetic Valuing. Students will use thorough analysis, interpretation, and judgment to make informed responses to their own artworks and those of others.

VI. Historical and Cultural Perception. Students will demonstrate a knowledge of the connections among the content of visual arts, other disciplines, and everyday life.

Visual Arts Curriculum Standards:

I. Understanding and Applying Media, Techniques, and ProcessesStudents will:

A. Describe how different media, techniques, and processes evoke different responses in the viewer of an artwork. (Obj. 2)

B. Use a variety of media, techniques, and processes to communicate ideas, experiences, and stories through their artwork. (Obj.1)

C. Use art materials and tools in a safe and responsible manner. (Obj. 5, 7)

II. Using Knowledge of Structures and FunctionsStudents will:

B. Select and use various elements and principles of design to communicate personal ideas in their artworks. (Obj. 3)

III. Choosing and Evaluating a Range of Subject Matter, Symbols, and IdeasStudents will:

A. Select and use subject matter, symbols, and ideas to communicate meaning through their artwork. (Obj. 1)

B. Evaluate how particular choices of subject matter, symbols, and ideas function to communicate meaning in their own artworks and those of others. (Obj. 2)

IV. Understanding the Visual Arts in Relation to History and CulturesStudents will:

A. Identify specific artworks and styles as belonging to particular artists, cultures, periods, and places. (Obj. 1, 6)

V. Reflecting upon and Assessing the Merits of Their Work and the Work of OthersStudents will:

B. Analyze their own artworks and those of others and describe improvements that could be made. (Obj. 2)

VI. Making Connections between Visual Arts and other DisciplinesStudents will:

B. Identify connections among the visual arts, other art disciplines, and content areas across the curriculum. (Obj. 3, 4)

Objectives:1. Students will learn about different geometric and organic shapes, different

colors, and patterns. (SC: III. B.)2. The student will gain knowledge about the artist Henri Matisse and be able to

relate their artwork to his. (SC: I. A., IV. A., V. B.)3. The student will learn the shapes related to math and how to distinguish

between them. (SC: II. B., VI. B.)4. The student will learn where France is on the map and that it is located east of

the United States. (SC: VI. B.)5. The student will safely use scissors to cut out shapes and paste them onto a

black poster board. This will allow them to create a design using their imagination. (SC: I. C.)

6. The student will be able to recognize and interpret one of Matisse’s works. (SC: IV. A.)

7. Students will show respect for classmates by sharing the scissors and glue sticks. (SC: I. C.)

Time:

The lesson should last for three 50-minute periods. Allow for 10 minutes of clean up on Day 1 and 2. Allow for 5 minute clean-up on day 3.

Day 1:The first class will discuss the background of Henri Matisse and the teacher will show the students several different Matisse collage works. The teacher will hand out two pieces of his artwork in color. The teacher will ask the students to locate France on the map. The teacher will focus on color and shape and demonstrate how to make a shape using scissors and paper. This step will be repeated several times until the students understand what is to be accomplished.

Day 2;The second day, the teacher will place examples of Matisse’s work around the classroom as visual aids. The students will create their own shapes, cut them out, glue them down, and make their own design.

Day 3:On the third day, the students will be introduced to an interactive web tool detailing the art and life of Matisse. The purpose of this interactive tool is to review the ideas and concepts behind Matisse’s work. Each student will then present to the class their project and ideas.

Materials and Tools: (For class of 20 students)

20 sheets of 12”x18” black poster board for background (1 per student)100 sheets of 9”x12” bright colored construction paper (4 sheets per student)10 pairs of scissors (1 pair per 2 students)10 glue sticks (1 glue stick per 2 students)Various posters/visual aids of Matisse’s work20 artist handouts (1 per student)20 self-assessment sheets (1 per student)1 laptop (For teacher use during interactive web game)1 projection screen (For teacher use during interactive web game)

Visuals & Resources

1 video about collage1 world mapChildren’s books on Henri Matisse

Posters of Henri Matisse’s collage worksTeacher samplePrevious student workhttp://www.henri-matisse.net/cut_outs.htmlhttp://www.artbma.org/flash/F_conekids.swf (Interactive Web Tool)

Vocabulary:

Organic ShapesAbstractCollageFranceGeometric ShapesPattern

Background and/or Instructional Content:

The teacher will show several examples of Henri Matisse’s work via the media of there choice (slides, posters etc.) The teacher will demonstrate several examples on how to cut organic shapes. After the demonstration is completed, the teacher will check that students understand the terms organic and geometric shapes. Next, after discussing Matisse’s’ collages and viewing the collage video the students will create their own abstract collage using scissors and construction paper to create their own organic shapes. Students will participate in the interactive web tool that will review the life and artwork of Matisse. The students will complete a worksheet at home with questions covering the life of Henri Matisse and his artwork. All collages will be displayed in the classroom and on a bulletin board in the hallway for the school to see.

Procedure:

Part I: Overview of Lesson

1. Teacher will briefly go through the life of Henri Matisse but will focus mostly on the last 15 years of his life and his collage period. Matisse is best known for his colorful paper cut-outs. During the lesson the students will learn about abstract art through organic shapes. They will learn that creativity and beauty in abstract art has no limitations.

2. To prepare for the lesson the teacher will check out visual aids from the library such as posters, books, world map, and a video describing how to create a collage. The teacher will hang examples of Matisse’s artwork around the classroom and display the books at the student’s tables for them to look through. All scissors, glue, and colored construction paper will be out on a table so that when the time comes, they can be easily distributed to the workstations.

3. Teacher will demonstrate the cutting of several organic shape examples so that the students fully understand the goal to be accomplished.

4. The students will be motivated by the idea that they can create whatever shape they want and in the color of their choice. The teacher will explain to them that there is no “right or wrong” organic shape. The students have complete creative freedom with this project and can express themselves however they want to. The students will be aware of the possibilities for creating the organic shapes and patterns due to the prior exposure of Matisse artwork.

5. Each student will take home a handout that includes 10 questions about the life and artwork of Matisse. The student will be graded based on their responses.

Part II: Criteria for Grading

1. First, cut out your shapes using several different colors. Make sure to include organic and geometric shapes.

2. Arrange your shapes on the black poster board until you’ve created a design you are satisfied with

3. Make sure to anchor your design with geometric shapes as Matisse did.4. Glue the shapes neatly onto your background.5. Show respect for your classmates by safely sharing the glue and scissors.

Part III: Sequential Description of Steps

Day 11. Discuss briefly the life of Matisse. Explain his collage work, how collages are

created, and the meaning of abstract work.2. Discuss the difference between organic and geometric shapes.3. Show examples of his work. (See attached)4. Talk in detail about “Beasts of the Sea.”5. Give students and overview of the assignment6. Demonstrate how to cut organic and geometric shapes.7. Allow students to practice drawing their organic and geometric shapes on

paper.8. Allow 10 minutes for clean-up as students collect materials and tools.

Day 29. Place visuals around the classroom and have the students start to draw and cut

out their shapes.10. Demonstrate how to glue them onto the poster board and how they should

overlap the shapes.11. Allow 10 minutes for clean-up as students collect materials and tools.

Day 312. Introduce the interactive web tool site by projecting the web onto the projectio

screen from your laptop. Make sure the volume is on. 13. Allow students to walk through the interactive game and particpate in

answering the questions correctly.

14. Share and present collages with the class.15. Hand out homework assignment to be completed for grade.16. Display collages in classroom and in school hallways.17. Allow for 5 minute clean-up to collect visual aids.

Matisse on creating the collages:

"Only what I created after the illness constitutes my real self: free, liberated.”

“It is not enough to place colors, however beautiful, one beside the other; colors must also react on one another. Otherwise, you have cacophony.”

Clean-Up:

1. Be sure all students have written heir name on the back of their collages.2. Have students stop working and collect materials on their group table.3. Have 1 student collect scissors.4. Have 1 student collect all scrap construction paper into a box.5. Have 1 student collect all glue sticks.6. Have 1 student at each table take the projects to the drying rack.7. While materials are being collected have students wipe of desks, throw away trash, wash

hands (if needed), and return to their seats to sit quietly for the remainder of the class.

Total Time for Clean-Up: 10 minutes

Evaluation: (See attached grading rubric and homework assignment)

Homework worksheet on Henri Matisse. Grading Rubric aligned with objectives and criteria.

Criteria: First, choose three or more colors that you would like to use. Then cut out your organic

and geometric shapes. Effectively demonstrate orally and visually a deep understanding of Matisse’s work. The composition should be colorful and interesting to the viewer. Try and use patterns or

create a unique balance in your composition. Show respect for your classmates by safely sharing and using the scissors and glue sticks.

Accommodations:

This lesson can be done with all students. Some students with special needs may have trouble using the scissors. The teacher can arrange to pre-cut several organic and geometric

shapes out in different colors. The special needs students can choose the pre-cut shapes of their choice and create their composition. If the special needs students have trouble seeing, then they can feel the edges of the shape to determine which shapes they want to use. The resource officer assigned to the student can then assist them in arranging and gluing their shapes in the composition.

Extensions:

After discussing the life and work of Matisse, the students create their own abstract composition. The teacher could extend this lesson by discussing other collage artists that have similar work to Matisse, or other artists who use the same paper cut-out technique. Furthermore, when discussing the difference between organic and geometric shapes, the teacher can extend the lesson by introducing more complex geometric shapes such as hexagon and octogon.

Sources:Lesson Plan - http://www.lessonplanspage.com/ArtMDAssemblageCollage3.htm

Name:___________________

0 No attempt1 Needs Improvement2 Satisfactory3 Exceeds expectations

Grading Rubric

Criteria 0 1 2 3

First, choose three or more colors that you would like to use. Then cut out your organic and geometric shapes.

Effectively demonstrate orally and visually a deep understanding of Matisse’s work.

The composition should be colorful and interesting to the viewer. Try and use patterns or create a unique balance in your composition.

Show respect for your classmates by safely sharing and using the scissors and glue sticks.

Name:___________________

Henri Matisse Worksheet

1. What media technique did Henri Matisse use to create “The Beasts of the Sea?”

a. Collageb. Paintc. Charcoald. Sculpture

2. Henri Matisse was nicknamed __________________ because he was a perfectionist when it came to the relationship between color and shape.

a. Color guyb. Master of colorc. Shape mand. Master of paint

3. Circle the correct image for Matisse’s collage “The Beasts of the Sea.”

4. Circle the Organic Shape

5. Where was Matisse born?

a. Germanyb. Francec. Russiad. United States

6. Did Matisse have any influence over your choice of shapes and color in your project?

7. Pick one of Matisse’s collages and describe why you like it?

8. Explain why Matisse stopped painting and started creating paper collages?

Art History Worksheet

Title: Beasts of the Sea

Date: 1950

Artist’s Name: Henri Matisse

Historical Criteria ___________________________________________Comment__________

I. Stylistic Criteria

A. Elements: line, form/shape, color, space, value

B. Principles: balance, perspective, emphasis, continuity, proportion, scale, rhythm, movement, proximity, contrast, unity

A. Emphasis on shape/form both organic and geometric is the main focus in the collage. Matisse simplified pure color, flat shape, and strong pattern in many of his collages. He simplified drawing with color by cutting out shapes. He did not need an outline of what the collage was going to look like. Instead, he drew directly with color when arranging the shapes in his compositions. Thus, he gained the nickname “Master of Color.” He was a perfectionist and methodically arranged each piece until he was content with the space in the composition. Matisse understood how elements worked best together in order to show colors and shape coming to life. This collage is a superb example of how shape and color can create a chromatic radiance. Matisse uses curvy lines in order for the viewer to move their eyes across the page.

B. Beasts of the Sea is balanced asymmetrically using various shapes and colors. The image is split into two equal columns with darker geometric shapes on the right and lighter geometric shapes on the left. Matisse emphasizes shape and bright colors throughout the entire piece. Similar shapes are used repeatedly across the piece in order to create pattern. This allows our eyes to move around the image while seeing the composition as a whole. Because this piece is abstract, every viewer has a different perspective on interpreting the artwork. Matisse uses contrasting colors in order for the shapes to stand out from one another. The scale of this collage is quite large. It measures approximately 10 feet high. Matisse was confined to his wheelchair and bed for most of his later years. He would create collages on the walls surrounding him in order to create and aesthetically pleasing environment.

II. Iconographic Character

A. Theme or subject matter1. Recognizable symbolism2. Metaphorical content

B. Figurative works:Relationships

1. How do the figures relate to one another?

2. What are they doing?3. What is going on?4. Where are they?

A. The subject matter of this piece is not seen clearly due to the abstraction of the composition. However, Matisse named this piece Beasts of the Sea. We can gather from the title that Matisse perceived this work as different sea creatures under water. There is no recognizable symbolism or metaphorical content gathered from this piece upon first view.

B. The organic shapes seem happy and content sue to their swirling lines and placement in the composition. Matisse has arranged them to look similar to sea creatures such as fish, sea horses, seaweed etc. It is unclear exactly what is going on due to the fact that the composition is abstract. However, in my opinion I see the sea creatures bouncing and floating around on a warm summer day in the water. Again, because of the abstraction it unclear where they are. We can only assume by the title that Matisse has placed this piece to be underwater.

III. Contextual Analysis

A. How does the work relate to:1. Other works of his time?2. Other works by the artist?3. Psychological state(s) of the

artist?4. The social climate of the

times?5. The economic conditions of

the times?

A. Henri Matisse was a French artist known mostly for his painting and collage cut-outs. Matisse, Picasso, and Duchamp were creditied as three of the most influential artists of the 20th century. Because of his mastery of color and drawing he was recognized as the leading figure in modern art. Matisse created Beasts of the Sea in 1950. He started is cut-out collage phase during World War II after and illness left his mostly confined to a wheel chair. No longer able to stand and paint, he used scissors and bright colors to create master pieces all around hin in his room. This cut-out phase lasted for roughly 14 years until he dies of a heart attack in 1954. This piece has similar color hues and organic shapes that many of his other pieces contained during this time period. Matisse simplified his work during his collage phase. However, like his previous works in the late 1800’s and early 1900’s, he continued to use bright and vibrant colors. During his psinating period his artwork began to relax and soften over the years. Until ultimately he had simplified it down to flat shape and pure color.

Matisse’s psychological state was quite good during his life. Even after he was confined to a wheel chair he still managed to master color and shapes coming together creating chromatic radiance. He painted with scissors and perfected balancing his compositions. He introduced the world to modern art and never looked back.

Mastisse lived from one world to another. He lived through the worst wars, traumatic political events and modernism. However, none of his work depicts any relevance to these historical events. Instead, his art depicts balance, satisfaction, and comfort. It was as though he was living in his own ideal paradise.