1 / 10

Socorro Mucino Roberto Clemente Community Academy Grades 9-12, Art I

Socorro Mucino Roberto Clemente Community Academy Grades 9-12, Art I. Elizabeth Catlett Sharecropper , 1952, printed 1970 Color linocut on cream Japanese paper
 450 x 431 mm (block); 544 x 513 mm (sheet) The Art Institute of Chicago

donnawashington
Download Presentation

Socorro Mucino Roberto Clemente Community Academy Grades 9-12, Art I

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Socorro Mucino Roberto Clemente Community Academy Grades 9-12, Art I

  2. Elizabeth Catlett Sharecropper, 1952, printed 1970 Color linocut on cream Japanese paper
 450 x 431 mm (block); 544 x 513 mm (sheet) The Art Institute of Chicago Restricted gift of Mr. and Mrs. Robert S. Hartman 1992.182

  3. Big Ideas: • Catlett’s work was inspired by personal experience, social and political issues. • Artists often use personal experience as inspiration • Artists can give voice to and celebrate the ordinary person. • The linoleum printmaking process incorporates use of bold high contrasting shapes, lines and texture. United One Equal

  4. What I wanted my students • to learn: • Making art is one way they can express meaningful content about their ideas related to social, • political or contemporary issues. • How the basic art elements and principles of design are used in executing a composition. • What is involved in planning • and completing a successful • print .

  5. Our President Obama Too Many Prisons War Save Our Home

  6. Killing Yourself Our Forest Salute our Troops Ban Racism

  7. Learning activities: • Close Read of “The Sharecropper” and other prints. • Using the internet as a source for images • Brainstorm and develop a drawing which represents a social, political or contemporary issue. • Develop an image with emphasis on bold contrasting black and white shapes, lines and texture. • How to use gouging tools, ink a plate and print an edition. • Self-reflection and class critique.

  8. Learning activities also included: • Working in groups to read information about Catlett and share their findings. • View Catlett’s series “The Negro Woman” and discuss how the images honor the ordinary black woman. • Students discussed the time period her work reflects and how it relates to the present. Prints from: The Negro Woman Series by Catlett.

  9. What my students learned: Artists communicate ideas through the use of symbols and images Artist can use their artwork to express their social and political concerns individually or as part of a collective The printmaking process incorporates many steps Printmaking is a process artists use to create multiple images. It dates back to China in about A.D.150 and flourished in Europe in the 15th century. Peace War Sucks

  10. What I learned: • Clarifying misconceptions can • be very frustrating • Students need constant • redirection to refine their ideas • A worthwhile printmaking • project really takes a lot of • planning • Despite all the work involved to • plan and execute this project, • the results made me very • proud. Struggle for the Future

More Related