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Title: Monochromatic Value Painting Grade Level: 9 Purpose: The purpose of this project is to introduce color values by blending

one color of paint with black and white to give a variety of value changes. This color relationship or color scheme is known as monochromatic. In Picasso's Blue and Rose Periods he used this color relationship to portray his mood and emotions at the time of his paintings. Summarizing: The students will begin by reading the chapter about Monochromatic paintings, tints, and tones. They will use selective underlining to underline the key concepts. They will then each write a summary paragraph of what a monochromatic painting should be. This summary will help them when they begin to manipulate the digital images and select tints and tones. Goals: I. Creating Works of Visual Art. The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of works of visual arts. II. Using Structures and Functions. The student will use composition and the elements and principles of design to communicate ideas. III. Exploring Content. The student will examine the content of works of visual art and use elements from them in creating his or her own works. IV. History and Culture. The student will understand the visual arts in relation to history and world cultures and the technologies, tools, and materials used by artists. V. Interpreting Works of Visual Arts. The student will analyze and assess the characteristics and qualities of his or her own works of visual art and of others. SC Visual Arts Curriculum Standards Targeted Grades 9th-12th Advanced I. Creating Works of Visual Arts Students will: VAH2-1.1 VAH2-1.4 Recognize and analyze the similarities and difference between materials, techniques, and processes in works of visual art. (Obj. 4) Apply materials, techniques, and processes with skill, confidence, and sensitivity sufficient to make his or her


intentions observable in the artwork that he or she creates. (Obj.5) Use a variety of art materials, tools, and equipment in a skillful, safe, and responsible manner. (Obj. 2, 3)

II. Using Structures and Functions Students will: VAH2-2.2 Create works of visual art that use the elements and principles of design and other compositional strategies. (Obj. 5.)

III. Exploring Content Students will: VAH2-3.2 Analyze and describe the relationships among the subject matter, symbols, and themes in communicating intended meaning in his or her artworks and the works of others. (Obj. 6) Select and effectively use subject matter, symbols, and ideas to communicate meaning through his or her works. (Obj. 1.)


IV. History and Culture Students will: VAH2-4.5 Apply a knowledge of art history, various cultures, and technologies in the creation of original artwork. (Obj. 4)

V. Interpreting Works of Visual Arts Students will: VAH1-5.2 Objectives: Formulate criteria for interpreting and evaluating his or her artworks and those of others. (Obj. 4)

1. Students will learn about different digital imaging techniques and use Photoshop to manipulate a photograph. 2. The students will show respect for their classmates by sharing the paints and digital camera. (SC: I. VAH2-1.5) 3. The student will gain knowledge about the history of value painting (SC: I. VAH2-1.1, IV. VAH2-4.5, V. VAH2-5.2) 4. The student will create their own value painting mixing and painting a full range of values. (SC: II. VAH2-2.2, I. VAH2-1.4)

5. Students will view each others work and discuss interpretations and meanings. They will describe their work to the class using appropriate vocabulary. (SC: III. VAH2-3.2) Time: Two 90-minute classes Materials: Mixing Trays/Palettes Acrylic Paint or Tempera Paint Brushes Water Dishes Digital Images Photoshop Resources: Monochromatic images in Photoshop CS4 - The essential, inspiring resource for all digital photographers shooting in monochrome. Various Picasso Posters (from the Blue Period) Books on Picasso Web:

Vocabulary: Monochromatic, Photoshop, digital Imaging, Tints, Tones Procedures: Part I: Overview of Lesson 1. Teacher will present a PowerPoint showing different examples of monochromatic paintings and images. During the lesson students will learn about different tints and values. 2. The students will read the chapter detailing monochromatic images. They will write a summary from the selective underlining they chose. 3. To prepare for the lesson the teacher will create a sample project and check out visual aids from the library such as books and posters. The teacher will display sample monochromatic projects around the room. All materials and tools will be out on the tables for students to use. 4. Teacher will demonstrate how to manipulate the image digitally. Part II: Sequential Description of Steps

A: Digital Manipulation 1. You will need to download the high-resolution image to your student folder and name it. 2. Launch Photoshop and open your image. Go to Image + Image size and change the resolution to 150 and the document width to 8" if it is portrait, and 11 if landscape. You will only need to change one dimension. Make sure the "constrained proportions" is checked. Select inches and not pixels. Pixels are used for web photos and we are going use this photo for print. Click OK. 3. Go to the Image again and select Mode + Grayscale. It will ask you if you want to discard the color selection. Check OK. 4. Go to Image again and select Mode + Duotone. A window will come up and you will need to select Monotone in the Type. Click on the colored square and select from the picker your color. Then click OK. 5. Check with me before you print. 6. Save this again under a different name. Print to the inkjet, not LaserJet. B. Painting 1. Using small brushes you are going to paint right over the paper print. You will need to create your palette. I will demonstrate this. You will need to stay within the same value tones (light and darks) as the photo. 2. Paint light areas first and then move to the darker colors on your palette. 3. Keep your paint palette and brushes you are using on your shelf. I EXPECT you to keep your brushes clean! This is not tempera paint and will dry hard on the brush. If your acrylic paint starts to dry, use some slow-dry gel. 4. When dry, sign your name in the bottom right corner. If a marker is used make sure it is a fine sharpie marker. 5. You will follow the same directions for your self-portrait with the exception of the Artistic Filter - Cut out. The level will need to be changed to 4. Evaluation: Computer manipulation and painting technique Art Rubric on skill/craftsmanship/originality/requirements/effort.