Interview conducted and lesson created by: Sara King
While looking for a local artist to be the subject of a lesson, I was instantly drawn to a landscape painting I found by an artist out of Conway, SC. The artist, Jack Cayton, paints picturesque scenes of ethereal countryside where nature is the subject and the touch of man is rarely in view. During his interview, Cayton details how attending art classes at the Carnegie Museum of Art from fifth grade through high school motivated him to pursue art. A career in photography and aviation has greatly inspired his artwork, which implies great detail while putting the viewer at a distant vantage point.
While looking for a local artist to be the subject of a lesson, I was instantly drawn to a landscape painting I found by an artist out of Conway, SC. The artist, Jack Cayton, paints picturesque scenes of ethereal countryside where nature is the subject and the touch of man is rarely in view. During his interview, Cayton details how attending art classes at the Carnegie Museum of Art from fifth grade through high school motivated him to pursue art. A career in photography and aviation has greatly inspired his artwork, which implies great detail while putting the viewer at a distant vantage point.
I was inspired by his work to create an acrylic landscape painting lesson in which high-school students would explore concepts of space, such as foreground, middle ground and background. Additionally, students sketch from nature, learn how to design a successful landscape composition, and examine ways to create depth in a 2-dimensional work. Cayton is a wonderful example of how local artists interact with their communities and what a valuable resource they can be in exposing students to the arts. With this project, we are working to bring art out of the museum and into our backyards.
Acrylic Landscape Painting Lesson Plan
Title: Getting Back to Nature Landscape Paintings
Grade Level: High School Level 2
Task Description: Students will get back to nature through the exploration of acrylic landscape paintings. They will first be introduced to local artist Jack Cayton, who will serve as inspiration for the lesson, through a short filmed interview and presentation. Cayton’s ethereal landscapes capture the beauty of nature without the interruption of manmade objects. The lesson will teach students about the various components of a well composed landscape and space, such as foreground, middle ground, and background. Students will select their own subject matter by taking part in a nature walk and using a viewfinder. They will sketch out their composition with as much detail as possible and take pictures to record color and shadow if possible. If students are unable to go outside for the nature walk, landscape photographs will be provided. Students will work from these studies to create acrylic landscape paintings which put nature in the spotlight.
Goals:
Standard 1: 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 art
Standard 2: Using Structures and Functions. The student will use composition and the elements and principles of design to communicate ideas
Standard 3: 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
Standard 4: History and Culture. The student will understand the visual arts in relation to history and world cultures and the technologies, tools, and materials used
National Visual Arts Standards
Standard 1: Creating Works of Visual Art:
The student will:
The student will:
VAS-1.1 Recognize and analyze the similarities and differences between materials, techniques, and process in works of visual art. (Obj. 1)
VAS-1.2 Describe the ways that different materials, techniques, and processes evoke different responses in one who is creating or viewing artworks. (Obj. 2)
VAS-1.3 Communicate ideas through the effective use of a variety of materials, techniques, and processes in works of visual art. (Obj. 3, Obj.5)
VAS-1.4 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. 3, Obj. 4, Obj. 5)
VAS-1.5 Use a variety of art materials, tools, and equipment in a skillful, safe and responsible manner. (Obj. 5)
Standard 2: Using Structures and Functions
The student will:
VAS-2.2 Create works of visual art that use the elements and principles of design and other compositional strategies. (Obj. 3, Obj. 5)
VAS-2.3 Evaluate the effectiveness of artworks by analyzing the use of the elements and principles of design and other compositional structures and strategies. (Obj. 2)
Standard 3: Exploring Content
The student will:
VAS-3.1 Explore the sources of the subject matter and the ideas in a variety of works of visual art. (Obj. 1, Obj. 2)
VAS-3.2 Analyze and describe the relationships among subject matter, symbols, and themes in communicating intended meaning in his or her own artworks and in those of others. (Obj. 6)
VAS-3.3 Select and effectively use subject matter, symbols, and ideas to communicate meaning through his or her artworks. (Obj. 3)
Standard 4: History and Culture
The student will:
VAS-4.1 Describe ways that the subject matter, symbols, ideas, and technologies in various artworks are related to history and culture. (Obj. 2)
VAS-4.4 Demonstrate visual literacy by deconstructing artworks to identify and discuss the elements and principles of design that is used in those works. (Obj. 2)
VAS-4.5 Apply knowledge of art history, various cultures, and technologies in the creation of original works of visual art. (Obj. 3)
Objectives:
- The student will view a presentation of works of art by Jack Cayton and a variety of artists and artworks which demonstrate landscape painting through the ages. (VAS-1.1, VAS-3.1)
- The student will discuss and analyze how Cayton uses space and color in his paintings as well as the techniques used to create visual depth. (VAS-1.2, VAS-2.3, VAS-3.1, VAS-4.1, VAS-4.4)
- The student will participate in a nature walk to develop the composition and create studies for their landscape paintings. (VAS-1.4)
- The student will design and layout their composition on canvas using their source materials. (VAS-1.3, VAS-1.4, VAS-2.2, VAS-3.3, VAS-4.5)
- The student will paint an acrylic landscape using materials in a responsible and skillful manner. (VAS-1.3 , VAS-1.4, VAS-1.5, VAS-2.2)
- The student will participate in a peer critique, using vocabulary to discuss and evaluate the effectiveness of his or her own work and the work of others in creating space and a well composed landscape painting. (VAS-3.2)
Time: Eight 90-minute class blocks
Materials and Tools: Each student will need:
· Pencil
· Sketchbook
· Viewfinder
· Canvas (canvas paper)
· Easel
· Paintbrushes
· Acrylic paints
· Palettes
· Water containers
· Paper towels
· Masking tape (to adhere canvas paper to boards)
· Landscape photographs (if unable to facilitate nature walk)
Visual Resources:
· PowerPoint presentation with works by Jack Cayton as well as examples of landscape paintings throughout the early Renaissance to early 20th century
· Interview clip of Jack Cayton
· Projector with screen
· Computer
Vocabulary:
· Composition
· Rule of Thirds
· Space
· Depth
· Overlapping
· Diagonal composition
· Aerial Perspective
· Foreground
· Middle ground
· Background
· Horizon line
· Underpainting
Background and/or Instructional Content:
The teacher will show a PowerPoint presentation discussing the work of local artist Jack Cayton and a clip from a filmed interview in which Cayton discusses his work and art background. The presentation will include various examples of how landscape painting has evolved from the early Renaissance to modern day. Students will discuss how the artists create depth and a sense of space in their work. Students will participate in a nature walk to gather source material for an acrylic painting, including a detailed sketch of their composition and photographs to document color and shadow. Students will learn about mixing color with acrylic paint as they create their landscape paintings. Students will participate in a class critique to assess how space and composition were used to express the student’s concept.
Procedure:
Part 1.
Overview of the Lesson: A study of landscape painting through the inspiration of local artist Jack Cayton and the nearby environment.
Teacher Preparation: Prepare a short clip of Jack Cayton’s interview. Prepare a PowerPoint presentation of Cayton’s work, examples of landscape paintings from pre-Renaissance to the 20th century, and descriptive information about the methods of achieving space and depth in two-dimensional art.
Part 2.
Criteria for Grading: The teacher will use a rubric to assess the student’s use of information, materials, and the incorporation of techniques in his or her painting to determine success.
Part 3.
Sequential Description of Steps:
Day 1
1. The teacher will introduce the lesson by showing students the interview with Jack Cayton and presenting the PowerPoint presentation.
2. The teacher will lead a discussion with the students about how landscape painting has evolved over the centuries. The students will identify the different methods used in implying space and depth in the paintings.
3. The teacher will explain the guidelines of the assignment and present students with the grading rubric.
4. The teacher will lead students on a nature walk during which time they will select an area using their viewfinders to sketch as the basis of their landscape paintings. Students may photograph the area for source material of colors, shadows, etc. Sketches should be as detailed as possible. If unable to facilitate a nature walk, the teacher should have students bring in a photograph of a landscape and have some on hand for students to choose from. If using photographs, students will still need to compose their own sketches to use for their paintings.
5. Allow time for clean-up.
Day 2-7
6. Students will sketch out their composition on canvas, making sure they define the foreground, middle ground, and background.
7. Students will then use a complimentary color to lay down a colored wash on the canvas and define areas of value, the dark and light areas of their composition.
8. Once the areas of value have been established, students may begin painting in their landscape.
9. Students will add detail and final touches.
10. Allow time for clean-up
Day 8
11. Students will discuss and evaluate the effectiveness of his or her work and the work of others during a class critique.
Clean Up:
15 minutes will be allowed at the end of each class for clean-up. Students will be assigned clean-up tasks which will include cleaning up paint area, sink area, tables and floors. All brushes, palettes, and containers will be rinsed out and set aside to dry.
Accomodations:
PowerPoint visuals and teacher examples of the project will accommodate visual learners. Discussion of processes, techniques, and expectations will accommodate auditory learners. The hands-on process of drawing will accommodate kinesthetic learners. Text in the PowerPoint will accommodate symbolic-abstract learners.
Extensions:Advanced students can be challenged by incorporating more complex color theory into this lesson. For example, students will not have access to black paint but instead have to create their own shades of black by mixing various colors.
