It Just Takes Heart - Marc Chagall and the Bezhold Effect

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Marc Chagall and the Bezhold Effect 

Teaching Artist: Sydney Hollingshead 

Grade Level: Elementary: 3rd Grade 

VISUAL ARTS CONTENT / STANDARDS 

• Creating: Generate and conceptualize artistic ideas and work.

• Organize and develop artistic ideas and work.

• Synthesize and relate knowledge and personal experiences to make art.

• Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

OVERVIEW OF PROJECT 

Students will discover a new form of art making while also trying to mimic the works of the late artist, Marc Chagall (1887-1985). Students create their own artworks investigating the color used by Chagall in his work on heart shaped paper. In addition, students will attach the hearts to another sheet of paper to write about what they love to further mimic Chagall’s love for his work.

ESSENTIAL QUESTION(S) 

• How does color choice effect the feeling of a piece of artwork? 

• Why does a heart mean love?

• Why do colors appear bright?

STUDENT OUTCOME OBJECTIVES

 Students will: 

   1. Apply color choice from a limited palette to create a design

   2. Adapt to a new technique of steps of artmaking. 

3. Use a variety of tools and materials to create a piece of art that is meaningful to them.

PRIOR KNOWLEDGE Before participating in this project, it is important for students to have a growth mindset. They need to understand that perfection isn’t everything. 

   EXAMPLES OF ARTWORK 

• Marc Chagall, Paris Through the Window, 1913

• Marc Chagall, Still-Life (Nature Morte), 1912, Oil on Canvas

• Marc Chagall, Stained Glass Windows At Tudeley, 1967-85, Stained-GlassStained-Glass

• Marc Chagall, I and the Village,1911, Oil on Canvas

• Romero Britto, Big Heart, 2015, Oil on Canvas

ADDITIONAL RESOURCES 

•  Marc Chagall Presentation created by Sydney Hollinshead: See below

• Art Projects for Kids: Kathy Barbro’s Stained Glass Candle Drawing https://artprojectsforkids.org/oil-pastel-candle/

ASSESSMENT

The questions below are addressed in the Google Form for the lesson:

• What can a heart mean besides love?

• Can certain colors evoke a specific mood?

MATERIALS 

1. ) 3 pieces of  Printer Paper  (8 ½ x 11 inch) 

    2.) Scissors

    3.) Washable Markers 

    4.) Black Marker or Sharpie

    5.) Erasers 

    6.) Pencils

    7.) Glue stick

    8.) Ruler (optional)

LEARNING ACTIVITIES AND TIMING 

1.) Introduction to Marc Chagall: View Marc Chagall’s presentation that shows his past stained glass. 

• Review vocabulary words discussed in the classroom and how it could tie into the activity (collage, composition/ space, contour, line, color, shape, geometric shape)

• Introduce the project that the students will be working on and how it is similar into the presentation. 

•  Present Own Example: An example drawn will show students the type of angle they should go when creating their hearts.

2.) Fold the Paper: After the presentation, students should take their computer sheet of paper and fold it the wider way or “hamburger style.” 

• Make sure to line up the each side of the paper in a straight line to make sure that both sides are the same. 

3.) Draw a Half Heart: After folding their piece of paper, students should draw one half of their heart with a pencil on their folded paper. 

• This may seem confusing to some students, so be sure to provide a reference image of a heart for students to look at when trying to draw.

4.) Cut Out the Heart: Cut out the half heart by guiding the scissors on the pencil line. 

• Some students may be familiar with this part of the activity if they have made their own snowflakes in the past.

5.) Unfold the Heart : Once the students finished cutting out the hearts, have them unfold the paper and look at their hearts.

6.) Draw the Stained Glass: Have the students lightly draw the straight lines that are a part of Chagall’s stained glass work onto their paper hearts.

• If available to them, students can also draw the straight lines on their papers with a ruler.

   7.) Inking: With a black marker, carefully go over the pencil lines. 

• Before starting this step, be sure to lay another sheet of paper down on the table first just in case if the ink bleeds through the paper heart.

   8.) Erase the Pencil Lines: Erase the pencil lines that are still showing on the paper.

   9.) Coloring: Color the spaces that are left by the black marker with colored markers.

• Have the students think about color choice while coloring.

  10.) Write a Message: On the back, write a message on the back about something or someone that you    love or appreciate.

11.) Glue the Paper: Glue the written message on the back of the heart with a glue stick.

12.) Take a picture of the heart and message with a cell phone. Put your heart in your window to share with your neighbors.

 TEACHING ARTIST REFLECTION 

 What problems do you anticipate with this lesson? 

•  Students might feel frustrated when trying to cut out their hearts.

•  Students may not grasp the importance of sticking to basic shapes with their designs 

and create complex ones instead. 

How does this project fit into overall curriculum planning for the subject areas and the arts? 

•  Allows students to experiment and incorporate different types of art materials 

into one project. 

• Shows students that there are multiple ways to make art and to express the meaning behind it.

How will your students’ work be shared with the community? 

• Students will be able to give their hearts to others or their families to express what they love or as an act of it and be asked to upload them to their teachers art folder. In addition they may put them in the windows of their home.

 How will you receive feedback on your teaching methodology and quality of student work? 

• Ask if they have learned anything. What did they like and dislike about working with different materials.

• Through conversation with lead teacher after the project is complete

• Through a self and video reflection

• Through assessment by my instructor of the video of the lesson

Springtime Growth Flipbook

Springtime Growth Animation

School: Lake Country Montessori

Teaching Artist: Sydney Hollingshead

Grade Level(s): 1-3

Number of Students: 14

Visual Arts Content/Standards

• Creating: Generate and conceptualize artistic ideas and work.

• Organize and develop artistic ideas and work.

Overview of Project: 

Students will discover a new form of art making by creating their own flipbook animations that tie in with Spring. Because spring is the season of growth, students can grow their own shapes to mimic this aspect. For a more advanced option, students can also try to grow their own flower or tree.

Essential Questions:

• How will students be able to successfully convey a growing object?

• Will acting out the process of animation help them understand the medium more?

• Why is it important to keep track of each frame/drawing in animation?

Student Outcome Objectives:

Students will:

1. Combine multiple drawings to show an object growing in size.

2. Learn how to be mindful of every step during the process phase of artmaking.

3. Discover the importance of double-checking their work before moving on to the next step.

Prior Knowledge: Similar to the Spring season, it is important for students to have a growth mindset. At first, it may be frustrating for some students since it’s a new complex form of art to them. However, it is important to keep moving forward, especially because of the limited time.

Preparation Timeline: 

1.) Gather the materials for the flipbook

2.) Create flipbooks for the students 

3.) Practice the presentation until the teaching date (3/11/20)

Examples of Artwork:

• Sydney Hollingshead, Bouncing Ball Transformation, 2019

• Sydney Hollingshead, Growing Shape, 2020

Additional Resources:

• Animation Presentation

• Richard Williams, Animator’s Survival Kit

 Assessment:

• With this project, students are challenged to always be mindful about every frame and drawing in an animation. One misplaced frame can break the illusion of animation.

• The patience of students are also challenged with this project as well. Animation is a long and tricky process, so some may feel frustrated by the extensive amount of time it takes to illustrate growth.

• Students are also challenged to know when they are officially done with their animations. They should ask themselves if their flipbook is complete and successfully conveys a consistent story and movement.

Materials:

For each student

1. 25, 4 x 6 inch Index Cards

2. 1 Binder Clips (Medium)

3. Pencils

4. Erasers

5. Pencil sharpener

6. Colored pencils

7. Sharpies (thin)

Procedures: Timing= in minutes  

1.  Introduction to Animation (0:00-0:10): Show the animation presentation to the students. The presentation consists of the history of animation, as well as how drawings are turned into TV shows and movies.  

• Ask them where they have seen animation before. What’s their favorite cartoon or movie?

• Ask students if they are familiar with the process of animation. Allow them to come up with their own definitions of animation.

• Introduce the project that the students will be working on and how it ties into the presentation.

• Present Own Example: To further cement the idea of what is being asked for in the project, some example animations, drawn by the teaching artist will show students how they should approach their own flipbooks. 

2.  Pass out Flipbooks (0:10-0:15): After the presentation, students will be given their own flipbooks (previously assembled before the lesson) to draw their animation.

• It is important to remind students to write down the number of each frame in the lower right corner. This will make the assembling process much easier.

3. Begin Drawing (0:15-0:55): After deciding whether they want to animate a shape or greenery, students will begin drawing each frame.

• Have students draw the first, middle, and last frames of their animations first. By doing this, students will have an easier time coming up with drawings for their in between frames.

• Remind students to be aware of the size and shape of their drawings as they animate. Remind them to try to be consistent with the shape of their subject especially. Students can make sure that their drawings are consistent by flipping and re-flipping their books during the process of drawing their frames. They can also align their frames on their desks and see if their shapes are slightly growing in each drawing. 

4. Inking/Coloring (Optional): After feeling satisfied with their flipbooks, students have the option to trace over their drawings with a sharpie and color them in with colored pencils.This is of course optional and shouldn’t be the main focus of the lesson.Also remind students to draw light at first, so it will be easier to fix mistakes.

5. Design a Cover (0:55-1:00): 

Once they feel confident in all of their frames, students can design a cover for their flipbooks that includes a title, image and signature.

6. Assembling (1:00-1:05): After drawing all of their frames and cover, students will combine them with a couple of binding clips to form their completed flipbook.

• Have students flip through them a couple of times. If they don’t like the results they will always have the options to go back and adjust some frames.

7. Share work with a partner or table (1:05- 1:15): With their completed flipbooks, students can share their flipbooks with each other. They can do this with either a partner or with their own table group if they have one. 

• While sharing, bring up assessment questions for students to think about. These questions can include:

  • What did they notice that they really liked about their partner’s book?

  • What makes their flipbook successful?

Teacher Reflection:

What problems do you anticipate with this lesson?

• Students might feel frustrated by the long process of drawing and redrawing frames.

• They might also be annoyed by always checking that all of their frames are consistent and tell a clear story.

How does this project fit into overall curriculum planning for the subject areas and the arts? 

• Shows students the process of making an art medium that they are already very familiar with.

• Exposes students to a new form of artmaking that they may have never thought about trying.

How will your students’ work be shared with the community? 

• Students will be able to show their flipbooks to others or their families. By showing others what they've created, students may feel a sense of pride and may want to create another project similar to this one in the future.

How will you receive feedback on your teaching methodology and quality of student work? 

• Ask if they have learned anything, and if so what?  What did they like and dislike about working with a variety of different materials or techniques. 

• Through conversation with lead teacher after the project is complete

• Through a self and video reflection

• Through assessment by my instructor of the video of the lesson