En Plein Painting Prep

Name of Project: In place En Plein Air Prep

Grade Level or Age of Participant: College

School, Teacher and Classroom: MCTC, Laura Andrews

MCAD Teaching Artist:  Emma Konrad

OVERVIEW OF PROJECT

Students will create an en plein air painting following the instructional demo. Students will combine previous instruction of perspective, color, and observational painting to create the painting while also gaining instruction on surface and material preparation.

“BIG IDEAS”/ ESSENTIAL QUESTION(S)

How can artists interpret space? How can artists recreate a space based off of observation? How can color be used to convey space? 

STUDENT OUTCOME OBJECTIVES

Students will:

1.     Prepare materials and surface for En Plein air landscape painting

2. Make a painting outdoors.

3. Participate in critique of work and reflection on experience.

PRIOR KNOWLEDGE

Students should understand perspective, color, and the use of observation within painting. This will all inform the preparation for en plein air painting.

ASSESSMENT

Are the students able to complete the task from the instructions and the video demo?

What does the prep tell us about the outcomes?

What is the evidence of student learning?

MATERIALS

Acrylic paint

Tape

Pencil

Eraser

Variety of surfaces (cardboard, paper, denim)

Blanket

Backpack

Acrylic Brushes

Sealed Water Container

Paper Towels

Sketchbook/Book

STEP BY STEP PROCESS

1.      Introduce the idea of an en plein air to students who have have talked about landscapes

2.     Show the process of surface preparation including a variety of materials that might be used

3.  Walkthrough material preparation

4. Discuss appropriate protocols to working outside including materials needed, safety, social distancing, weather checks.

5. Students prepare materials for painting outdoors

6. Send students out to paint

7. Regather online for reflection and critique during next class

15x20 Pecha Kucha

15x20 Pech Kucha

Grade Level or Age of Participant: Jrs. And Srs. High School

School, Teacher and Classroom: Perpich Center for Arts Education,  Kathryn D’Elia

MCAD Teaching Artist:  Emma Konrad

Number of Students: 15

VISUAL ARTS CONTENT OR STANDARDS

9.3.1.5.3

Justify artistic intent, including how audience and occasion influence presentation choices.

CURRICULAR LINK / STANDARDS (if in a classroom only)

AP guidelines on writing requirements for the portfolio submission:

For each work, state the following in writing:

§ Idea(s) visually evident (100 characters maximum, including spaces)

§ Materials used (100 characters maximum, including spaces)

§ Processes used (100 characters maximum, including spaces)

OVERVIEW OF PROJECT

Students will be creating a presentation, similar to a Pecha Kucha, in effort to urge them to get comfortable talking about their work in preparation for submitting their AP statements. Students will be shown an example and then will be helped in creating their own presentations.

“BIG IDEAS”/ ESSENTIAL QUESTION(S)

How can artists clearly and effectively communicate the concepts and ideas present within their work? How does documentation effect the impact of the work being presented? How can artists talk about and introduce themselves?

STUDENT OUTCOME OBJECTIVES

Students will:

1. Learn how to condense and communicate the ideas in their work

2. Learn about proper use of documentation

3. Create a presentation that clearly and concisely sums up the ideas within their concentrations 

PRIOR KNOWLEDGE

Students have been preparing their portfolios for AP and each have developed pieces and ideas for that. They will use this prior experience to inform their presentations 

LESSON PREPARATION TIMELINE

Feb 28th- Meeting with Lynda

March 12th- Teaching Observation

EXAMPLES OF ARTWORK

My hope is to show a video of an artist presenting their PKs and additionally show the teaching artists. This is to show the range in which this tool can be used.

ADDITIONAL RESOURCES

PechaKucha.com

ASSESSMENT

The first day is used to introduce the assignment and help build the students presentations.

The second day is going to be used to present their work. I am hoping to be able to have a conversation after the first day about how they felt the presentation process went. While this is going to be valuable for assessing my teaching, this is primarily going to serve the purpose of talking about overcoming obstacles when talking about their work. 

MATERIALS

Computer and access to Ppt, Keynote or Google Slides

LEARNING ACTIVITIES AND TIMING

1. Introduction of project idea- What is a Pecha Kucha, where did they originate, What is our purpose for doing them? 10 minutes

2. Presentation- 10 minutes

            -Artist examples

            -Teaching Artist PechaKucha

3. Project Review- What did you notice? What questions do you have? 5 minutes

4. Project creation- 45 minutes

            -Individual meeting time

5. Project Recap and Dismissal- 10 minutes

6. DAY 2 (One week later)- Presentations and feedback

TEACHING ARTIST REFLECTION

I’m worried about some students feeling hesitant to talk about their work so openly. However, the instructor has expressed that getting the students to talk about their work in this capacity is something she would like the students to address. I feel like the students may be put off by the idea of presenting their work and am hoping that giving my presentation will ease them into the process. I am considering having them just present within their small groups and give each other feedback as that may make them more comfortable.