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Instead of painting the usual still life of fruits, vegetables and shiny bottles, why not try a small project that makes a big impact? I'm talking about miniature tabletop paintings that imitate master works of art.
My class was finishing up large (36" x 36") canvas paintings, and I wanted to do something a little different. I recalled a painting assignment when I was in art school that involved researching a master painter and then replicating the work on a smaller scale.
So, with this idea in mind, I approached my students with the concept to get their reaction. They were all for it, especially since their previous project had been so large.
The first step was to spend some time in the media center researching master painters and viewing their works. Students looked through my assortment of books, library reference books and the Internet for inspiration. They kept notations (as they learned to use visual characteristics to group paintings into historical, social and cultural contexts), made copies and downloaded images, creating a collection of works from which to choose.
After finalizing their selections, they made 11" x 14" prints by scanning the images, or downloading from the Web, then resizing in Photoshop. I wanted students to have a larger version to work from since their paintings, though varied in size based on the painting being imitated, were approximately 7" x 5".
Students drew just enough of the basic shapes in the painting, and then, using acrylics, began the process of "imitating" the work as close to the artist's style as possible.
The students' selections ranged from Monet's Impressionistic work to Kandinsky's abstracts. Several were drawn to Hopper's realistic urban and architectural scenes. Ongoing observations and individual and class critiques made it evident that my students were "thinking" like painters, and understanding why their chosen artist painted in a certain style, chose the subject matter they did and used various painting techniques.
As the projects progressed, I enjoyed observing students' transition from working very large to working very small. Several commented that they found painting on a small scale more challenging than the previous 36" x 36" paintings. I was extremely pleased and amazed at their attention to even the smallest of details.
After the paintings were completed, students made frames using metal tooling. Designs were embossed into the metal using a wooden stylus, and acrylic paints were applied, with the excess paint wiped away to reveal the embossed textural effects. The foil was then cut into strips and wrapped around frames cut from poster board.
The completed paintings were displayed on easels cut from mat-board scraps. The miniature paintings made a big impact when they were exhibited at the school art show.
LESSON DESCRIPTION
This lesson focuses on the students' ability to learn to identify style, subject matter, themes and content in painting through the study of historical paintings, and the application of various painting techniques in the replication of a historical artwork.
Color theory principles and the fundamental elements and principles of design will be reviewed and reinforced through the process and production of miniature painting "reproductions."
NATIONAL STANDARD
Students apply media, techniques and processes with sufficient skill, confidence and sensitivity that their intentions are carried out in their artworks.
LEARNING OBJECTIVES
High-school students will ...
* use visual characteristics to group paintings into historical, social and cultural contexts.
* find meaning in historical paintings by analyzing, critiquing and evaluating selected artworks.
* experiment with a variety of painting techniques and processes.
* explore color theory principles and the elements and principles of design in the re-creation of a historical painting.
* reflect and respond to aesthetic qualities in their artwork and that of historical painters.
* interpret and evaluate their artwork and that of historical artists.
MATERIALS
* Canvas paper or panels
* Acrylic paints
* Assorted resources, including art books, posters, prints and various websites
* Mat and poster-board scraps (for easels)
* Metal tooling foil
* Stylus
* Utility knives
* Variety of brushes
Bill Hicks is a visual arts teacher at Spring Valley High School in Columbia, South Carolina.
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