ALEX | Alabama Learning Exchange

George Bellows

Classroom Resource Information

Title:

George Bellows

URL:

https://www.nga.gov/education/teachers/lessons-activities/pre-k/george-bellows.html

Content Source:

Other
National Gallery of Art

Type:

Learning Activity

Overview:

Students will analyze the painting, New York, by George Bellows. They will create their own cityscape using colored paper and oil pastels.

Content Standard(s):

Arts Education
ARTS (2017)
Grade: K
Visual Arts

3) Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

Unpacked Content

Artistic Process: Creating

Anchor Standards:

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Components: Investigate, Plan, Make

Essential Questions:

EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?

Concepts & Vocabulary:

Art
Artwork
Collaboratively
Collage
Cool colors
Warm colors
Elements of Art

Color
Line
Shape

Imaginative play
Play
Portfolio
Primary colors
Principles of design

Pattern

Printmaking

Skill Examples:

Create two-dimensional artworks using finger painting, watercolors, paper collage, and rubbings.
Create three-dimensional artworks using techniques such as rolling, folding, cutting, molding, pinching, and pulling clay.
Work with a partner to create works of art.
Working in small groups, use recycled materials to create artworks.
Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.
Read the book Lines that Wiggle by Candace Whitman to explore different styles of line.
Safely use and share scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay.
Use symbols to help tell a personal or make-believe story.
Manipulate art media to create textures and patterns.
Identify and use organic and geometric shapes to create works of art.
Show respect for self and others while making and viewing art.
Use the primary colors (red, yellow, and blue) to create a free-style painting while singing the names of the colors.
Use patterns in designing colored stripes on the shirt of a person you know.
Collect found objects such as paper tubes, forks, and pieces of cardboard. Press them in shallow tempera paint, and stamp them on paper to show printmaking.
Create a T-chart that separates cool (blue, green, and purple) and warm (red, yellow, and orange) colors in different columns. Use the symbols of water waves for the cool column header and the sun for the warm column header.
Work with a partner to find colors, lines, and shapes in art and tell each other what you see.

Arts Education
ARTS (2017)
Grade: K
Visual Arts

12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

Unpacked Content

Artistic Process: Responding

Anchor Standards:

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Components: Perceive, Analyze, Interpret

Essential Questions:

EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?

Concepts & Vocabulary:

Art
Artwork
Collaboratively
Collage
Cool colors
Warm colors
Elements of Art

Color
Line
Shape

Imaginative play
Play
Portfolio
Primary colors
Principles of design

Pattern

Printmaking

Skill Examples:

Identify art in their community, such as landscaping, etc.
Communicate the ideas and stories he/she sees in a work of art.
Recognize and point out basic elements of art in their own artwork and that of others.
Describe the meaning in the marks they make on paper.
Compare a photograph or painting of a vase to a real vase.
Explain what they think a piece of artwork means.
Listen carefully to the point of views of others and recognize that people have different opinions and responses.
Share what they see in a piece of artwork by listing items seen using art vocabulary. Answer questions such as, "What do you see?" or "How does this art make you feel?"
Explain why they like or do not like a piece of artwork.
Explain why he/she likes or dislikes his/her own artwork.

Tags:

cityscape, George Bellows, oil pastel

License Type:

Custom Permission Type
See Terms: https://www.nga.gov/notices/terms-of-use.html
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Partnered Event:

ALEX Resource Development Summit

Accessibility

Comments

As part of the National Gallery of Art's free loan program, individuals, educational institutions, community groups, and nonprofit television stations throughout the United States can borrow teaching packets and DVDs (see Borrowing Print Resources for details). You can also access dozens of lessons, activities, and interactives on our website.

This resource provided by:

Author:	Tiffani Stricklin
The event this resource created for:	ALEX Resource Development Summit

ALEX Classroom Resource

George Bellows