ALEX | Alabama Learning Exchange

A Look at Judith Leyster

Classroom Resource Information

Title:

A Look at Judith Leyster

URL:

https://www.nga.gov/education/teachers/lessons-activities/self-portraits/leyster.html

Content Source:

Other
National Gallery of Art

Type:

Learning Activity

Overview:

Students will analyze a self-portrait by Judith Leyster. They will write an "I Am" poem and create a monogram to sign their art.

Content Standard(s):

Arts Education ARTS (2017) Grade: 3 Visual Arts	1) Elaborate on an individual or prompted imaginative idea. Examples: Create an imaginative mask showing his/her personality. Look at masks from different cultures such as Chinese, African and Native American. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Investigate, Plan, Make Essential Questions: EU: Creativity and innovative thinking are essential life skills that can be developed. EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? Concepts & Vocabulary: Creativity Criteria Critique Design Media Mixed media Monochromatic Principles of design Rhythm Technology Visual image Skill Examples: Use a variety of materials to create a three-dimensional mask showing a student's personality. Use torn paper scraps to create rhythm in a landscape. Plan a community/city; then, build a model of it with recyclable materials, such as cardboard, boxes, containers, and tubes. Collaborate with a group to demonstrate how to care for tools used in class (such as paintbrushes). After looking at Vincent van Gogh's painting, Bedroom, create a narrative painting depicting a memory of a student's personal bedroom. Use appropriate visual art vocabulary during the art-making process of two-and-three-dimensional artworks. Collaborate with others to create a work of art that addresses an interdisciplinary theme. Read and explore books like Imagine That by Joyce Raimondo or Dinner at Magritte's by Michael Garland and then create a Surrealistic style artwork. Recognize and identify choices that give meaning to a personal work of art. Create a drawing using monochromatic colors (paint, oil pastels, etc.). Explore individual creativity using a variety of media. Understand what effects different media can have in a work of art.
Arts Education ARTS (2017) Grade: 3 Visual Arts	12) Interpret art by analyzing use of media to create subject matter, visual qualities, and mood/feeling. Example: Discuss the differences between Meret Oppenheim's Object and an everyday cup. 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: Creativity Criteria Critique Design Media Mixed media Monochromatic Principles of design Rhythm Technology Visual image Skill Examples: Identify the basic elements of art in a work of art through discussion and writing. Observe and compare similar themes in artwork from historical and contemporary eras. Theorize how individuals can have different opinions about works of art. Demonstrate and apply critiques of personal work and the work of others in a positive way. Select an art object and explain reasons why it is a work of art. Use feedback and self-assessment to improve the quality of personal artwork. Discuss the difference between Meret Oppenheim's Object and an everyday cup. Discuss how art can be related to other subject areas.
Arts Education ARTS (2017) Grade: 4 Visual Arts	12) Interpret art by referring to contextual information and analyzing relevant subject matter, visual qualities, and use of media. Example: Emanuel Leutze's Washington Crossing the Delaware River in 1776 and its relevance to the Revolutionary War. 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: Constructed environment Cultural traditions Digital format Engagement Tertiary color Preservation Proportion Principles of design Unity Shade Style Tints & shades Skill Examples: Compare Gyotaku Japanese fish printing and printing with a rubber stamp. Make conclusions about the artist's feelings and perspective. Analyze the meaning of Edvard Munch's The Scream. Interpret Emanuel Leutze's Washington Crossing the Delaware River and its relevance to the Revolutionary War. Discuss and form an opinion about the social and personal value of a piece of art. Apply one element or principle of design to discuss how students' outcomes are different even though they used the same criteria for a work of art/ design. Formulate criteria for discussing and assessing works of art. Use art vocabulary when discussing and judging artworks. Engage in group critiques of one's work and the work of others for the purpose of personal reflection and on-going improvement.
Arts Education ARTS (2017) Grade: 4 Visual Arts	15) Through observation, infer information about time, place, and culture in which a work of art was created. Example: Look at the statue of Vulcan in Birmingham and talk about its relationship to history of the city. Unpacked Content Artistic Process: Connecting Anchor Standards: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Process Components: Synthesize Essential Questions: EU: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art. EQ: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life? Concepts & Vocabulary: Constructed environment Cultural traditions Digital format Engagement Tertiary color Preservation Proportion Principles of design Unity Shade Style Tints & shades Skill Examples: Create a quilt square in the style of the Gee's Bend Quilters. State what materials or processes you prefer and why. Discuss how art and design serves multiple functions such as to inform, entertain, invest, persuade, ritualize or assist in everyday tasks. Observe and discuss the statue of Vulcan in Birmingham and talk about its relationship to history of the city. Investigate differences in cultural style, genres, and context through historical time periods. Discuss how art reflects the interests, accomplishments and conflicts of culture and society over time. Use details and descriptive language to identify universal themes, subject matter and ideas expressed across arts disciplines. Identify and describe how artists have depicted Alabama history.
Arts Education ARTS (2017) Grade: 5 Visual Arts	2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Investigate, Plan, Make Essential Questions: EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals. EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations? Concepts & Vocabulary: Cultural context Formal & conceptual vocabulary Genre Linear perspective Preserve Principles of design Movement Emphasis Relief Vanishing point Skill Examples: Use a variety of materials (wood, found objects, wire, paper, clay, etc.) to construct a three-dimensional work of art. Have students keep journals to reflect on and combine ideas for their works of art. Draw a still life of students' favorite objects, while adding color with a variety of media (paint, pastels, collage, etc.). Draw an object or other images (landscapes, hallways, etc.) in linear one-point perspective. Create tessellations in connection with interdisciplinary subjects such as mathematics. Write a short story and illustrate the story with original drawings. Draw and transform two-dimensional shapes into three-dimensional forms. (squares to cubes, circles to spheres, triangles to pyramids and cones) Write a personal artist statement to accompany an original work of art. Draw a landscape including foreground, middle ground, and background. Create an artwork integrating observational and technical skills to solve a problem or address contemporary social issues. Create a bas-relief by carving into a clay slab.
Arts Education ARTS (2017) Grade: 5 Visual Arts	12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed. 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: Cultural context Formal & conceptual vocabulary Genre Linear perspective Preserve Principles of design Movement Emphasis Relief Vanishing point Skill Examples: Compare and contrast artworks in terms of content, stylistic characteristics, and techniques. Collaboratively observe, analyze, and interpret a body of artworks about places, focusing on content, style, and technique. Identify and analyze the terracotta Army and its relationship to Chinese Culture. Describe the relationship between works of art from different cultures being respectful and mindful of cultural sensitive themes. Discuss differences in art of familiar and unfamiliar cultures. Discuss the reasons and value of documenting and preserving works of art and objects for a culture. Recognize what was learned and the challenges that remain when assessing a work of art. Use criteria to assess works of art individually and collaboratively. Use contextual cues to discuss notions of beauty and aesthetic value. Compare and contrast different media and techniques.

Tags:

Judith Leyster, poem, self portrait

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

Accessibility

Comments

"I Am" poem worksheet

This resource provided by:

Author:

Tiffani Stricklin

ALEX Classroom Resource

A Look at Judith Leyster