ALEX | Alabama Learning Exchange

In Depth: Pearblossom Highway

Classroom Resource Information

Title:

In Depth: Pearblossom Highway

URL:

http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson24.html

Content Source:

Other
The J. Paul Getty Museum

Type:

Lesson/Unit Plan

Overview:

Students will analyze a photograph and photo collage of the Pearblossom Highway. They will define and identify linear perspective, horizon line, and vanishing point. They will draw a road through a desert landscape using one-point perspective. They will complete the landscape using colored pencils.

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	3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design. 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: Constructed environment Cultural traditions Digital format Engagement Tertiary color Preservation Proportion Principles of design Unity Shade Style Tints & shades Skill Examples: Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork. Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork. Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies. Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.). Design a two-dimensional drawings of a futuristic art room, town, or planet Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form. Locate business logos in the community and explore the visual arts skills and materials that were used to create these works. Engage in group critiques of one's work and the work of others. Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning. Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others. Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color. Use the design principles of repetition and alignment to add visual unity to an artwork. Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).
Arts Education ARTS (2017) Grade: 4 Visual Arts	5) Document, describe, and create real or imagined constructed environments. Example: Design a futuristic art room, town, or planet. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Reflect, Refine, Continue Essential Questions: EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate? 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 list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork. Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork. Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies. Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.). Design a two-dimensional drawings of a futuristic art room, town, or planet Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form. Locate business logos in the community and explore the visual arts skills and materials that were used to create these works. Engage in group critiques of one's work and the work of others. Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning. Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others. Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color. Use the design principles of repetition and alignment to add visual unity to an artwork. Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).
Arts Education ARTS (2017) Grade: 5 Visual Arts	3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter. 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: 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.

Tags:

colored pencils, desert, horizon line, landscape, linear perspective, one point perspective, Pearblossom Highway, vanishing point

License Type:

Attribution
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Partnered Event:

ALEX Resource Development Summit

Accessibility

Comments

This lesson spans three class periods.

This resource provided by:

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

ALEX Classroom Resource

In Depth: Pearblossom Highway