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Lesson Planning
Personal Art

Faith Ringgold Lesson

By: Jeff Seidel

 

Objectives

  • Students will learn about a prominent African American, female artist, Faith Ringgold.

 

  • Students will create a picture, resembling a Ringgold quilt, using their own childhood memory.


Materials:

Pencils

Cups for water

Rulers

Paper towels

8 1/2x11 scratch paper

Egg cartons to store paint

Paint brushes, a variety of sizes

12x18 white drawing paper

Tempera paint, a variety of colors

 

 


Procedures:

 
  • Students will watch a slide presentation of Faith Ringgold’s work while listening to a brief biography on the artist.

  • Students will make 3 small thumbnail sketches of a childhood memories.

  • Students will measure 4 inch squares in the corner of the large paper and 2 in squares on the spaces in between along each edge.

  • Students will draw their favorite scene from the thumbnail sketches in the large space in the middle.

  • Students will alternate in the 2 inch squares with an item related to the main scene and a pattern of some sort.

  • The 4 in squares will be covered with colored paper designs to resemble a panel of a quilt, or images can be drawn there.

  • Students will then paint the line drawings using tempera paint.

 


Vocabulary:

background- part of the picture which appears farthest away from the viewer

color-response of vision to light reflected off a surface, such as blue, green, red

foreground-that part of the picture which appears closest to the viewer

overlap-to lie over and partly cover something

picture plane-the flat surface upon which a painting or drawing is made

shape-an area enclosed by a line

space-the area around and within an object

tempera paint-a painting medium in which pigment is mixed with water-soluble glutinous materials such as a size or egg yolk

value-the relative darkness or lightness of a color

 


Modifications:

 

Students with mental or physical limitations will be allowed to draw and paint a scene from their childhood, without having to measure the side panels.

 


TEKS:

(1) Perception.

The student develops and organizes ideas from environment.

 

The student is expected to:

(A) illustrate ideas for artworks from direct observation, experiences, and imagination; and

(B) compare and contrast the use of art elements (color, texture, form, line, space, value) and art principles (emphasis, pattern, rhythm, balance, proportion, unity) in personal artworks and those of others, using vocabulary accurately.

 

(2) Creative expression/performance.

The student expresses ideas through original artworks, using a variety of media with appropriate skill.

 

The student is expected to:

(A) create visual solutions by elaborating on direct observation, experiences, and imagination;

(B) create designs for practical applications; and

(C) demonstrate effective use of art media and tools in design, drawing, painting, printmaking, and sculpture.

 


Grading Criteria:

 

 

The students will be graded on the following areas:

 

  • Craftsmanship (25 pts.)- How neatly was it drawn and painted?

  • Composition (25 pts.)- How well was the subject matter arranged on the page?

  • Detail (25 pts.)- How much attention was paid to the details of the subject matter?

  • Subject (25pts.)- Did they choose an appropriate subject for this assignment? Did the student personalize the assignment?