Junior Docent School Program - Milwaukee Art Museum

More documents

Recommendations

Info

Have the students find the faces of the young/old women hidden in the rectangle on the lower right of the painting. Leger, Fernand, Study for Three Portraits Have the students find the three faces and then have them search for the dog (on the lower left of the painting). Picasso, Pablo, Cock of the Liberation “Sometimes artists use symbols in their work. We see something that represents something else. What bird is the symbol of America? (eagle) In France, the national bird is the cockerel or cock. When does a cock crow? (morning – start of a new day – see the sun rising in the background ) What does a dove symbolize? (peace) The date on this painting means something, too. (the day Paris was liberated in WWII) Putting all these symbols together, what is the artist saying? Sometimes we have to figure out what a painter is telling us through symbols he or she uses in his/her work.” 18 © 2011 Milwaukee Art Museum 700 N. Art Museum Dr. Milwaukee, WI 53202 JDSP – Docent Packet
Tour: Elements of Art 1 Background The elements of art are the basic visual factors or vocabulary common to all that we see – sensory properties. They are the ingredients that artists use to create a work of art. This tour will examine line, shape (and form), and color (and value) in works of art. Objectives: Students will be able to recognize and discuss the elements of line, shape and color in two-dimensional and three-dimensional works of art Students will develop their vocabulary for looking at and discussing visual art Docents will incorporate activities involving touching real objects, physical movement, music, and poetry when possible Line The two basic characteristics of line are its direction or movement and its quality of weight. The direction of a line may be vertical, horizontal, diagonal, or curved. Lines can be thick or thin, continuous or interrupted. A line is a visual element of length. It is created by setting a point in motion, and it moves from the point in any one of a number of directions. Lines are also formed when two objects meet or overlap, such as the line made by the meeting of your upper and lower lips. A line is a point in motion, a path of action, an enclosure of shape, and/or an edge of mass. Artists often rely on line characteristics or “personality” to convey a specific mood or feeling. Shape Similar to a silhouette or an outline, a shape is two-dimensional. It has height and width, but no depth. Shapes fit into two basic categories: geometric and abstract. Geometric shapes are precise and sharply defined (circles, squares, and triangles). Abstract shapes (organic, lyrical, or suggestive) are often curved or rounded and appear in a variety of informal and irregular shapes. While shape is two-dimensional, form is three-dimensional. Form refers to a mass that takes up space, such as a sculpture, and exists in a physical sense. Implied form refers to images on flat surfaces, such as paintings, that appear to have volume. Color Colors appear in a “color spectrum.” Three primary, or pure colors – red, blue, and yellow – combine to create all other secondary (orange, purple, green) and complementary (two colors that are opposite each other on the color wheel – for examples, violet and yellow, as are red-orange and bluegreen) colors in the spectrum. © 2011 Milwaukee Art Museum 700 N. Art Museum Dr. Milwaukee, WI 53202 JDSP – Docent Packet 19
Page 1 and 2: Junior Docent School Program Multip
Page 3 and 4: Table of Contents What is the Junio
Page 5 and 6: What is the Junior Docent School Pr
Page 7 and 8: What Does a Docent Liaison Do? © 2
Page 9 and 10: III. Planning and Coordinating A. A
Page 11 and 12: - Gather in Lubar Auditorium for cl
Page 13 and 14: Tour Descriptions and Information Y
Page 15 and 16: Tour Implementation Ideas The follo
Page 17: object got its name - it is what ch
Page 21 and 22: Ask students to look around and nam
Page 23 and 24: Using four circles of the same colo
Page 25 and 26: Tour Implementation Ideas The follo
Page 27 and 28: Year 2 (4 th grade): People, Cultur
Page 29 and 30: When looking at portraits, discuss
Page 31 and 32: Flinck, Govaert, Portrait of a Man
Page 33 and 34: Tour: Wisconsin History Background
Page 35 and 36: Johnson, Sally Needlework Sampler F
Page 37 and 38: population of a territory. A number
Page 39 and 40: American history, America‟s expan
Page 41 and 42: Blackmon, Prophet Three Dimensions
Page 43 and 44: Entertainment and Recreation: Wisco
Page 45 and 46: Tour: World Communities Background
Page 47 and 48: Tour Descriptions and Information Y
Page 49 and 50: Egyptian Art (3100 BCE - 332 BCE) E
Page 51 and 52: seldom depicted still. Instead they
Page 53 and 54: Ideally, this tour is best when pre
Page 55 and 56: and when it changed to another posi
Page 57 and 58: Tour: American History Through Art
Page 59 and 60: Growth and Change in the Nation (18
Page 61 and 62: 2001 Opening of the Calatrava addit
Page 63 and 64: Junior Docent School Program Artwor
Page 65 and 66: Please show this completed form to
Page 67 and 68: Artists use the Elements of Art to
Page 69 and 70:
Graduation The Junior Docent School
show all

Junior Docent School Program - Milwaukee Art Museum

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?