Junior Docent School Program - Milwaukee Art Museum

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22 from the grumpiest grump to the fizziest fizz. And you and you and I know well each has a taste and each has a smell and each has a wonderful story to tell… Using felt pieces and a felt board, make a color wheel as you discuss color in a work of art. The primary colors are cut into three triangles; the secondary colors are cut into three circles. Make and show the students a picture out of felt pieces with warm colors using blue or purple for the background, brown for a table top, and three warm color shapes placed on the table – red, orange, yellow. Then make and show the children a picture out of felt pieces with cool colors using red or orange for the background, brown for the table top, and three cool color shapes placed on the table – blue, purple, green. Compare both pictures. “Which picture is more effective in showing perspective?” (The yellow, red, and orange shapes should visually stand out more effectively because warm colors advance while cool colors recede.) “How do you think color is used to create special effects?” Have the students stand in a large circle. Ask them to close their eyes and imagine that they are in a large, empty room. The room is all one color, very intense and bright red. “How do you feel standing in this room? How would you like being in this room all day?” Repeat with various colors. Invite students to look at works of art and identify red objects. “Does red look the same each time?” Using pairs of various one-color objects and various colored fadeless paper, choose a pair of objects and lay each of them on a different-colored background. “What combinations of color have the best contrast? (For example, orange object on an orange or blue background.) What combinations of color appear to vibrate?” Discuss how each color has certain feelings associated with it. Yellow = cheerful. Red = angry. Blue = sad. Invite the students to find the colors in a work of art and describe how the color makes them feel. “Are there other elements of art that support that feeling?” Kelly, Ellsworth, Red, Yellow, Blue II Use a felt board with felt pieces of triangles to discuss primary colors. Ask, “What happens when you mix red and blue colors together?” Add the corresponding circle to the point of the primary colors triangle. Continue with the remaining primary colors. Agam, Yaacov, Union II “What color do you see from this direction? What colors do you see from the other direction? Which are the warm colors? Which are the cool colors?” Using the felt board, place the colors in warm or cool color groups. Help the children remember the difference by offering the following explanations: red = fire, yellow = sun, orange = afterglow of fire, blue = ice, green = grass, purple = when you have been outside too long in winter. Hoffman, Hans, Dew and Dusk Use a felt board and create a warm color picture, then a cool color picture. Discuss with the students how an artist uses shape placement to create mood and balance action while thinking of color choices too. Compare and contrast the two pictures next to each other using identical shapes in each. Ask, “What color do you notice when you first look at the picture? Which color is in front and which color is in back?” Have the students look at a painting and discuss what happens when a warm color is placed next to a cool color. © 2011 Milwaukee Art Museum 700 N. Art Museum Dr. Milwaukee, WI 53202 JDSP – Docent Packet
Using four circles of the same color – preferably yellow – place the yellow circle on top of four different shades of a color. Help the children notice how the yellow circle looks either darker of lighter depending on the background, but in reality we started with the same color circle. Close, Chuck, Nancy Using a black-grey-white value scale, ask the children to find the darkest and lightest value in the work of art. “Where is the darkest/black value? Where is the light/white value? Are there any grey values? What are they?” Albers, Joseph, Homage to the Square Have the students look at the painting without blinking. Ask the students if the yellow square is forward or back in the painting. (It may be either, but if you look at it long enough, it will reverse.) © 2011 Milwaukee Art Museum 700 N. Art Museum Dr. Milwaukee, WI 53202 JDSP – Docent Packet 23
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 and 18: object got its name - it is what ch
Page 19 and 20: Tour: Elements of Art 1 Background
Page 21: Ask students to look around and nam
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

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