Paul Klee Portrait- warm / cool colours (Art lesson for Prep – Yr1)

My Prep classes were learning about use of colour to show emotions and feelings, so this activity was a good follow on to learn about warm and cool colours.

Learning Intentions & Success Criteria:

To explore the portrait artwork “Senecio – Head of a Man by artist Paul Klee. We are learning about portraits- abstract /realistic. We are learning about warm and cool colours. We are learning that colours can express feelings and emotions in art.

I can describe the colours used on Senecio and say whether it is realistic or abstract. I know the warm colours and can also identify colours that are cool (on the colour wheel) I can use warm or cool colours on a Klee style portrait.

Students used a card circle (from Supermarket pizza packaging) and followed a guided drawing to add the joined eyes, line for the nose and mouth, and shoulders. They then drew lines on the face and body to make sections.

Oil pastels were used to colour the sections. (Alternatively, water colour paints can be used with varying intensity- more water for a lighter colour value)

We discussed that pink is also a warm colour because it is made using red (with white.)

For the background the students use chalk pastels on the side, then spreading and smudging the colour with their finger to fill the space.

Guiseppe Arcimboldo Food Portraits — Year 3-4

These lessons were part of the Year 3 & 4 Inquiry Unit of ‘Food Sources’. We began by viewing artworks by Guiseppe Arcimboldo, describing, discussing and comparing, then we watched a couple of YouTube videos about the artist (see full lesson plan link below)

I went to a market and bought a variety of fruit and veg including $1 bags of food on their last legs! I also got students to bring in pieces of fruit and vegetables to use to make a food portrait. I set up a table with the fruit and veg in containers, some cut in half and 5 face templates to work on. The other students were working on drawing a food face portrait.

Learning Intentions: To learn about the art of Giuseppe Arcimboldo. To compare 2 Arcimboldo artworks, interpreting the artist’s intention. I can describe some Arcimboldo artworks, discussing the materials and techniques used to make them, what the artwork is made of, what choice of material is used to enhance the audience’s understanding of the artist’s intention, and compare artworks, noting similarities and differences. (Explore ideas and artworks from different cultures and times as inspiration to create visual artworks (VCAVAE025) Identify and discuss how ideas are expressed in artworks from a range of places, times and cultures (VCAVAR028) )

To learn about UNITY, VARIETY and TEXTURE so I can combine elements of different fruit & vegetables to to create interest, and make a balanced, harmonious, complete whole. I can use real fruit, vegetables and food to make a food portrait which I will photograph to capture my creation. I can draw various fruit and vegetables in an arrangement to make a face portrait. (Explore visual conventions and use materials, techniques, technologies and processes specific to particular art forms, and to make artworks  (VCAVAV026)) Explore different ways of displaying artworks to enhance their meaning for an audience (VCAVAP027)

Students viewed the artwork by Arcimboldo entitled Vertumnus (1590) and completed an “I see, I think, I wonder” then shared thoughts. Another activity was to compare 2 artworks in a Venn diagram.

This image has an empty alt attribute; its file name is screenshot-7.png

Fruit and Vegetable Portraits in oil pastels, water soluble pastels and coloured pencils.

Full lesson plan available in my TpT shop for $2 : https://www.teacherspayteachers.com/Product/Giuseppe-Arcimboldo-Food-Face-Portraits-Art-lesson-year-3-4-5331874