Painting Mastery Video Mini-Project for High School Art Class
How to Paint Like a Master
Video Mini-Project
Tools for the Visualization of Information- EDTC635
Professor Abate
Target Audience…
There are three videos
revolve around a “Paint
Like a Master” WebQuest.
These videos are a
demonstrational in nature.
These videos are targeted
for a basic Art I class, in a
High School setting.
Video #1: WebQuest Navigations
This video was made for the
purpose of students being
able to easily navigate
through the Paint Like a
Master WebQuest.
It is a screen capture video,
going step-by-step, making
sure students understand
where everything is.
The video will be played on
the screen in the media
center so students can follow
along with the video.
When the video is over,
students should be able to
break up into their pairs, and
begin the WebQuest with
confidence.
YouTube link:
https://www.youtube.com/watch
?v=tKCv21S_IXM&list=UUXM87s
cxTpFoYCcMDgi5kCg
Video #2- How to set up your workspace
This video is for students
setting up a painting
workspace for the first
time.
It explains how to set up a
palette with paint, and
what painting supplies are
needed such as
paintbrushes, a water cup,
paper towels, a canvas,
and palette paper.
It gives student’s some tips
on where to place paint on
their palette, and where
the best place is to mix
paint.
YouTube Link:
https://www.youtube.com/wa
tch?v=Xkpr21_JYpo&list=UUX
M87scxTpFoYCcMDgi5kCg
Video #3: How to Clean up your
workspace
With this video, students
will learn how to properly
clean up their workspaces.
They learn the importance
of leaving a clean
workspace for the next
class coming in.
Students will learn:
What to do with left over
paint.
Where to put their
painting to dry.
How to put away the
Acrylic Paints.
How to clean their
paintbrushes.
How to wipe down their
space.
NJ Core Curriculum Standards……
1.1.12.D.2- Stimuli for the creation of
artworks can come from many places,
including other arts disciplines.
1.2.12.A.1- Cultural and historical events
impact art-making as well as how
audiences respond to works of art.
1.2.12.A.2- Access to the arts has a positive
influence on the quality of an individual’s
lifelong learning, personal expression, and
contributions to community and global
citizenship.
1.3.12.D.2- Produce an original body of
artwork in one or more art mediums that
demonstrates mastery of visual literacy,
methods, techniques, and cultural
understanding.
1.3.12.D.2- Produce an original body of
artwork in one or more art mediums that
demonstrates mastery of visual literacy,
methods, techniques, and cultural
understanding.
1.3.12.D.3- Organize an exhibit of personal
works of visual art that convey a high level
of understanding of how the expression of
ideas relates to the art media, art
mediums, and techniques used.
1.3.12.D.5- Identify the styles and artistic
processes used in the creation of culturally
and historically diverse two- and three-
dimensional artworks, and emulate those
styles by creating an original body of work
What to expect:
Objectives:
Students will be learning to
identify the different styles of
the Impressionistic paintings.
Students will be analyzing
painting and composition
techniques in order to replicate
Masters’ artwork.
Students will relate Masters’
masterpieces to their own
artwork.
Outcomes:
At the end of this lesson, students
will be familiar with the Masters of
the Impressionistic art period,
along with the style that the
Masters used to create their
masterpieces. Students will apply
newly learned concepts to paint in
the style of the Great Masters, and
will have the ability and knowledge
to create their own masterpiece,
using the same subject matter,
styles, and techniques, which when
finished, will be hung in their
museums.
Brainy Bits…
Sensory Input:
Touch
Art is very hands on
Sight
Painting
Watching videos/WebQuest
Smell
Sound
Listening to the videos
Listening to Classmates
Cerebral Lobes:
Frontal Lobe:
Thinking and Planning-Students have to plan
out their painting, and think about their answers
for the WebQuest.
Parietal Lobe
Spatial Orientation- Creating a painting.
Temporal Lobe:
Listening and Speech- Students have to listen to
the videos and one another when working on
the WebQuest
Occipital Lobe:
Vision- Students have to watch the three
videos, complete the WebQuest, and create a
painting.
Pedagogy
Mind Styles:
Concrete Sequential:
This learner will excel during the
research and art making
sections. They are quiet and
independent, yet have exact
instructions on what to do.
Concrete Random
This learner will excel during the
art making process. It is a very
hands on project, and produces a
real and creative product.
Abstract Random
This learner will do well during the
part of the WebQuest when the
students have to explain their
findings to each other. Also during
the group work part.
Abstract Sequential
This learner will do well during the
research section, along with the
art making. These are both
independent objectives.
Citations:
State of New Jersey. (2009).
Art core curriculum content
standards
. Retrieved
from
http://www.state.nj.us/education/cccs/standards/1/inde
x.html
Gregorc, Anthony. Gregorc Style Delineator. A Self-
Assessment Instrument for Adults. Columbia, CT: Gregorc
Associates, Inc., 1985. Print.
Sousa, D. (2005).How the brain learns. a classroom teacher’s
guide. (4th ed.).Thousand Oaks, CA: Corwin Press, Inc.
Explore a series of educational videos designed for high school Art I students, focusing on navigating a painting web quest, setting up a painting workspace, and cleaning up after a painting session. The videos cater to visual learners and aim to enhance students' mastery of painting techniques, tools, and art appreciation. Aligning with core curriculum standards, students will learn how to produce original artworks, understand cultural influences, and organize art exhibits.
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Presentation Transcript
How to Paint Like a Master Video Mini-Project Tools for the Visualization of Information-EDTC635 Professor Abate
Target Audience There are three videos revolve around a Paint Like a Master WebQuest. These videos are a demonstrational in nature. These videos are targeted for a basic Art I class, in a High School setting.
Video #1: WebQuest Navigations This video was made for the purpose of students being able to easily navigate through the Paint Like a Master WebQuest. When the video is over, students should be able to break up into their pairs, and begin the WebQuest with confidence. It is a screen capture video, going step-by-step, making sure students understand where everything is. YouTube link: https://www.youtube.com/watch ?v=tKCv21S_IXM&list=UUXM87s cxTpFoYCcMDgi5kCg The video will be played on the screen in the media center so students can follow along with the video.
Video #2- How to set up your workspace This video is for students setting up a painting workspace for the first time. It gives student s some tips on where to place paint on their palette, and where the best place is to mix paint. It explains how to set up a palette with paint, and what painting supplies are needed such as paintbrushes, a water cup, paper towels, a canvas, and palette paper. YouTube Link: https://www.youtube.com/wa tch?v=Xkpr21_JYpo&list=UUX M87scxTpFoYCcMDgi5kCg
Video #3: How to Clean up your workspace With this video, students will learn how to properly clean up their workspaces. Students will learn: What to do with left over paint. Where to put their painting to dry. They learn the importance of leaving a clean workspace for the next class coming in. How to put away the Acrylic Paints. How to clean their paintbrushes. How to wipe down their space.
NJ Core Curriculum Standards 1.3.12.D.2-Produce an original body of artwork in one or more art mediums that demonstrates mastery of visual literacy, methods, techniques, and cultural understanding. 1.1.12.D.2-Stimuli for the creation of artworks can come from many places, including other arts disciplines. 1.2.12.A.1-Cultural and historical events impact art-making as well as how audiences respond to works of art. 1.3.12.D.3-Organize an exhibit of personal works of visual art that convey a high level of understanding of how the expression of ideas relates to the art media, art mediums, and techniques used. 1.2.12.A.2-Access to the arts has a positive influence on the quality of an individual s lifelong learning, personal expression, and contributions to community and global citizenship. 1.3.12.D.5-Identify the styles and artistic processes used in the creation of culturally and historically diverse two-and three- dimensional artworks, and emulate those styles by creating an original body of work 1.3.12.D.2-Produce an original body of artwork in one or more art mediums that demonstrates mastery of visual literacy, methods, techniques, and cultural understanding.
What to expect: Objectives: Outcomes: At the end of this lesson, students will be familiar with the Masters of the Impressionistic art period, along with the style that the Masters used to create their masterpieces. Students will apply newly learned concepts to paint in the style of the Great Masters, and will have the ability and knowledge to create their own masterpiece, using the same subject matter, styles, and techniques, which when finished, will be hung in their museums. Students will be learning to identify the different styles of the Impressionistic paintings. Students will be analyzing painting and composition techniques in order to replicate Masters artwork. Students will relate Masters masterpieces to their own artwork.
Brainy Bits Sensory Input: Cerebral Lobes: Touch Art is very hands on Frontal Lobe: Thinking and Planning-Students have to plan out their painting, and think about their answers for the WebQuest. Sight Painting Watching videos/WebQuest Parietal Lobe Spatial Orientation-Creating a painting. Temporal Lobe: Listening and Speech- Students have to listen to the videos and one another when working on the WebQuest Smell Sound Listening to the videos Listening to Classmates Occipital Lobe: Vision-Students have to watch the three videos, complete the WebQuest, and create a painting.
Pedagogy Abstract Random Mind Styles: This learner will do well during the part of the WebQuest when the students have to explain their findings to each other. Also during the group work part. Concrete Sequential: This learner will excel during the research and art making sections. They are quiet and independent, yet have exact instructions on what to do. Abstract Sequential This learner will do well during the research section, along with the art making. These are both independent objectives. Concrete Random This learner will excel during the art making process. It is a very hands on project, and produces a real and creative product.
Citations: State of New Jersey. (2009). Art core curriculum content standards. Retrieved from http://www.state.nj.us/education/cccs/standards/1/inde x.html Gregorc, Anthony. Gregorc Style Delineator. A Self- Assessment Instrument for Adults. Columbia, CT: Gregorc Associates, Inc., 1985. Print. Sousa, D. (2005).How the brain learns. a classroom teacher s guide. (4th ed.).Thousand Oaks, CA: Corwin Press, Inc.
