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Sandy Attia
October 14, 2009
Lesson Plan: Gesture Painting
Grade level: High School
Artist: Derek Overfield
WV CSO:
VA.O.VAI.5.1 Investigate reasons for creating and the function of a variety of types of artworks.
VA.O.VAI.5.2 Analyze and discuss how and why specific works were created.
VA.O.VAII.2.1 Express personal judgments about the effectiveness of the use of the elements of art and principles of design in a variety of artworks.
Objectives:
Students Will:
• Investigate reasons for creating gestural paintings and the function this method has.
• Analyze and discuss how and why Derek Overfield created these specific works.
• Express personal judgment about the effectiveness of Derek Overfield’s paintings.
• Create self portraits using the gestural method of painting.
Rational:
Derek Overfield is a West Virginia based artist who is interested in the human figure and strives to create figures that evoke a sense of simplicity, urgency, and spontaneity. From his work we learn to explore concepts of power and strength of the human form through simplicity of composition and economy of elements. In this unit of study students will examine photographs of Derek Overfield’s work and conclude that the spontaneous effects of paint can play a vital role in freedom and reverence in a work of art. These qualities will lead students to speculate about the act of studying and responding to the human figure through their own investigation of the gestural process.
Materials:
Images of work by Derek Overfield to view in class.
Mirrors for students to paint their reflection.
Black and white charcoal
Paper
Black and white acrylic paint
Cardboard to paint on (about life size)
Procedure Day 1
Motivation:
1. Today we will be viewing paintings by a local artist named Derek Overfield, while you are looking at these paintings I want you to make a list of the first thing that comes to mind.
2. Now I want you to explain to me why you chose these words to describe this work of art.3. Derek’s paintings are done in a style known as gestural painting.
4. What do you think of when you hear the word gestural?
5. Can anyone tell me by looking at these paintings what gestural might mean?
6. It’s when you suggest the appearance of an object with the use of fast movement in order to express meaning or emotion to communicate an idea.
7.
8. So what we are going to do today is practice doing our own gesture drawings. I’m going to hold up an object and I want you to draw it by a suggestion of lines and shadows, using quick marks and lines.
9. To help you understand this process, I’m going to be timing you, every time I hold up an object you have exactly 30 seconds to put in as much information as you possibly can to express the qualities of the object such as simple shapes, proportions, and planes. We will also be using charcoal so there will be no erasing.
10. First I’ll give you a demonstration on what I expect you to do, and then we can get started.
11. Okay now that everyone has a piece of black and white charcoal and some paper we can get started. (One by one hold up a variety of objects such as a shoe, a radio, or a cup with brushes and pencils in it.)
12. Afterwards we’ll discuss how they represented lights and darks in their drawings, as well as shape and form.
13. I want you to remember that the actual drawing is not very important in this process, it’s the meaning of the object and having enough information to understand its essence.
Procedure Day 2
1. Remember last class when we made all those really fast drawings? What was the name of that method? Why is it called that?
2. That’s right they are called gesture drawings because of the use of fast movement in order to express meaning or emotion to communicate an idea.
3. Well today we are going to do something similar but a little more difficult to represent. Each one of you will get a mirror and a big piece of cardboard
4. Then you’ll each get some black and white paint and you are going to do gestural self portraits and you only have till the end of class to finish them.
5. So let’s hurry up and get started.
Evaluation:
• The student gained knowledge of a local artist.
• The student developed an understanding and appreciation for gestural art.
• The student was able to follow direction.
• The student participated in class discussion and activity.
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