Color Theory

http://poynterextra.org/cp/index.html

Mexican Amate lesson

Overview:

This lesson will focus on Amate Bark Paintings one of the many Folk Arts of the Latin American Culture. Students will explore the history of bark paintings in South America as well as the purpose, processes, and symbolism found in typical bark paintings. Using the Internet, students will explore and research the creation of Bark paintings in Latin America. Students will follow up by producing their own version of an Amate Bark Painting and participate in a critique to complete the lesson.

Approximate Duration:  8-10 50 minute class periods

Content Standards: Creative Expression Students develop creative expression through the application of knowledge, ideas, communication skills, organization abilities and imagination. Aesthetic Perception Students develop aesthetic perception through the knowledge of art forms and respect for commonalties and differences. Historical and Cultural Perception Students develop historical perspective and cultural perception by recognizing and understanding that the arts throughout history are a record of human experience with a past, present, and future. Critical Analysis Students make informed oral and written observations about the arts by developing skills for critical analysis through the study of and exposure to the arts.

Educational Technology Standards:   Use technology tools (e.g., multimedia authoring, writing tools, digital cameras, drawing tools, web tools) to gather information for problem solving, communication, collaborative writing and publishing to create products for various audiences. Understand Internet concepts (e.g., website, hypertext link, bookmarks, URL addresses) and apply intermediate on-line searching techniques (e.g., employ keyword, phrases, and Boolean Operators). Use appropriate technology to locate, retrieve, organize, analyze, evaluate, and communicate information for problem solving and decision making.

Objectives: The learner will: 1. apply research skills using the Internet to explore the history of Amate Bark Paintings. 2. analyze unique characteristics and styles used by the artists of Latin America while exploring the examples of Bark Paintings found on the Internet. 3. demonstrate knowledge of Amate Bark Painting processes by simulating the color and texture of the amate paper in the creation of his/her work of art. 4. produce a visual representation of an Amate Bark Painting using similar colors, symbols, and subject matter. 5. evaluate his/her Amate Bark Painting and those made by other students by participating in a class critique of the completed projects. 6. use a digital camera or scanner to make a digital copy of the artwork to be downloaded to Artsonia's educational website (or school website)

Lesson Materials and Resources: Brown paper or a large paper bag India Ink Shallow bowls for ink wash Foam paint brushes Newspaper to soak up excess ink wash White chalk Bright florescent tempera paint plus white (if florescent paints are not available, bright colors may be substituted) Paint brushes Black Markers Iron

Technology Tools and Materials: Hardware: Mac or PC with Internet access. TV/VCR Scanner or Digital Camera Software: Adobe Photoshop or Paint Program Websites: Some background information -history •Amate Paper       www.home.earthlink.net/~kering/amate.html •Bark Paintings       www.lafuente.com/paint1.html •The Paper Art of Mexico       www.tulane.edu/~latinlib/papelpicado.html http://www.folkart.com/home/mex.htm   http://www.amatepaintings.com/

Background Information: Students should know basic drawing and painting procedures, as well as the basic computer operations of research using the Internet. This lesson provides a source of enrichment to the study of Latin American Culture and Art. Bark paper or papal amate, is produced by hand in the state of Puebla by Otomi Indians using bark from the mulberry or fig trees. The mulberry tree creates off-white paper, while the fig tree creates much darker paper. The bark is washed, boiled and laid in lines on a wooden board. The fibers are then beaten with stone until they fuse together. The paper finds it's way to the Nahua Indians of Southern Mexico who have excelled for several generations at painting bright village and wildlife scenes on the hand-made paper. Much of the amate paper goes to villages in the state of Guerrero where artisans who once decorated pottery, now paint imaginative scenes of everyday life, fanciful birds, animals and flowers on this special paper. Bright florescent colors are usually used, especially white, to produce amazing contrast against the bark paper. Such paintings of varying quality are produced in abundance for the tourist trade. Some works are signed and occasionally a gifted artist may gain considerable recognition for his work. Vocabulary: Amate Bark Paper Folk Art Stylized Contrast Pattern Texture Line Color Shape Space I've included the basic background information on Bark Painting to give an idea of what it's all about, however I strongly recommend the teacher do some research to build his/her own knowledge base on this art form.

Explorations and Extensions: 1. During the research of Amate Bark Paintings have students use their sketch books to record ideas for the subject of their design. 2. Define vocabulary words and create a crossword puzzle to reinforce or assess. 3. Research a Bark Painting artist on the Internet to find out what motivates him or her, what kinds of symbols they use, and where they are located. Have students report their findings to their classmates. 4. Students could use Adobe Photoshop or Paint to create a digital bark painting.   Cubism   Go to the Artcyclopedia to find more sites about Pablo Picasso.  Find out more about Cubism. What type of art influenced the development of Cubism? Who were some other Cubist artists? Compare the work of Picasso to George  Braque and Juan Gris.  Why is it difficult to tell the work apart if you are not a scholar of art?   http://www.artcyclopedia.com/artists/picasso_pablo.htm   Cave Art http://www.culture.gouv.fr/culture/arcnat/lascaux/en/ http://www.culture.gouv.fr/culture/arcnat/chauvet/en/   Rodeo Art http://www.artcyclopedia.com/subjects/the_American_West.html http://www.rodeohouston.com/ed/sa/sa_wg7.aspx   Navajo Art http://coestudents.valdosta.edu/adbegnau/currweb/index.htm   Mola Project   http://www.poynterextra.org/cp/colorproject/color.html http://www.sciencejoywagon.com/kwirt/mola/molas.htm http://www.galenfrysinger.com/san_blas_kuna.htm http://public.cwp.net.pa/~bowerman/page3.html http://www.escapeartist.com/panama/kuna.html http://www.nmai.si.edu/exhibitions/the_art_of_being_kuna/eng/intro/foreword.htm http://www.panart.com/artisans.htm http://www.princetonol.com/groups/iad/     Van Gogh   http://www.artcyclopedia.com/artists/van_gogh_vincent.html http://www.artcyclopedia.com/artists/sisley_alfred.html http://www.artcyclopedia.com/artists/monet_claude.html http://www.artcyclopedia.com/artists/renoir_pierre-auguste.html http://www.artcyclopedia.com/artists/degas_edgar.html http://www.artcyclopedia.com/artists/manet_edouard.html http://www.artcyclopedia.com/artists/cassatt_mary.html