pag., pp. 26, 27 (ill.), 55, as Femme devant un Aquarium and Femme Devant un Aquarium. Art Institute of Chicago, Modern Paintings in the Helen Birch Bartlett Memorial from the Birch-Bartlett Collection (Art Institute of Chicago, 1926), n.(Boston Art Club, 1925), cat. 23, as Femme devant un aquarium. Boston Art Club, Birch-Bartlett Collection of Modern French Paintings, exh. cat.(Minneapolis Institute of Arts, 1925), cat. 21, as Goldfish Bowl. Minneapolis Institute of Arts, Exhibition of Modern French Paintings from the Birch-Bartlett Collection, exh. cat.Art Institute of Chicago, A Guide to the Paintings in the Permanent Collection (Art Institute of Chicago, 1925), p. 169, cat. 2291, as Femme Devant un Aquarium.P., “Modern French Paintings: The Birch-Bartlett Collection,” Bulletin of the Art Institute of Chicago 17, no. 7 (Oct. I loved seeing the designs, patterns, and colors they used! Imaginations were running wild.įor our final touches, students outlined some details in their fish tank with fine line marker and cut out paper leaves to collage on. They created tables by drawing ovals around their fishbowls, adding legs, and coloring in with oil pastels.Īfter the tables were added, students began using oil pastels to create Matisse-inspired wallpaper around their rooms. On our third day of class, 3rd graders cut out their fishbowls and glued them in the middle of their dried backgrounds. We let these dry in the drying racks until next week. We reviewed basic color chemistry and each 3rd grader filled in his/her walls and floor with 3 distinct colors. They also received black and white for mixing tints, tones, and shades. Students received large sheets of watercolor paper and drew lines to form a basic room.Įach table then received a plate of the three primary colors (red, blue, and yellow) and a mixing sheet. For the next step in this project, we shifted gears and started our backgrounds. Dirtier fish bowl water!Īnd some of these fish had such interesting facial expressions! Haha □ We placed our lovely finished watercolor fishbowls into the rack to dry over the next week. Instead of going straight for the clear blues (that are normally associated with water) we examined Matisse’s composition and pulled from yellows, greens, and browns. Students know that if they wet their watercolor FIRST, they know that the color will spread like magic when paint touches it. When these drawings were complete, I demonstrated “wet-on-wet” watercolor painting and set students free to paint in their tanks. I explained that this was not a school of fish and that someone had just sprinkled fish food into the top of the bowl… so the fish should be going haywire! Sometimes children like to draw their objects in a neat little side-by-side row. In step 5, I had to stress that fish were BIG, filled the fishbowl, and were going in all different directions. Together, we followed the following steps and drew our fishbowls on small sheets of watercolor paper. I started off by teaching 3rd graders how to draw a cylinder and turn it into a fishbowl. There are many layers and mini-lessons that make up the finished mixed-media product. This is one of my longer lessons and was able to get all of the steps done in 3-4 days. In this lesson, students expanded their knowledge on this fabulous artist and constructed fishbowls and rooms inspired by one of his most famous paintings. In 2nd grade art, students learn some basic information about Henri Matisse and create small-scale collages using construction paper and scissors. I love teaching students about his use of color, pattern, collage, and organic shapes. Henri Matisse is a classroom table and has ALWAYS been one of my favorite artists. I plucked and revamped this lesson from my “student teaching days” archive.
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