Making a Collage in the Style of MatisseStudents create warm- and cool-color animal collages in the style of Matisse.
- Length: 3 to 5 class periods
- Students will describe, analyze, and interpret using art elements and principles of design.
- Students will understand the media of collage.
- Students will create collages using warm and cool colors.
Warm and Cool Colors/Cut-Paper Collage
Found On: Spectrum of Art Part 1: Making Art
Video Length: 00:08:11
Vocabularyabstract, balance, collage, color, color groups, cool colors, contrast, elements of art, emphasis, pattern, primitive, principles of design, proportion, rhythm, texture, value, warm colors
paint, water, brushes, palettes, scissors, glue sticks, 12" X 18" black construction paper (one piece per student), 9" X 12" white sulphite 80# paper (six sheets per student) or colored paper in a variety of colors, pictures of animals, TV/VCR or DVD player, images of cutouts by Matisse
Instructional Strategies and Activities
Show the video segment, focusing students attention on the collage by Matisse. Show other collages by Matisse (using web sites or books) and give out the Background on Matisse handout. Discuss these questions:
- What is a collage?
- How does Matisse show visual rhythm in his collages?
- How does Matisse use color in his collages? Which colors come forward visually? Which recede?
- How are color and music related?
Then use the following activity to prepare students for making their collages.
Learning to look and see
Directions to students: Examine a picture of an animal. Describe the animal in terms of simple shapes (circle, oval, triangle, square, etc.). Be sure to include detail (a minimum of six shapes). Use a maximum of 15 minutes. (Note to teacher: This exercise can be written or verbal.) Now draw the animal using those shapes. If you have time, repeat with three different animals.
Applying what you know and see
Directions to students: Create a collage using cool color shapes in the background and warm color shapes for the animals.
- Lay pattern shapes in colors on black paper. Do not overlap the pieces (the black paper should show through).
- Glue down this background design.
- Using several different warm colors for each animal, cut out animal shapes. Vary the animal sizes for a more interesting composition. Make your animals BIG.
- Arrange your animals on the background before gluing them down. Decide whether to use symmetrical or asymmetrical balance in your composition.
- When you are satisfied with your composition, glue it down.
Support • Connections • Resources
- Art On-Air series web site (www.ket.org/artonair)
- Elderfield, John. The Cut-Outs of Henri Matisse. New York: Baziller, 1978.
- Context for the Creation of Jazz—a web page with background on Matisse and his Jazz project for teachers from the Greg Kucera Gallery (www.gregkucera.com/matisse.htm)
Open Response Assessment
Prompt: You have learned about warm and cool colors and visual rhythm by watching the video excerpt Warm and Cool Colors and by looking at collages by Henri Matisse. You created your own collage using warm and cool colors.
Directions: Compare your collage to a Matisse cut-out collage. Describe how your picture reflects visual rhythm. What kind of music would your painting play? Include art terminology in your response.
Open Response Scoring Guide
|Student provides a detailed and in-depth description of how his or her collage compares to a Matisse collage. Student clearly identifies how the collage reflects visual rhythm. Student clearly identifies and describes the music his or her artwork would play. Student consistently uses art vocabulary. Student communicates clearly and effectively, with insightful use of examples or relevant details about visual art.||Student effectively describes how his or her collage compares to a Matisse collage and effectively identifies how it reflects visual rhythm. Student effectively identifies and describes the music the artwork would play. Student uses overall correct art vocabulary. Student communicates effectively, with some use of examples or relevant details about visual art.||Student generally describes how his or her collage compares to a Matisse collage. Student generally identifies how it reflects visual rhythm. Student generally identifies and describes the music his or her artwork would play. Student uses basic, correct art vocabulary. Student communicates at a basic level, with a few examples or relevant details about visual art.||Student minimally describes how his or her collage compares to a Matisse collage. Student minimally identifies how it reflects visual rhythm. Student minimally identifies and describes the music the artwork would play. Student uses minimal art vocabulary. Student communicates ineffectively, with no examples or relevant details about visual art.||Blank, no answer, or irrelevant response.|
- 1.3: Students make sense of the various things they observe.
- 1.13: Students make sense of ideas and communicate ideas with the visual arts.
- 2.23: Students analyze their own and others artistic products and performances using accepted standards.
- 2.24: Students have knowledge of major works of art, music, and literature and appreciate creativity and the contributions of the arts and humanities.
Program of Studies:
- Describe how elements of art and principles of design help artists organize works of art.
- Produce visual products which illustrate elements of art and principles of design.
- Apply elements of art and principles of design in producing two- and three-dimensional art work involving a variety of subject matter.
- Continue to develop a positive self-concept about ones own work and recognize the value of others work.
- Explain how elements of art and principles of design help artists organize works of art.
- Compare and contrast visual products which illustrate elements of art and principles of design.
- Analyze, interpret, and evaluate how elements of art and principles of design are used to create works of art.
Core Content for Assessment:
- AH-(06) (07) 08-1.4.1: Students will (describe) (analyze) compare or evaluate works of visual art using elements of art and principles of design.
- AH-(06) (07) 08-1.4.2: Students will (identify) (describe) compare or evaluate a variety of art media and art processes.
- AH-(06) (07) 08-3.4.1: Students will (identify or explain) compare or explain how art fulfills a variety of purposes (artistic expression).
- AH-(06) (07) 08-4.4.1: Students will create art for specific purposes using the elements of art and principles of design.
- AH-(06) (07) 08-4.4.2: Students will use a variety of art media, processes, and subject matter to communicate ideas, feelings, and experiences.