Segment Length: 17 minutes
In-cue: Start with the Ideas title which introduces this segment (at approx. 19:29 into the program).
Out-cue: ... so thats why I paint it.
The four Realist painters describe why they choose to paint what they do and some of the qualities they want to include in their work.
abstract; aesthetic; art elements of shape, color, texture, space, form; landscape; principles of design, including pattern and rhythm; self-portrait; still life; subject matter
These words may be a springboard for research, discussion, oral presentations, or writings: Romanticism, Impressionism, Classical, pointillism, Georges Seurat, Auguste Renoir, expressive qualities of artworks, illusionistic space
Kentucky Core Content
AH-H-4.1.32, AH-H-4.1.33, AH-H-4.2.31
Some questions to ask your students:
- Laurin Notheisen mentions using a hook to involve viewers in her paintings. What might that mean? What does a hook mean when you are talking about a written work?
- Note how Dal Macon holds his paint brush and supports his painting hand. Why does he work that way?
- Why would Gaela Erwinor anyonewant to draw or paint herself numerous times? [Delve into inner self, model always available, dont have to pay for model, can control work sessions.]
- What kinds of problems might an artist encounter when searching for just the right prop to use in a painting? Those props might include such things as a chicken with head and feet still attached, as in Gaela Erwins painting; a melon like the one in Sheldon Tapleys still life painting; or special articles of clothing.
- Why would an artist want to copy work by another artist? [Learn technique, study brush marks, pay homage to artist.] If the artist did a beautiful copy, could that work be displayed as the original work of the copying artist? Why or why not?
- What would be the pros and cons of developing a painting from a photograph as opposed to doing one from direct observation?
SEGMENT 1: How Artists Get Started
SEGMENT 2: Process: How Artists Paint
SEGMENT 4: Touchstones: Measuring the Value of Artworks
SEGMENT 5: Ideas: Furthermore