Genre Painting

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Genre Painting

• Visual Arts
• Performance Task
• 9 through 12 1
• Student Number 1

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Standards VA1 Media , Techniques and
Processes The student demonstrates
understanding and can apply media, techniques and
processes. VA1a The student demonstrates
increasing proficiency in the production of two-
and three-dimensional art forms by using a
variety of materials and advanced
technology. Please Note In order for a student
to meet standard VA1a, he or she must
successfully complete this Performance Task as
well as Task Grades 9 thru 12 2. VA1c The
student uses and explains how media,
technological tools, techniques and processes are
used to solve visual art problems. VA2
Structures and Functions The student
demonstrates knowledge of structures and
functions. VA2c The student selects and uses
the elements of art and principles of design to
communicate ideas, solve visual problems, and
develop personal expression. VA3 Subject
Matter, Symbols, and Ideas The student chooses
and evaluates a range of subject matter, symbols
and ideas. VA3a The student creates a work of
art to communicate intended meaning using
information and ideas from a variety of
sources. VA5 Characteristics and Merit of Work
The student reflects upon and assesses the
characteristics and merits of their work and the
work of others. VA5c The student will compare
and contrast the quality, craftsmanship, and
effectiveness of personal work and that of
others by using a formal system.
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• Performance Task
• Throughout history, genre paintings have been
  created to depict aspects of daily life.
  Examples using this subject include Roman
  frescoes, as well as the works of Pieter Bruegel,
  Winslow Homer, Mary Cassatt, Ben Shahn, and Eric
  Fischl.
• Following an introduction to genre works, you
  will gather ideas in order to create a
  contemporary two-dimensional artwork which will
  include yourself and your peers in action in a
  specific time and place (setting). Compositional
  elements will include, but not be limited to,
  multiple figures in action, use of multiple
  perspective techniques, and color and value to
  induce mood.
• Following practice in drawing gestures with
  tools, materials, and the use of design software,
  you will develop written ideas or drawn sketches
  for the final work. Ideas can be gathered from
  Internet sites, visual publications, digital
  photos and observational drawing from life. The
  written ideas or sketches will be reviewed by
  your teacher during a student/teacher conference.
• A group critique will be organized at mid-point
  during the process in order to facilitate review
  and revision, and provide feedback. You will
  reflect on the process you used and the group
  critique. This can be in the format of a video,
  written document, or other format your teacher
  deems feasible.
• You will submit to your teacher your artwork and
  your reflection upon completion.
• Circumstances of Performance

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• Criteria for Success
• 1. Identifies specific problem(s) and reason(s)
  for choice of materials and techniques.
• 2. Solves representational problems by doing
  research, using references, models, advanced
  technology, or practicing different strategies.
• Creates a product demonstrating craftsmanship and
  organization.
• 4. Uses multiple tools, techniques, and
  processes in producing artwork.
• Selects and applies elements of art and
  principles of design.
• Reflects and assesses the characteristics and
  merits of personal and other artwork using a
  formal system of evaluation.

Evidence
Evidence
Evidence
Evidence
Evidence
Evidence
Implications for Teaching and Learning
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• The student uses multiple tools, techniques and
  processes in producing artwork (blending colors
  to create texture, layering colors, perspective).
• Standard VA1c
• Criteria 4

• The student selects and applies the elements of
  art (contrasting color/texture created with brush
  strokes) and the principles of design (balance
  and unity) throughout this artwork.
• Standards VA2c
• Criteria 5

• Craftsmanship (quality and neatness in artwork)
• and organization (how the artwork is composed) is
  evident in the final product.
• Criteria 3

Back to Criteria
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Value refers to dark and light. This gradation
helps us to see a two dimensional piece of
artwork in three dimensions. One example in this
artwork is how the different values of the color
green create depth in the grass.
Texture refers to surface quality or the way
something appears to feel. One example in this
artwork is the woody feel of the fence behind the
girl.
Balance is the distribution of visual weight in a
work of art. Sometimes, as in this artwork,
balance is achieved asymmetrically.
Unity provides a cohesive quality to artwork.
Other principles contribute to unity, but unity
means an artwork feels complete and finished.
Back
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• The student solves representational problems by
  doing research (genre study), using references,
  using models (figure drawing), using advanced
  technology (internet search for both genre
  references and positional reference), and
  practicing different strategies (choosing colors
  that create a mood).
• Standards VA1a, VA1c, and VA3a
• Criteria 2

Student Journal Entry Number 1

• The student identifies the use of a technique to
  solve a specific problem (the student references
  using perspective techniques and color to create
  realism).
• Standard VA2c
• Criteria 1

Back to Criteria
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Student Journal Entry Number 2

• The student reflects and assesses the
  characteristics and merits of personal artwork.
• A critique with peers confirms a formal
  evaluation and in this
• self-reflection the effectiveness of the work is
  addressed.
• Standard VA5
• Criteria 6

Back to Criteria
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Implications for Teaching and Learning

• How can this student work and the commentaries be
  used as a tool to improve teaching?
• To extend this activity, other techniques could
  be added into the planning of this unit. This
  would allow for more experimentation and a
  greater variety of media.
• A variety of media could be included within one
  work of art as opposed to a single media,
  therefore, introducing more rigor into this
  project.
• The critique component incorporated into this
  project provides feedback on what can be revised
  and refined.

• What is the value of using this performance task
  to assess student learning?
• Through this assessment the student demonstrates
  increased proficiency and communication using
  media, techniques and processes.
• The use of the principles of design and the
  elements of art is demonstrated.
• An understanding of self-reflection is developed.