Fauvism and The Wild Beasts of Early 20th Century Art
This project is dedicated to the small group of artists who, shortly after the turn of the century, exploded onto the scene with a wild, vibrant style of expressionistic art that shocked the critics but has since been recognized as one of the forces that drove modern art.
Fauvism - Fauvism was a movement in French painting from c. 1898 to 1906 characterized by a violence of colors, often applied unmixed from commercially produced tubes of paint in broad flat areas.
The name Fauves, French for "Wild Beasts," was given to artists adhering to this style because it was felt that they used intense colors in a violent, uncontrolled way. The leader of the Fauves was Henri Matisse (French, 1869-1954). They were called the Fauves, French for "wild beasts", a term used to indicate their apparent lack of discipline.
Today fauvism, once thought of as a minor, short-lived, movement, is recognized as having paved the way to both cubism and modern expressionism in its disregard for natural forms and its love of unbridled color.
Some of the major players were: Henri Matisse, Georges Braque, Andre Derain, Raoul Dufy and Maurice de Vlaminck
You are going to paint like the Fauves. Have fun with color. Painting the grass green and the sky blue would be too ordinary. Be original in your color choice! Be as wild as the "Wild Beasts". Explore!
This project is dedicated to the small group of artists who, shortly after the turn of the century, exploded onto the scene with a wild, vibrant style of expressionistic art that shocked the critics but has since been recognized as one of the forces that drove modern art.
Fauvism - Fauvism was a movement in French painting from c. 1898 to 1906 characterized by a violence of colors, often applied unmixed from commercially produced tubes of paint in broad flat areas.
The name Fauves, French for "Wild Beasts," was given to artists adhering to this style because it was felt that they used intense colors in a violent, uncontrolled way. The leader of the Fauves was Henri Matisse (French, 1869-1954). They were called the Fauves, French for "wild beasts", a term used to indicate their apparent lack of discipline.
Today fauvism, once thought of as a minor, short-lived, movement, is recognized as having paved the way to both cubism and modern expressionism in its disregard for natural forms and its love of unbridled color.
Some of the major players were: Henri Matisse, Georges Braque, Andre Derain, Raoul Dufy and Maurice de Vlaminck
You are going to paint like the Fauves. Have fun with color. Painting the grass green and the sky blue would be too ordinary. Be original in your color choice! Be as wild as the "Wild Beasts". Explore!
Content Objective
Students will be able to:
1. Identify and describe the painting style of the Fauve artists. ·2. Understand why the works of Matisse and Derain outraged critics and labeled them as “wild beasts”. 3. Discuss the non-traditional use of color in Fauve paintings. 4. Explore color mixing, and identify emotion expressed through color. 5. Create a spontaneous landscape painting representing an explosion of color. 6. Paint like the Fauves! |
Language Objective
Students will:
1. listen to instructions as well as having visual examples to understand the art making process Students will need to use oral language to discuss key vocabulary words during the evaluation process Students will write the vocabulary words in their journals along with the proper definitions. They will be tested on their words at the end of the unit. Students will write about their art work using the vocabulary words in order to describe the art making process and to critique their own work |
Vocabulary
Primary Colors:
There are three primary colors: red, blue, and yellow. They are called primary colors because they cannot be created by mixing other colors. Secondary Colors: A secondary color is a color made by mixing two primary colors together: red and yellow to get orange, yellow and blue to get green, or red and blue to get purple. Intermediate colors: An intermediate color is formed when a primary color is mixed with an adjacent secondary color - for instance, blue (a primary) is mixed with violet (a secondary) to produce blue-violet or blue is mixed with green for blue-green. Tinting a color: A tint is a color to which white has been added to make it lighter. Take pink, for instance. Pink is a color, but it's also a tint of red. shading a color: A shade is a color to which black is added to make it darker. Navy is a color, but it is a shade of blue. |
Materials
9x12 white drawing paper
Pencil Ruler Fauve prints Newspaper Tempera paint Water Brush Pallet Black Marker |
Activity:
Day One:
Students have created color wheels from the previous lesson to practice their color mixing and painting techniques.
Students will write their vocabulary words in their journals for this lesson. These are the words that I will be using during the demonstration
Students will review the handout of the Fauves with the teacher and will preview some paintings by the Fauves. We will discuss how color has nothing to do with the subject being painted, but rather by the effect they wanted to achieve. Students will limit their use of black and white to create value, as the Fauves had a disreguard for realism. While they will be recreating a masters painting, they each have the option of their own color pallet
Teacher will give a demonstration of how to sketch painting on their white bordered paper. A demonstration on how to begin painting in the Fauve style will also be done at this time.
Day Two:
Students will begin sketching their paintings on white bordered paper. Depending on their abilities, this may take the entire period. If some students have finished early and have time, they may begin the painting process.
Teacher will circulate around the room to check for understanding and answer any questions they may have. If more than a few are encountering the similar problems, time out will be taken to redirect the entire class, otherwise this redirection will be done on an individual basis.
Days Three and Four,
Students will continue with their painting until completed. Once the project is completed, students will cut the one inch border and glue onto a color construction paper. They will place their name at the bottom of the paper. If time permits they will review the vocabulary for their test and will write about their art work.
Day five:
Students will take their post test
Students have created color wheels from the previous lesson to practice their color mixing and painting techniques.
Students will write their vocabulary words in their journals for this lesson. These are the words that I will be using during the demonstration
Students will review the handout of the Fauves with the teacher and will preview some paintings by the Fauves. We will discuss how color has nothing to do with the subject being painted, but rather by the effect they wanted to achieve. Students will limit their use of black and white to create value, as the Fauves had a disreguard for realism. While they will be recreating a masters painting, they each have the option of their own color pallet
Teacher will give a demonstration of how to sketch painting on their white bordered paper. A demonstration on how to begin painting in the Fauve style will also be done at this time.
Day Two:
Students will begin sketching their paintings on white bordered paper. Depending on their abilities, this may take the entire period. If some students have finished early and have time, they may begin the painting process.
Teacher will circulate around the room to check for understanding and answer any questions they may have. If more than a few are encountering the similar problems, time out will be taken to redirect the entire class, otherwise this redirection will be done on an individual basis.
Days Three and Four,
Students will continue with their painting until completed. Once the project is completed, students will cut the one inch border and glue onto a color construction paper. They will place their name at the bottom of the paper. If time permits they will review the vocabulary for their test and will write about their art work.
Day five:
Students will take their post test