Hockney Style Still-life Interior

• Make a list of five points that you feel

define Hockney’s “style”.

• Do you think that you have your own

“style” of drawing and painting?

• Make a portrait of someone exaggerating

this “style” – imagine that the way you do

the drawing can be identified as your own.

• Discuss the business of signatures, how

important are these? Do they really

identify you and your art?

• Look at Hockney’s work and see if you can

identify recurring imagery. Do you think

that photographers as well as painters

have distinguishable styles?

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Lesson Plan Title - David Hockney Style Interior

Essential Question –  How do artist’s use shape and color to define space and create an illusion of depth?

Sub Questions – What colors appear to recede? How does the artist “control” the viewers’ eye with composition?

Classroom Preparation –  Moving away from Abstract- Expressionism Smitten – The Rene’ Di Rosa Collection

Assessment Plan – Painting Rubric Self-Assessment

Keywords – Value          Shape          Perspective        Composition

Preparation for Students- Sketches of areas within the classroom that contain wall and floor.

Unit Resources/ Technology – Interactive sites: http://www.davidhockney.com/ http://www.hockneypictures.com/works.php Photoshop digital photos of sections in the room with “cutouts” filter to show color value shapes.

Visual Arts  Standards Alignment- Content Standard: VA1: Understanding and applying media, techniques, and processes -             Color Value Painting Tecniques Content Standard: VA2: Using knowledge of structures and functions                                        Color to create the illusion of depth/space  Content Standard: VA3: Choosing and evaluating a range of subject matter, symbols, and ideas The classic interior painting – what the objects say about the person/culture                                  http://www.vincesear.com/ Content Standard: VA4: Understanding the visual arts in relation to history and cultures Moving from abstract expressionism in the United States The need for a subject of the popular culture (Pop Art) Content Standard: VA5: Reflecting upon and assessing the characteristics and merits of their work and the work of others Students will critique their work and the work of others in the process and with the completion of their work Content Standard: VA6: Making connections between visual arts and other disciplines Math- Perspective - The use of angles and diagonals to create depth and to lead the views eyes through their artwork  English- Literature & Film of the 60’s  Social Studies/ History – POP Culture of the 60’s  Science- Color mixing and the emotional effects of color.

Teaching Procedures –                   Students will look at Hockney paintings and discuss the use of color value to illustrate depth to create a shallow 3D effect.  Students will sketch (on 9”x12” paper) two areas in the classroom, their interior design must have strong diagonals, solid shapes, and contain some wall and floor area.  One of the two designs will be approved to transfer onto 18”x 24” white paper to paint.  Students will be given a color mixing test page of colors to create by mixing with red, yellow, blue, black and white tempera paint. When students are able to make all 10-12 specialty colors on their test card, they can begin painting their interior design.

Artist/Art History Connection -                          The turn toward POP, from abstraction to a subject in artworks. David Hockney Wayne Thiebaud

Practice/ Homework – Sketchbook Assignment Tree study – Use line, shape, form, texture, and color

Drawing & Painting