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PAUL CEZANNE Art Lesson : Fifth Grade PowerPoint Presentation
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PAUL CEZANNE Art Lesson : Fifth Grade

PAUL CEZANNE Art Lesson : Fifth Grade

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PAUL CEZANNE Art Lesson : Fifth Grade

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  1. PAUL CEZANNE Art Lesson: Fifth Grade Please Click on this link to explore Cezanne’s life and art:

  2. So What’s the Big Idea? • The Still-life is a very important genre of art work used by many artists, including Paul Cezanne throughout art history.

  3. Essential Questions: • What kinds of objects might artists include in their still-life? • Why do artists select the objects they do to put into their still-lifes? • What role does composition play when creating a still-life?

  4. Create your Own ‘virtual’ still-life By clicking on this link:

  5. Lesson Objectives: • Students will create a still-life composition inspired by Paul Cezanne’s still-life paintings. • Students will incorporate both warm and cool colors in their artwork to create interest. • Students will demonstrate understanding of the importance of composition as it relates to the still-life genre. • Students will demonstrate elements of SEL as they work both individually and collaboratively on an art activity.

  6. Important Art Vocabulary: • Warm Colors:Colors often described as having temperature— reds, oranges, and yellows. Warm colors are often associated with fire and the sun. They appear on one side of the color wheel opposite the cool colors. • Cool Colors:Colors are often described having temperature—greens, blues, and violets. Cool colors are often associated with water, sky, spring, and foliage, and suggest cool temperatures. They appear on one side of the color wheel opposite the warm colors. • Still-life:A picture of inanimate, or non-living objects. Common still life subjects include vessels, food, flowers, books, clothing. • Composition:Refers to the way the elements of art and principles of design are arranged in an art work.

  7. SEL Application/Survey: • Name some important things to remember when working either alone, or together, on an art project. • Why is it okay for each of us to have different ideas? • How might you show respect to yourself and others when working as a class or in small groups? • What are some ways to direct not so good (or negative) behaviors into good (or positive) behaviors? • Did you enjoy working more on your individual project or your collaborative project? Did you enjoy them both the same?

  8. Art Performance Rubric:

  9. Individual Student Results: Beautiful Still-lifes!

  10. Our Collaboration Project:

  11. Our Cezanne Masterpiece!