Teacher’s Edition Grades 7-12

Supplement to Scholastic Art

DIGITAL ISSUE for use with your projector or interactive whiteboard

ANCHOR VIDEO about Arcimboldo’s

DEbATE about using meat in art

1. Understanding and applying media and techniques

2. Using knowledge of structures and functions

3. Evaluating subjects, symbols, and ideas

4. Understanding the visual arts in relation to history & cultures

5. Assessing characteristics of their work and that of others

6. Connecting visual arts to other disciplines

NatioNal CoNteNt

StaNdardS for ViSual

artS:

SePteMBer/oCtoBer 2011

Vol. 42 No. 1 iSSN 1060-832X

ARCIMbOLDO: WORKING WITH FANTASYWelcome back to school! I hope you had a relaxing break. This year, we’ve

added new resources to our Web site, including digital issues, differentiated

articles, and anchor videos. The site is password-protected. Look inside your

magazine bundle for an instruction sheet to help you get registered.

Our first issue is about Giuseppe Arcimboldo, a Renaissance painter whose

fantastical portraits helped inspire the Surrealist movement some 400 years

later. Have your students flip their magazines upside down to see how the

portrait on the cover changes into a still life. We hope you enjoy this issue!

—Tara Welty, Editor

scholasticart@scholastic.com

ON THE POSTER: (Reverse of This Guide)

Historians believe Four Seasons in One Head, one of Arcimboldo’s last known works, is a self-portrait of the artist as an old man in the winter of his career. Objects of seasons past—spring flowers, summer wheat and cherries, and autumn apples, grapes, and a pinecone—surround the tree trunk face.

Expo Writing rEsoUrCE CEntEr. Writing rEsoUrCEs And LEssons grAdEs K–12. http://WWW.sChoLAstiC.Com/Expo

CartooNiNG: Charles M. Schulz

NoV. 2011

aBStraCtioN: Georgia O’Keeffe

deC. 11 / JaN. 12

forM: Elizabeth Catlett

feB. 2012

PerSPeCtiVe: Richard Estes

Mar. 2012

ideaS: Art Today

aPr. / MaY 2012

Still to CoMe!

www.scholastic.com/art

Web extras:

SART-0911-regte v4.indd 3 6/20/11 11:21 AM

Pages 2–3

Art News + NotesstANdArds: 2. Structures/functions; 3. Symbols/ideas; 4. History

Food for thought Carl Warner makes detailed sketches of his compositions. That’s important because the food rots quickly under hot lights. • Warner has been called a “modern-day Arcimboldo.” How do his works differ from those of the Renaissance artist? (Warner photographs landscapes made of real food; Arcimboldo painted portraits made of images of food.)

stitches of Hope The National 9/11 Flag has become a community art project and a symbol of survival. • Why was the flag sent to Greensburg, Kansas, and how did the people of Greensburg transform it? (The flag was sent to Greensburg following a devastating tornado that struck there. Members of the Greensburg community used flags salvaged after the storm to repair the 9/11 flag.)

Big Apple Bear Like Arcimboldo, Urs Fischer uses food in some of his art. His installation Bread House (2004) was a life-size cabin built from real loaves of sourdough bread. • How has Fischer played with scale in Untitled (Lamp/Bear)? (The bear and the lamp are many times larger than their real-life counterparts.)

Pages 4-5

FUNNY FACesstANdArds: 2. Structures/functions; 3. Symbols/ideas; 4. History

Background• Arcimboldo began his career designing stained-glass windows and tapestries and working on frescoes.

• Arcimboldo was the official painter, as well as the decorator and costume designer, for Maximilian II’s court.

discussion• How did Arcimboldo’s work differ from that of other Renaissance artists? (Most Renaissance artists emphasized beauty and realism; Arcimboldo filled his paintings with visual jokes and illusions.)• What compositional techniques did Arcimboldo use to transform images of fruits, vegetables, and other objects into portraits? (He juxtaposed and overlapped them to form heads, shoulders, facial features, and clothing.)

Pages 6-7

drAwN FroM NAtUrestANdArds: 2. Structures/functions; 3. Symbols/ideas; 4. History

Background • Water features about 60 species of fish and other marine animals; Earth features 33 species• Most Europeans in Arcimboldo’s time had never seen or heard of some of the animals that appear in Earth, like monkeys, elephants, lions, and rhinoceroses.

discussion• Compare the seal and the sea horse shown in Water. What is unrealistic about these images? (The scale is inaccurate. In real life, the seal would be much larger than the sea horse.)• How did Arcimboldo support Maximilian II’s view of the importance of science through his art? (He created accurate, detailed images, depicting many species.)

Pages 8-9

trICKING tHe eYestANdArds: 2. Structures/functions; 3. Symbols/ideas; 4. History

Background• When Arcimboldo’s “reversible”

paintings were displayed last year at the National Gallery of Art in Washington, D.C., they were mounted on mirror-topped pedestals. This enabled viewers to see each work as both a still life and a portrait.• Vertumnus is considered by many to be Arcimboldo’s crowning achievement. During his time, people even composed poems to honor it.

discussion• In The Cook, how does the placement of the hands help in each view? (The hands are light value points that frame the focal point in each view.)• Compare Vertumnus with Arcimboldo’s other portraits. How are they alike? How are they different? (They are all composite portraits. In Vertumnus, the subject is facing forward; the other portraits are in profile. Vertumnus draws the viewer in and connects him or her to the subject.)

Page 11

FreAKY FeAtUresstANdArds: 2. Structures/functions; 3. Symbols/ideas

discussion• How is Elizabeth Albert’s work similar to Arcimboldo’s? (Her work also features composite portraits.) How is their work different? (Arcimboldo painted; Albert makes collages.)

Page 12

deBAte: Is tHIs Art too rAw?standards: 2. Structures/functions; 3. Symbols/ideas; 4. History/cultures

discussion• Is it ethical to use meat in creating art? Why or why not? (Answers will vary.)• Do you think the “meat art” shown

2 teacher’s edition • sePteMBer/octoBer 2011

POSTAL INFORMATION

Scholastic Art® (ISSN 1060-832X; in Canada, 2–c no. 9360) is published

six times during the school year, Sept./Oct., Nov., Dec./Jan., Feb., Mar.,

Apr./May, by Scholastic Inc., 557 Broadway, New York, NY 10012-3999.

Second-class postage paid at Jefferson City, MO 65101 and at additional

offices. Postmasters: Send notice of address changes to Scholastic Art,

2931 East McCarty St. P.O. Box 3710 Jefferson City, MO, 65102-3710.

PUBLISHING INFORMATION

U.S. prices: $8.99 each per school year, for 10 or more subscriptions to the same address. 1-9 subscriptions, each: $19.95 student, $29.95 Teacher’s Edition, per school year. Single copy: $5.50 student;

$6.50 Teacher’s. (For Canadian pricing, write our Canadian office, address below.) Communications relating to subscriptions should be addressed to Scholastic Art, Scholastic Inc., 2931 East McCarty

Street, P.O. Box 3710, Jefferson City, MO 65102-3710 or call our toll free number 1-800-387-1437 ext 99. Communications relating to editorial matter should be addressed to Margaret Howlett, Scholastic

Art, 557 Broadway, New York, NY 10012-3999. Canadian address: Scholastic-Canada Ltd., 175 Hillmount Rd., Markham, Ontario L6C 1Z7. Available on microfilm through Xerox University Microfilms, Inc. 300

N. Zeeb Rd., Ann Arbor, MI 48106. Also available on microfiche through Bell & Howell Micro Photo Division, Old Mansfield Rd., Wooster, OH 44691. Printed in U.S.A. Copyright © 2011 by Scholastic Inc. All

Rights Reserved. Material in this issue may not be reproduced in whole or in part in any form or format without special permission from the publisher.

BACKGroUNd & dIsCUssIoN GRADES 7-12

SART-0911-regte v4.indd 4 6/20/11 11:21 AM

on page 12 is meant to be visually appealing or disgusting? (Answers will vary.)

Page 13

COLORFUL COLLAGESStAndARdS: 2. Structures/functions; 3. Symbols/ideas

discussion• How has Cody Abbott used negative space in his collages? (The white negative space actually forms the faces that stand out against the positive collage background.)• What elements did Abbott use to capture the characters and interests of his portrait subjects? (Along with painted areas based on one color, he includes words and images gathered from magazines.)

Page 16

CAREERS: tHIS JOB IS A REAL SCORE!StAndARdS: 2. Structures/functions

discussion• What knowledge and skills are important for someone who produces sports video games? (Video game producers must have keen organizational and communications skills and a knowledge of 3-D animation technology. It is also important to have deep knowledge of the sport simulated in the game.)• Why is it necessary for a game producer to have played a lot of video games? (He or she needs to know what kinds of game experiences are most enjoyable and which ones are most user-friendly and challenging.)

COmpREHEnSIOn qUIz Answer Key 1. b; 2. d; 3. b; 4. c; 5. c; 6. a; 7. a; 8. c; 9. c; 10. b

SEPTEMBER/OCTOBER 2011 • TEaChER’S EdiTiOn 3

StAndARdS: 1. Applying media/techniques; 5. Assessing their work and others’

OBJECtIVE: Students will assemble a collage, emphasizing creativity and unconventional materials. tImE: Up to 13 hours

pROCEdUREIntroduction (1 hour)Provide an overview of the assignment; discuss the history of collage while showing digital or printed examples of collage with art historical importance or visual appeal.

Brainstorm (1 hour)1. Give students time to come up with as many ideas as they can. It may help to make available a digital or printed slide show of examples during this time to help students brainstorm. You may wish to show the additional examples of student work from this project featured at scholastic.com/art2. Encourage students to record their ideas as notes rather than as drawings. Jotting down ideas in bullet-point format can 1) prevent students from becoming too fixed on a single idea; 2) help to map more targeted (and objective) discussions; and 3) ultimately, improve verbal articulation.3. Encourage creativity and audacity.

Create and Discuss Thumbnail Sketches (1 hour)1. Have students create thumbnail sketches of their favorite ideas. Encourage them to create multiple thumbnail sketches for each of their chosen ideas. In these sketches, ask them to explore different compositions, color schemes, and materials lists.

2. Have students show you their sketches and explain their ideas. 3. Help students select their most creative idea (keep time/material constraints in mind).

Select and Gather Materials (up to 2 hours, plus homework)1. Discuss different types of materials students may use.It may help to brainstorm a list of materials together as a class or, to save time and restrict materials, to prepare such a list before class. 2. Ask students to come up with individual lists of materials they think would work best for their idea.3. Discuss with students their material selections (keep budgetary constraints in mind). Encourage the use of (safe) unconventional materials.

Create the Collage (up to 8 hours)1. Have students scale up their chosen ideas in light pencil or ink outlines on their paper or materials of choice. Note: Using heavy paper (100 lbs. or greater) will help to prevent warping from wet media. Using large sheets of paper may help students capture more details. 2. When creating representational collages, it may help to have students assign numbers to tonal values in their images (e.g., 1-5) and then assign specific materials to each number. In this way, assembling the collage will be akin to coloring within the lines in a coloring book.2. Encourage students to juxtapose materials of contrasting patterns, textures, or colors to create more visual interest.

—Prepared by Wook Choi and Justin Rhee, Oogie Art, New York City

www.oogieart.com

HAndS-On pROJECt: COLLAGE

Find more great resources on our Web site: www.scholastic.com/art

SART-0911-regte v4.indd 5 6/20/11 11:22 AM

Uses: copying machine, opaque projector, or transparency master for overhead projector. Scholastic Inc. grants teacher-subscribers of Scholastic Art permission to reproduce this page for use in their classrooms. Copyright © 2011 by Scholastic Inc. All rights reserved.

4 Teacher’s ediTion • sePTeMBer/ocToBer 2011

arcimboldoWorking With Fantasy

Name: _________________________ Class: ____________

1. The ______ was/were a time of renewed interest in art and science in Europe. (pages 4-5) A Middle Ages B Renaissance C Enlightenment D Reformation

2. ______’s drawings of grotesque heads may have inspired many of Arcimboldo’s works. (pages 4-5) A Michelangelo B Botticelli C Caravaggio D Leonardo Da Vinci

3. Arcimboldo ______ images of natural objects so that they formed portraits. (pages 4-5) A foreshortened B juxtaposed and overlapped C distorted and replaced D elongated

4. One series of portraits by Arcimboldo represents each of the ______. (pages 4-5) A four children of the emperor B four court musicians C four seasons D four favorite philosophers of the

Emperor

5. ______ is a main element of fantasy. (pages 6-7) A Realism B Juxtaposition C Incongruity D Overlapping

6. In Water, the comparative sizes of the seal and the sea horse demonstrate Arcimboldo’s unrealistic use of ______. (pages 6-7) A scale B juxtaposition C fantasy D orientation

7. Arcimboldo’s arrangement of the animals in Earth sets up a feeling of ______. (pages 6-7) A incongruity B inconsistency C distortion D disorientation

8. Some of Arcimboldo’s paintings are called ______ because they are both still lifes and portraits. (pages 8-9) A abstractions B transformations C reversibles D reflections

9. Vertumnus is intended to represent the all-powerful qualities of Emperor ______. (pages 8-9) A Maximilian II B Ludwig II C Rudolph II D Heinrich II

ScholaStic art: Reading Review

10. In the 1920s, Arcimboldo’s works inspired a group of artists known as the ______. (pages 8-9) A Impressionistss B Surrealists C Cubists D Fauvists

SART-0911-regte v4.indd 2 6/20/11 11:22 AM