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Assignment #2: Art Critique and Activity Lesson Plan

CLD 215 - Creative Arts I

Cherry Chan

Sharukhan Janarthanan

501091526

March 6th, 2023

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Art Critique Questions

1. What is it? Is it a painting, drawing, weaving, or print? What are its physical properties? Is
it big, small, square, round, solid, moving, or framed? What is it made out of? Did the artist
use paper, paint, metal, clay, or yarn?

For my art critique project, I chose a watercolour picture created using unique flowers that were

imprinted onto a piece of watercolour paper. The flowers are painted in a beige/yellow colour and are

placed in a boutique-style composition with various interstitial elements. Watercolour and watercolour

forms were used to create the little framed painting.

2. What do you see when you look at this work of art? Encourage children to focus on the
artist’s use of line, colour, shape or form, mass or volume, design, pattern, space, balance,
and texture. How are these artistic elements used? What shapes do you see? What colours
were used? Can anyone find lines?

As I look at the painting, I picture a precise representation of various flowers. Each flower has

distinctive qualities; the impression reveals minute details in the steam and bloom's petals. When making

the artwork, the artist incorporated a variety of elements. The painting emphasizes the use of colour and

shape because the artist wanted to maintain the composition clear and sophisticated so that the audience

could see and appreciate the intricate details of each blossom. Since it enables them to utilize similar

colours and demonstrate the fading and mixing of colours, children find the fading of the beige neutral

colour interesting. The texture of the painting is another crucial component since it highlights unique

floral details, like the veins of each plant, in most of the blooms. Rectangles and circles are among the

shapes in the painting; the details surrounding the circle give the circle the appearance of a brain. The

lines in the artwork, such as the veins on the petals and the stems of the flowers, are distinctive in and of

themselves because they each have their characteristics.

3. What is the artist trying to say? Try to put the artist’s picture into words. What is the
message? Pretend that this is a book with pictures. What words go along with the picture
the artist has given? Discuss what you see: people, animals, buildings, or events.
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The artist wants to show how essential nature is and how different each product is. To better

understand his artistic inspiration, Beuys focuses mainly on the attribute of detailed nature when

examining the exhibition now on view at the AGO. The message of the intricate painting exhorts people

to interact with and experience nature from a different angle. Warm, brilliant, and peculiar adjectives

could describe the picture. The picture has the appearance of strange flora grouped together. I referred to

them as odd because, to the children, they might not resemble the usual flowers included in the

instructional materials.

4. How does it make you feel? Do you feel happy, sad, angry, scared, or funny? What does the
artist do to make you feel this way?

I'm happy and at ease when I look at the painting. This impression is caused by the fact that it

deviates from the standard image of a flower shop. Each flower tells a unique story through how it’s

stems, and petals are fashioned. As a result, the picture feels distinctive to me even though it might seem

arbitrary and even though other viewers might not appreciate it due to the way it is depicted. To show

viewers the value of the simple nature surrounding us and with which we interact daily, the artist took the

perspective of a familiar object in nature and made it uniquely present.

5. Do you like it? Why or why not? What is it about the work of art that makes you like or
dislike it? How would you change it?

I admire the painting because the artist uses his brushstrokes, watercolour, and blending to

express himself more in the painting than in the image itself. To give the picture more personality, I

particularly appreciate how the artist included the imprint of the plant's petals. Incorporating more colour

into the painting would be something I would change. The painting is given more attention thanks to the

implied addition of green and orange tones in the beige/yellow colour that makes up the picture's general

palette.
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CLD215: Creative Arts I W2023

Art Critique Activity/ Lesson Plan (3 pages max. please use single spacing on the lesson plan
template)

Due: Class 6 (March 1, 2023)

Name: Sharukhan Janarthanan

Photograph of Artwork

Insert photograph here: The photograph is the same as the one you selected in the first part of the
assignment.
(see appendix)

Details of Selected Artwork Title of artwork: Ombelico di Venere - Cotyledon

Umbilicus Veneris
See Chapter 9 The Complete Early
Childhood Art Program- Artistic Styles Artist: Joesph Beuys

Year: 1985

Artistic style: Realistic or Naturalistic Art

Description of artwork:
Ombelico di Venere, also known as Cotyledon Umbilicus
Veneris, is an artwork that depicts the leaves of a succulent
plant known as Cotyledon Umbilicus Veneris. The plant is
native to the Mediterranean region and is characterized by its
fleshy, circular leaves that grow in a rosette pattern. The
artwork typically features a close-up view of the plant's
leaves, with their intricate patterns and textures depicted in
detail. The artwork celebrates the beauty and complexity of
nature and invites the viewer to appreciate the intricate
details of this unique plant species.

Focus of Inspiration: How did the artwork inspire your activity?

I wanted to create an activity where children could use paint
and observe the imprint as well as further observe the
various patterns flowers and leaves have when their imprints
are produced on the sheet using multiple colours because I
was fascinated by the intricate impressions that the artist
focused on when painting the activity.
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Age and Grade of Learners: Choose one age/grade level only.

I've chosen to concentrate on the Kindergarten grade level
for this activity.

Name of Activity: Be creative with your title:

Flower Power Painting

Materials: - Book (Mrs. Peanuckle's Flower Alphabet Mrs.

(Explore the material resources at the Peanuckle)
back of the text) - Paint (green, red, yellow, orange)
- Water colour paper
- Flowers and Leaves

Set up: Short description of your set-up.

I'll begin putting up the table before the children's arrival by
wrapping the table in construction paper. I would disperse
them all over the table to make it simple for the children to
get the flowers and leaves. Yellow, green, red, and blue
springtime paints would be gathered, and I would pour them
into plates. A sheet of paper for each child to use as their
imprint will also be added.

Instructions: Introduction of activity:

Using the artwork, how do you plan to introduce this
See Chapter 15 Roles, Responses and activity to the learners?
Strategies to Support Children’s Art To introduce the activity, I'll read "Mrs. Peanuckle's Flower
Alphabet" with you to learn about the various flower
varieties from A to Z. We will discuss how the flowers differ
in their colours, forms, and textures. Next, we'll use paint
and floral stamps to make our distinctive flower designs. To
make their lovely flower art, the children will dip the flower
stamps in paint and stamp the designs onto a sheet of paper.
We will experiment with various colour combinations and
stamping methods to produce various flower designs.
Children's inventiveness, fine motor abilities, and
understanding of the natural world will grow due to this
activity. The exquisite flowers in the book will inspire them
while they have fun making their floral artwork. Let's get
going!

Teaching strategies:
What is your role as a teacher in this activity?
According to Fox and Schirrmacher (2015), as a teacher, I
facilitate the children's learning and creativity while
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providing a safe and supportive environment. This can be

achieved through three main areas: roles, responses, and
strategies. I will set up the materials and demonstrate the
stamping technique as a facilitator. I will also provide
guidance and support, allowing the children to explore and
experiment with the materials independently (Fox &
Schirrmacher, 2015). As an observer, I will assess the
children's progress and provide feedback and encouragement
to help them improve their skills and confidence (Fox &
Schirrmacher, 2015). As an assessor, I will evaluate the
children's learning by observing their artwork and asking
them questions about their creations. This will help me to
understand their thought processes and learning outcomes
(Fox & Schirrmacher, 2015).

Learning Outcomes- 2 parts Teaching the Arts: Early Childhood and Primary Education
by Fox and Schirrmacher (2015) lists the ability to use
1. See Chapter 5 Children’s Artistic fundamental art supplies and techniques to express oneself
Development creatively as a learning outcome for kindergarten children's
artistic development. Kindergarteners can improve their fine
2. How Does Learning Happen? motor skills, hand-eye coordination, and spatial awareness
Ontario’s Pedagogy for the Early Years by participating in art-related activities, including painting,
OR The Kindergarten Program OR The sketching, and sculpture. Kids can also learn to communicate
Arts Document for grades 1-3. their thoughts, emotions, and experiences via a painting
using colours, shapes, and textures. Children in kindergarten
Please note- you need to use one can build their self-esteem, creativity, and critical thinking
learning outcome from the text AND abilities as they participate in art-related activities, laying the
one overall and one specific expectation groundwork for future artistic growth (Fox & Schirrmacher,
from the Ministry document that fits 2015).
your age group.
According to the Ontario Ministry of Education's (2016)
Important to note – description of The Kindergarten Program, one specific goal
· The HDLH is only for is for kindergarten students to "show an increased capacity
toddlers and preschool. to use a variety of materials, tools, and techniques to express
· If selecting JK/SK (ages their creativity and represent their ideas" (p. 35).
4 & 5), you use the
Kindergarten document. This component emphasizes the value of allowing kids to
· If choosing one of the explore and experiment with various art mediums and
grades 1-3, use the Arts methods to express themselves creatively. By participating in
document. these activities, children can improve their fine motor skills,
hand-eye coordination, spatial awareness, and capacity to
use colours, shapes, and textures to create art that reflects
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their ideas and experiences (Ontario Ministry of Education,

2016). Kindergarteners can gain self-awareness,
inventiveness, and self-assurance through these experiences,
laying the groundwork for future learning and artistic
growth.

Assessment How do you plan to assess the artwork? Select 2

approaches.
See Chapter 16 Assessment
I intend to evaluate the artwork using two methods described
in Chapter 16 of Fox and Schirrmacher's "Teaching the Arts:
Early Childhood and Primary Education" (2015). The first
strategy I'll employ is observational assessment, which is
looking at the children's artwork and giving feedback based
on what I see. This method can be used to evaluate children's
capabilities, inventiveness, and problem-solving ability,
claim Fox and Schirrmacher (2015). I will notice the
colours, forms, and textures the children have utilized in
their artwork and any patterns or designs they may have
developed. I'll provide the children with constructive
criticism and words of support to assist them in developing
their abilities and self-confidence.

The second strategy I'll utilize is self-assessment, in which

I'll encourage the kids to consider their creative work and
assess their learning. This strategy can be utilized to promote
children's critical thinking and self-reflection, claim Fox and
Schirrmacher (2015). I'll invite the children to speak about
their artwork and what they tried to say about it. Also, I'll
ask them to assess their work and consider how they might
have done things better. The children will better understand
their own learning and creative processes if they practice
self-evaluation (Fox & Schirrmacher, 2015).

Extension of Activity How do you plan on extending your activity and why?
Flower Pot Decoration: Have the children create a flower
pot design using the flower stamp and other materials such
as paint or markers. They can then plant a flower or seed in
the pot to take home and watch grow.

Texture Stamping: After the children have created their

flower designs, encourage them to experiment with different
textures by stamping with materials other than the flower
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stamp. For example, they could use a sponge, cotton ball, or

crumpled paper to create texture in their artwork.

Supporting Resources for Teachers Ministry Documents: Many Ministries of Education

If teachers wanted more information provide curriculum documents or guidelines for arts
regarding the design and context of education. These documents outline the learning
your activity, where could they obtain expectations for students at different grade levels and
more insights into your lesson plan? provide ideas and examples of activities that teachers can
These resources can include the course use in their lessons. Teachers can access these documents on
text or Ministry documents. However, their Ministry of Education website or through their school
you need to add additional resources for board.
example art picture books, websites,
and videos. There are many resources Art Picture Books: Picture books can be a great resource
out there to connect your activity to. for art activities, as they provide visual inspiration and often
include instructions or suggestions for related activities.
Teachers can search for art picture books related to their
activity topic or theme and use them as a starting point for
their lesson planning. Some popular art picture books
include "The Dot" by Peter H. Reynolds, "Beautiful Oops!"
by Barney Saltzberg, and "The Very Hungry Caterpillar" by
Eric Carle.

Art Websites and Videos: Many websites and videos

provide step-by-step instructions for art activities and tips
and techniques for teachers. Some popular art websites and
channels include Art for Kids Hub, Deep Space Sparkle, and
Cassie Stephens.

Art Museums and Galleries: Local art museums and

galleries can be an excellent resources for teachers, as they
often offer workshops or tours for schools. Teachers can
contact their local art museum or gallery to inquire about
resources and activities related to their lesson topic.

Professional Development Workshops and Conferences:

Teachers can also attend professional development
workshops and conferences related to arts education to gain
new ideas and insights into lesson planning. These events are
often hosted by professional organizations such as the
National Art Education Association (NAEA) or the
Canadian Society for Education through Art (CSEA).
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References

Fox, J. E., & Schirrmacher, R. (2015). Art & creative development for young children(Eighth

ed.). Cengage Learning.

Ontario Ministry of Education. (2016). The Kindergarten Program. Retrieved from

https://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten2016.pdf
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Appendix

Figure 1

Note. Ombelico di Venere - Cotyledon Umbilicus Veneris, 1985 (9 x 14½in. (23 x 37cm.)

Joesph Beuys (1985) Ombelico di Venere - Cotyledon Umbilicus Veneris, 1985 [dried flower on

paper] Art gallery of Ontario, Gallery 137 Margaret Eaton Gallery, Wall. Toronto, Canada