Rachel Berlinghoff

Title:  Matisse Fauvism Art Project

Subject Area & Grade Level: Social Sciences (History), & Art – 3rd Grade
Approximate time/length of lesson: 90-120 minutes.
Unit: Art and Modernization
State Content Standards:
VA.7.RE1.3 Describe visual imagery based on expressive properties (i.e. content, formal
elements of art and principles of design).
VA.8.RE2.3 Interpret art by identifying the mood suggested by a work of art and describing
relevant subject matter and basic art elements.
AR.03.HC.01 Identify an event or condition that influenced a work of art. (Distinguish art from
different time periods).
AR.03.HC.02 Identify social, historical, and cultural characteristics in a work of art. (Understand
how the arts can reflect culture).
SS.HK.3.1 Describe how significant people, events, and developments have shaped their own
community and region.
SS.HK 2.1 Identify individuals who had an impact on the local community and explain how
people and events of the past influence the present.
Objectives:
Students will be able to identify the major stylistic differences between Impressionism, Post
Impressionism and Fauvism.
Students will understand the cultural and historical influences within the timeline of these
different arts periods.
Students will identify the change in dynamic between color and art styles. They will understand
how color can be used to express artists’ emotion or elicit emotion from the audience.
Students will become familiar with certain fundamental artists within the timeline before
completing their own Fauvist style work of art.
Art Concepts & Techniques:  Vibrant, acidic color, unusual juxtaposition between elements of
painting, mixed media (paint and paper), textured brushwork, non-naturalistic depictions within
an impressionist style.
Multiple Intelligences employed: Visual/Spatial, Bodily-Kinesthetic, Interpersonal,
Intrapersonal, Linguistic, Naturalistic
Materials & Tools:  
9 in x 12 in Canvas Paper
Crayons
Acrylic Paint
Watercolor Paints (Optional)
Paint Brushes
Paint Trays
Multicolor Tissue Paper
Scissors
Glue & Water
Newspaper/Paper Bags
Reference materials on Henri Matisse, Andre Derain, and Fauvist style works (Textbook,
magazines, books, internet, etc)
Pre-Lesson Preparations:
1. Gather materials
2. Cover tables and work areas with newspaper or break down paper bags for placemats.
3. Create a PowerPoint for the anticipatory set.
4. Set out reference materials on Art Periods: Impressionism, Post Impressionism, and Fauvism.
Anticipatory set: A PowerPoint presentation, introducing students to Impressionism, Post-
Impressionism, and Fauvism. “How did artistic styles and color use change throughout the years
and what cultural influences affected the art per period?”
Input: The inspiration for this lesson is modernization in European art; how it began by the
French Impressionism movement and how artists wanted to break away from historical,
mythological, and traditional religious themes by embracing modernity. Students will witness
how it affected the way artists were inspired to depict images based on their unique perspectives
and emotions. Students will touch on different influential artists throughout Impressionism, Post-
Impressionism, and Fauvist era, but mainly on Henri Matisse and his Fauvism style, recreating a
Matisse Fauvism style work of art. Detailed instructions will be included in the PowerPoint with
instructions, vocabulary (art concepts and techniques listed above, famous works, and an
example for them to follow) and behavior expectations.
Behavior expectations: Students will follow along with the presentation and take notes on
important concepts and techniques for each Art Period. Students will then paint their version of a
picture or pictures (an animal, a landscape, an object etc.) that I will present to them, using
methods and techniques conducive with the Fauvism style.
Model: Photos of different works of art from the Impressionist, Post-Impressionist and Fauvist
eras will be presented via PowerPoint before the art project begins.
Guided practice: Students will be shown step by step directions and helpful tips before and
during the lesson.
Check for understanding: Ensure all students understand what is expected of them and
implement any accommodations or modifications if necessary.
Modifications/Adaptations: Allow for more time if needed; present examples of Fauvist art
works on Smart Board or presentation technology so the students have examples in front of them
for inspiration throughout the project.
Procedure (art project only):
1. Place the newspapers or cut brown paper bags on the desk with all necessary materials (paint,
safety scissors, tissue paper, canvas paper etc.).
2. Begin by drawing an outline for your painting in color crayon. It does not have to be a black
crayon outline, as contrasting colors are encouraged in this art style.
3. Use primarily acrylic paint to fill most of the picture and achieve the textured brushstrokes
that are present in Fauvist art. Students should be using non-naturalistic colors to depict the
object, but it’s not necessary if the colors are juxtaposing to each other, and the shapes are more
abstract the realistic.
4. Cut out shapes from different sheets of tissue paper that you want to incorporate into your
painting.
5. Lightly coat the tissue paper shapes in the glue and water mixture to create a papier mâché
effect and place those on your painting however you think is aesthetically pleasing.
6. Let the paintings dry on a rack, make sure they are not touching the other paintings, so they
don’t stick and smear.
7.When the students’ paintings are fully dried, have them sign their name in one small corner
using black paint or sharpie (whichever takes to the painting better).
8. The quilt-like collection of the students’ paintings will hang in the classroom till the end of the
quarter, at which time I will remove the staples carefully so they may take their works home.
.
Closing activity: Invite the whole class to stand/sit under the hanging quilt-like collection for a
class picture.
Detailed Procedure (entire lesson):
Open: 15 Minutes

 Gain the students’ attention.

 State the lesson's objectives and why they’re important to the project.
 Review fundamental characteristics of each period, list vocabulary, and give
examples.

“How do the works of art differ in each Art Period?”

 Using PowerPoint, introduce students to the works of art from the Impressionist,
Post-Impressionist, and Fauvist periods.
 Introduce the students to the artists behind the works and the cultural influences
at the time.
 Provide clear notes for the students to copy pertaining to each period and the
cultural influences.
 Model for students the art project they will be completing.

Body: 60-90 minutes

 Provide students classroom resources (books on the subjects, printed examples

of Fauvist art, etc.) to gain more knowledge and inspiration from the works of art
they are to emulate.
 Students will take notes pertaining to each period’s art style and their cultural
influences to reference if necessary during project completion.
 Showcase an example of the Matisse Fauvist art completed myself, prior to the
lesson, to show them what their art should include.
 Model for students step by step directions and ensure they understand behavior
expectations, the art project procedure, and expectations.
 Students may begin their individual projects.

Use the praise-prompt-leave strategy while making observations for assessment.

Close: 15-30 minutes

 Invite students to share their art with the class using presentation technology, and
have them explain why they chose the colors they did when creating their art
work.

Curricular Connection: Any specific timeline regarding art and the stylistic changes
over time.  
This lesson can be used and adapted for any Art/History lesson, when discussing how the
 culture at the time influenced artists, their styles, and the works they created. It can create
avenues to discuss the historical events and circumstances surrounding specific Art
Periods for instance Renaissance, to Impressionism, to Pop Art.
Blooms Taxonomy/Critical Thinking Skills used:  
Knowledge: name, relate, repeat, state, tell
Comprehension: describe, discuss, identify, recognize, restate, tell
Application: apply, complete, demonstrate, employ, illustrate, sketch
Analysis: Analyze, categorize, distinguish, experiment, question
Synthesis: create, design, devise, formulate, organize, plan, prepare, propose, setup
Evaluation: choose, conclude, evaluate, interpret, judge, select, support
Resources:nga.gov/features/slideshows/the-fauves.html

Procedure in pictures: All photos credit to Rachel Berlinghoff

1. We will begin by preparing our

workstations with all necessary art
supplies.

2. I will present the pictures to choose from, to the students. Whether they are
flowers, landscapes, people, animals, objects, etc. its up to them what they
want to recreate. This is the image I chose to paint from (my two cats). 😊

3. The students will start by outlining their image in crayon.

4. They will use acrylic paint to achieve textured brush strokes and vibrant colors, as is typical in Matisse
Fauvist art.

5. Finally the students will cut out whatever shapes of

tissue paper they desire and glue them on to the painting. I
chose a flower for the pillow design, and a heart, because I
love these boys!