The aim of this unit was to broaden students' understanding of different techniques and emphasis used by artists when making art works, with particular focus on Fauvist and Cubist painters.

The initial task was to complete a tonal, realistic drawing of one of their friends in class, the aim being on recording what is seen. Drawing was to be from direct observation using charcoal and white chalk, concentrating on form and proportion.

On completion of this, students began more exploratory tasks based on the work of the Fauvist and Cubist artists. This second task became more challenging as students were asked to work from an identical photocopied image of a face. They were asked to trace the image in pencil and create enclosed lined shapes where they perceived the tone of the face changed from light to dark. When the outlines were completed the drawing was transferred on to a small piece of watercolour paper.

Students were then taught some of the features of gouache and learnt how to achieve an intensity of colour before continuing with their individual pieces. We discussed the nature of Fauvism and students were introduced to the art work of Matisse, Dufy, Manguin, Derain, Vlaminck, Roualt to stimulate their thinking and broaden their ideas. They were then asked to develop their own personalised interpretation of the face using some of the Fauvist principles which were:

• raw colour often straight from the tube with very little mixing
• colour should be bold and stimulating to the eye
• brushstrokes are loose and painterly
• the creation of a shortened picture plain

The third exploratory task introduced students to the artwork of the Cubists - Picasso, Braque, Leger and Delaunay. Students were asked to use the same image of a face from the previous task and begin by tracing the face on to paper. This line drawing was then cut-up using straight cuts with the scissors into four or five simple shapes.

The shapes were pasted on to paper with but not necessarily forming the shape; the lines only had to suggest the face. Where there were gaps in the drawing students could trace other aspects of the face from the original traced face or repeat parts of the drawing.

This drawing could be as simple or as complicated as determined by the student.

On completion of this drawing we discussed some of the principles of Cubism which were;

• a complex breaking up of forms to deconstruct and reconstruct
• sacrificing colour to form
• preference of monochromatic colour scheme
• introduction of collage materials

Students were asked to develop their own version of a small cubist artwork. On completion of this work students were then required to critically evaluate the work they had undertaken. Students discussed and debated what worked best and why. They were most interested in the personal variations that occurred within the class and began to appreciate what a change in emphasis could do.

The final task in this unit was to create a large portrait of their subject choice on canvas board, using one of the techniques explored but instead of using gouache they were introduced to acrylic paint. They were encouraged to complete a number of trials before beginning their work to work out colour combinations and possible solutions.

Students enjoyed the unit because it enabled them to work independently and achieve success. As their teacher I loved listening to the discussions about colour and composition because it happened naturally in class. The art works produced were personal, colourful, varied and impressive.

Yvonne O'Connell
Head of Visual Arts
Lowther Hall Anglican Grammar School, Essendon

Copyright 2004 Zart Art & Zart Education Service