Lesson Plan: Coreen Spellman, ‘Spellman’s Lithographs’

Figure 1: Coreen Spellman, Weighing Station #2, Krum, Texas, 1947, Lithograph, 12 inches X 9.75 inches, Tyler Museum of Art, Tyler Texas.


Figure 2: Coreen Spellman, El Campo Santo, San Jose, New Mexico, 1955, Lithograph, 8.75 inches X 12.374 inches, Tyler Museum of Art, Tyler Texas.


Figure 3: Coreen Spellman, Harlequin, ca. 1947, Lithograph, 12 inches X 8.875 inches, Tyler Museum of Art, Tyler, Texas.


Figure 4: Coreen Spellman, Storm Light, 1947, Lithograph, 8 inches X 11 inches, Tyler Museum of Art, Tyler, Texas.


This lesson plan contains the Texas TEKS for Elementary, Middle, and High School art teachers. The lesson discusses how a student can create an art portfolio of four composition that each display a different style of perspective.

If you use or reference this lesson plan, please leave a comment with your feedback. The lesson plan can be downloaded in the link below.


Culture: American

Subject: Fine Arts, Art History

Collection: Tyler Museum of Art Permanent Collection

Grades: Elementary School, Middle School and High School

Topics: Artistic Practices, Art History, Critical Thinking


Art Vocabulary

Activity Vocabulary:

Printmaking:

  • A process of art making that allows an artist to create multiple copies of an image. The image is created by placing ink over a plate that was manipulated by the artist. This process includes lithography.

Lithograph:

  • A lithograph is a type of print.
    • To create a lithograph, the artist draws an image on a prepared limestone plate with an oil-based crayon.
    • Then, the artist applies a coat of rosin and talcum powder to the top of the plate.
    • Afterwards, a gum arabic acid solution is painted onto the plate. This allows a chemical reaction to occur with the previously applied materials.
    • After the solution has set, the artist wipes away the original sketch with a solvent called lithotine.
    • The result is a ghost image caused by the application of solutions. Once the plate is dry, the artist rolls ink across the surface of the plate.
    • When this process is complete, the artist places a piece of paper on the plate rolls the plate through the press.
    • The result is an ink image from the plate onto the paper.

Edition:

  • An edition is the a recreation of an image, often attributed to printmaking. A specific print can have an edition number, meaning the number in a series of copies. An example can be the 12th copy of 100 copies.

Portfolio:

  • A portfolio is a collection of an artist’s work. It can express a focus in a particular subject, a chronological display of the artist’s style, or a curated presentation of the artist’s best work. A portfolio can be either a digital archive or a physical collection of artwork.

Landscape:

  • A landscape is a depiction of a natural or urban space.
    • Natural landscapes often include: mountains, rivers, waterfalls, lakes, forests, oceans, plains, and the animals and people who inhabit these spaces.
    • Urban landscapes often include: cities, towns, metropolises, factories, houses, apartments, schools, and the people and animals that inhabit these spaces.

Figures:

  • A figure, commonly found in figurative art, is often referencing a person depicted in artwork. The individuals can be represented in a variety of styles, ranging from realistic to abstraction.

Perspective:

  • Perspective is the artist’s use of art materials to create a representation of a three-dimensional space. The composition can have a two-dimensional presentation while depicting an actualized space. The key components of perspective include:
    • Depiction of space
    • Location of the viewer
    • Arrangement of objects within the composition
      • Foreground
      • Midground
      • Background

Elements of Design:

  • Artists use the elements of design to create the foundation of the artwork. The elements of art include: line, shape, form, space, color, and texture.

Line:

  • An element of design; line is created on a surface with a pointed moving tool. Lines can range in size, width, texture, and presentation. Common types of line are vertical, horizontal, diagonal, zig-zag, and curved.

Shape:

  • An element of design; shape is a two-dimensional enclosed space that represents either an organic shape or a geometric shape. Geometric shapes include squares, circles, rectangles, triangles and other standard geometric shapes. Organic shapes include natural non-geometric shapes that are developed from curvilinear lines.

Form:

  • An element of design; form is a three-dimensional enclosed space that represents organic and geometric shapes in a third space. Geometric forms include cubes, spheres, triangular prisms, rectangular prisms, and cones. Organic shapes include three-dimensional forms observed in nature, such as trees, rivers, and rocks.

Space:

  • An element of design; this term defines the surface area between, before, and behind an object in a composition.

Color:

  • An element of design; this term defines the pigments used in a painting. Color can be organized into categories, such as: hues, values, complements, and intensity.

Texture:

  • An element of design; this term defines an artwork’s surface. The artist’s use of the chosen medium creates either implied or actual texture.

Principles of Design:

  • Artists used principles of design to build upon the foundational elements of design. This includes the following: rhythm, movement, balance, proportion, variety, emphasis, and unity. 

Rhythm/ Pattern:

  • A principle of design; this term defines the repetitive imagery and elements of design found in a composition.

Movement:

  • A principle of design; this term defines the visual movement observed in a painting. This can be identified as kinetic movement or implied movement. Additionally, movement can be defined as how the viewer’s eye moves throughout the composition.

Balance:

  • A principle of design; this term defines the arrangement of the presented imagery with the elements of design. It refers to either asymmetrical compositions or symmetrical compositions.

Proportion:

  • A principle of design; this term defines the comparative size between objects in the composition. It can refer to the imagery within a painting or the size between a sculpture and a real object.

Variety:

  • A principle of design; this term defines the combination of imagery, objects, and ideas in an artwork.

Emphasis:

  • A principle of design; this term defines the most prominent area in a composition. The viewer’s eye is drawn to this point because the artist used a mixture of the elements and principles of design.

Unity:

  • A principle of design; this term defines how the elements and principles of design are combined within a composition.

Resources for Vocabulary and Lesson Plan:

“Art Term: Edition.” Tate Modern Museum of Art. Updated 2021. Accessed May 17, 2021. https://www.tate.org.uk/art/art-terms/e/edition.

“Art Term: Figurative Art.” Tate Modern Museum of Art. Updated 2021. Accessed September 12, 2021, https://www.tate.org.uk/art/art-terms/f/figurative-art.

“Art Term: Landscape.” Tate Modern Museum of Art. Updated 2021. Accessed September 12, 2021. https://www.tate.org.uk/art/art-terms/l/landscape

“Art Term: Perspective.” Tate Modern Museum of Art. Updated 2021. Accessed September 12, 2021. https://www.tate.org.uk/art/art-terms/p/perspective#:~:text=The%20term%20perspective%20refers%20to,dimensional%20surface%20of%20a%20picture

Bennett, Hugh. “Progress in Soil Conservation.” In Soil Conservation: Index Volume XIV, August 1948 to July 1949. Edited by the United States Department of Agriculture Soil Conservation Service. Washington: United States Government Printing Office, 1951. Page 56. https://www.google.com/books/edition/Soil_Conservation/vrkB_nPjtMMC?hl=en&gbpv=1&dq=coreen+mary+spellman&pg=RA5-PA56&printsec=frontcover.

“Campus Art: Arts and Sciences Building.” Texas Women’s University. Updated 2021. Accessed September 12, 2021. https://twu.edu/library/womans-collection/collections/university-archives/university-history/campus-art/.

Dr. Caraway, Georgia. “Chapter Four: Superstars of the Arts.” In Legendary Locals of Denton. Charleston: Arcadia Publishing, 2014. Page 66. https://www.google.com/books/edition/Legendary_Locals_of_Denton/f9Y8BQAAQBAJ?hl=en&gbpv=1&dq=coreen+mary+spellman&pg=PA66&printsec=frontcover

Curlee, Kendall. “Spellman, Coreen Mary.” Texas State Historical Association: Handbook of Texas. Published June 1, 1995, updated June 5, 2019. Accessed September 12, 2021. https://www.tshaonline.org/handbook/entries/spellman-coreen-mary.

Edwards. Katie Robinson. “The 1930’s and The Texas Centennial.” In Midcentury Modern Art in Texas. Austin: University of Texas Press, 2014. Page 54. https://www.google.com/books/edition/Midcentury_Modern_Art_in_Texas/7-geBAAAQBAJ?hl=en&gbpv=1&dq=coreen+mary+spellman&pg=PA54&printsec=frontcover.

Edwards, Katie Robinson. “Abstraction and Nonobjectivity.” In Midcentury Modern Art in Texas. Austin: University of Texas Press, 2014. Page 89. https://www.google.com/books/edition/Midcentury_Modern_Art_in_Texas/PC7TAwAAQBAJ?hl=en&gbpv=1&dq=coreen+spellman+book&pg=PA89&printsec=frontcover.

Kim, Liz. “Liz Kim: Coreen Spellman’s Abstractions, 2019 CASETA Symposium.” YouTube: CASETA Center for the Study of Early Texas Art. Published May 10, 2019. Accessed September 12, 2021. https://www.youtube.com/watch?v=fLSQjtvZwqg.

Ragan, Rosalins. “Elements of Art.” In Art Talk, 61 – 211. Edited by Bennett and McKnight Division. San Francisco: Glencoe Publishing Company, 1988.

Ragan, Rosalins. “The Principles of Design.” In Art Talk, 211 – 347. Edited by Bennett and McKnight Division. San Francisco: Glencoe Publishing Company, 1988.

“Railroad Signal, 1936.” Bullock Museum. Updated 2021. Accessed September 12, 2021. https://www.thestoryoftexas.com/discover/artifacts/railroad-signal-1936.

“Road Signs, Coreen Spellman.” Dallas Museum of Art. Updated 2017. Accessed September 12, 2021. https://collections.dma.org/artwork/5111557.

“Spellman Family.” Spellman Museum of Forney History. Updated 2021. Accessed September 12, 2021. http://historicforney.org/spellmanmuseum/spellman-family/.

Spira, Freyda and Zanis, Liz. “What is Printmaking?” The Metropolitan Museum of Art. Updated 2018. Accessed May 17, 2021. https://www.metmuseum.org/about-the-met/curatorial-departments/drawings-and-prints/materials-and-techniques/printmaking.

“Texas Regionalism.” Amon Carter Museum of American Art. Updated 2013. Accessed September 12, 2021. https://www.cartermuseum.org/exhibitions/texas-regionalism.

Tomio, Kimberly Bush. “El Campo Santo, San Jose, New Mexico.” Tyler Museum of Art. Updated 2021. Accessed September 12, 2021. https://tylermuseum.pastperfectonline.com/webobject/B33620AD-1472-47ED-8B6B-941123610200.

Tomio, Kimberly Bush. “Object Record: Harlequin.” Tyler Museum of Art. Updated 2021. Accessed September 12, 2021. https://tylermuseum.pastperfectonline.com/webobject/19744489-1281-4BFB-A611-999430386573

Tomio, Kimberly Bush. “Object Record: Weighing Station #2, Krum, Texas.” Tyler Museum of Art. Updated 2021. Accessed September 12, 2021. https://tylermuseum.pastperfectonline.com/webobject/29DA5379-5987-4F95-BCC7-013941454487.

Tomio, Kimberly Bush. “Object Record: Storm Light.” Tyler Museum of Art. Updated 2021. Accessed September 12, 2021. https://tylermuseum.pastperfectonline.com/webobject/18B5F5A3-A8FB-40D4-9120-335683623910.

Wellington, Alexandra. “Texas Printmakers.” In Artists and Designers. Updated 2017. Accessed September 12, 2021. https://collections.dma.org/essay/6JkEWb3L.

Williams, Lynn Barstis. “The Tenant Cabin.” In North American Prints: 1913 – 1947, An Examination at Century’s End. Edited by David Tatam. New York: Syracuse University Press, 2006. Page 85. https://www.google.com/books/edition/North_American_Prints_1913_1947/quGCej0eF-gC?hl=en&gbpv=1&dq=coreen+mary+spellman&pg=PA85&printsec=frontcover.

Zanis, Liz. “Lithograph.” The Metropolitan Museum of Art. Updated 2018. Accessed May 17, 2021. https://www.metmuseum.org/about-the-met/curatorial-departments/drawings-and-prints/materials-and-techniques/printmaking/lithograph.


Elementary School Lesson Plans


Goals:

Elementary School Students of all Levels will be able to do the following:

  • Identify the principles of design used in the artwork;
  • Identify the elements of design used in the artwork;
  • Create a portfolio of four compositions that show different perspectives in:
    • A Natural Landscape
    • An Urban Landscape
    • A Figural Portrait
    • An Abstracted Landscape that Includes Figures

Texas Elementary School TEKS:

Kindergarten, First Grade, Second Grade, Third Grade, Fourth Grade, and Fifth Grade


Kindergarten:

  • §117.102. b.1.A / B
    • Foundations: Observation and Perception:
      • gather information from subjects in the environment using the senses;
      • identify the elements of art, including line, shape, color, texture, and form, and the principles of design, including repetition/pattern and balance, in the environment.
  • §117.102. b.2. A / C
    • Creative Expression:
      • create artworks using a variety of lines, shapes, colors, textures, and forms;
      • use a variety of materials to develop manipulative skills while engaging in opportunities for exploration through drawing, painting, printmaking, constructing artworks, and sculpting, including modeled forms.
  • §117.102. b.3. A / C
    • Historical and Cultural Relevance:
      • identify simple subjects expressed in artworks;
      • identify the uses of art in everyday life;
  • §117.102. b.4.A / B/ C
    • Critical Evaluation and Response:
      • express ideas about personal artworks or portfolios;
      • identify ideas found in collections such as real or virtual art museums, galleries, portfolios, or exhibitions using original artworks created by artists or peers.
      • compile collections of artworks such as physical artwork, electronic images, sketchbooks, or portfolios for the purposes of self-evaluations or exhibitions.

First Grade:

  • §117.105. b.1.A / B
    • Foundations: Observation and Perception:
      • identify similarities, differences, and variations among subjects in the environment using the senses;
      • identify the elements of art, including line, shape, color, texture, and form, and the principles of design, including emphasis, repetition/pattern, and balance, in nature and human-made environments.
  • §117.105. b.2. A / C
    • Creative Expression:
      • invent images that combine a variety of lines, shapes, colors, textures, and forms;
      • increase manipulative skills necessary for using a variety of materials to produce drawings, paintings, prints, constructions, and sculptures, including modeled forms.
  • §117.105. b.3. A / C
    • Historical and Cultural Relevance:
      • identify simple ideas expressed in artworks through different media;
      • discuss the use of art in everyday life;
  • §117.105. b.4.A / B / C
    • Critical Evaluation and Response:
      • explain ideas about personal artworks;
      • identify ideas found in collections such as real or virtual art museums, galleries, portfolios, or exhibitions using original artworks created by artists or peers.
      • compile collections of artworks such as physical artwork, electronic images, sketchbooks, or portfolios for the purposes of self-evaluations or exhibitions.

Second Grade:

  • §117.108. b.1.A / B
    • Foundations: Observation and Perception:
      • compare and contrast variations in objects and subjects from the environment using the senses;
      • identify the elements of art, including line, shape, color, texture, form, and space, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, and balance.
  • §117.108. b.2. A / C
    • Creative Expression:
      • express ideas and feelings in personal artworks using a variety of lines, shapes, colors, textures, forms, and space;
      • identify and practice skills necessary for producing drawings, paintings, prints, constructions, and sculpture, including modeled forms, using a variety of materials.
  • §117.108. b.3. A / C
    • Historical and Cultural Relevance:
      •  interpret stories, content, and meanings in a variety of artworks;
      • analyze how art affects everyday life and is connected to jobs in art and design;
  • §117.108. b.4. A / B / C
    • Critical Evaluation and Response:
      • support reasons for preferences in personal artworks;
      • compare and contrast ideas found in collections such as real or virtual art museums, galleries, portfolios, or exhibitions using original artworks created by artists or peers;
      • compile collections of artworks such as physical artwork, electronic images, sketchbooks, or portfolios for the purposes of self-evaluations or exhibitions.

Third Grade:

  • §117.111. b.1.B / C
    • Foundations: Observation and Perception:
      • use appropriate vocabulary when discussing the elements of art, including line, shape, color, texture, form, space, and value, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity;
      • discuss the elements of art as building blocks and the principles of design as organizers of works of art.
  • §117.111. b.2. B / C
    • Creative Expression
      • create compositions using the elements of art and principles of design;
      • produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such as ceramics, fiber art, constructions, mixed media, installation art, digital art and media, and photographic imagery using a variety of materials.
  • §117.111. b.3. A / C
    • Historical and Cultural Relevance:
      • identify simple main ideas expressed in artworks from various times and places;
      • connect art to career opportunities for positions such as architects, animators, cartoonists, engineers, fashion designers, film makers, graphic artists, illustrators, interior designers, photographers, and web designers;
  • §117.111. b.4. A / B / C
    • Critical Evaluation and Response
      • evaluate the elements of art, principles of design, or expressive qualities in artworks of self, peers, and historical and contemporary artists;
      • use methods such as oral response or artist statements to identify main ideas found in collections of artworks created by self, peers, and major historical or contemporary artists in real or virtual portfolios, galleries, or art museums;
      • compile collections of personal artworks such as physical artworks, electronic images, sketchbooks, or portfolios for purposes of self-assessment or exhibition.

Fourth Grade:

  • §117.114. b.1.B / C
    • Foundations: Observation and Perception:
      • use appropriate vocabulary when discussing the elements of art, including line, shape, color, texture, form, space, and value, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity;
      • discuss the elements of art as building blocks and the principles of design as organizers of works of art.
  • §117.114. b.2. B / C
    • Creative Expression:
      • create compositions using the elements of art and principles of design; and
      • produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such as ceramics, fiber art, constructions, mixed media, installation art, digital art and media, and photographic imagery using a variety of art media and materials.
  • §117.114. b.3. A / C
    • Historical and Cultural Relevance:
      • compare content in artworks for various purposes such as the role art plays in reflecting life, expressing emotions, telling stories, or documenting history and traditions;
      • connect art to career opportunities for positions such as architects, animators, cartoonists, engineers, fashion designers, film makers, graphic artists, illustrators, interior designers, photographers, and web designers;
  • §117.114. b.4. A / B / C
    • Critical Evaluation and Response
      • evaluate the elements of art, principles of design, intent, or expressive qualities in artworks of self, peers, and historical and contemporary artists.
      • use methods such as written or oral response or artist statements to identify emotions found in collections of artworks created by self, peers, and major historical or contemporary artists in real or virtual portfolios, galleries, or art museums;
      • compile collections of personal artworks for purposes of self-assessment or exhibition such as physical artworks, electronic images, sketchbooks, or portfolios.

Fifth Grade:

  • §117.117. b.1.B / C
    • Foundations: Observation and Perception:
      • use appropriate vocabulary when discussing the elements of art, including line, shape, color, texture, form, space, and value, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity; and
      • discuss the elements of art as building blocks and the principles of design as organizers of works of art.
  • §117.117. b.2. B / C
    • Creative Expression:
      • create compositions using the elements of art and principles of design;
      • produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such as ceramics, fiber art, constructions, digital art and media, and photographic imagery using a variety of materials.
  • §117.117. b.3. A / C
    • Historical and Cultural Relevance:
      • compare the purpose and effectiveness of artworks from various times and places, evaluating the artist’s use of media and techniques, expression of emotions, or use of symbols;
      • connect art to career opportunities for positions such as architects, animators, cartoonists, engineers, fashion designers, film makers, graphic artists, illustrators, interior designers, photographers, and web designers; 
  • §117.117. b.4. A / B / C
    • Critical Evaluation and Response
      • evaluate the elements of art, principles of design, general intent, media and techniques, or expressive qualities in artworks of self, peers, or historical and contemporary artists;
      • use methods such as written or oral response or artist statements to identify themes found in collections of artworks created by self, peers, and major historical or contemporary artists in real or virtual portfolios, galleries, or art museums;
      • compile collections of personal artworks for purposes of self-assessment or exhibition such as physical artworks, electronic images, sketchbooks, or portfolios.

Elementary School Art Activities


Questions for Elementary School Students:

  1. Examine Coreen Spellman’s four lithographs. Identify where each element of art is located in the prints.
  2. Examine Coreen Spellman’s four lithographs. Identify where each principle of art is located in the prints.
  3. Identify how Spellman depicted perspective in each of the four prints.
  4. Do you thin these prints are good examples of perspective? Why or why not?

Activity: Elementary School Fine Arts

  • Activity Setting: Classroom
  • Materials: Coloring Pencil, Graphite Pencil, Charcoal Pencil and Paper
  • Subject: Sketching, Color, Perspective, Landscape
  • Texas TEKS: Kindergarten, First Grade, Second Grade, Third Grade. Fourth Grade, and Fifth Grade
  • Duration: Extended Project

Examine the four lithographs created by Coreen Spellman. Afterwards, the students will draw the following scenes: a natural landscape, an area in the school, a classmate, and an abstracted view of a student in a classroom. The drawings will be created with either graphite pencils, charcoal pencils, or coloring pencils. The focus of these drawings is to depict four different methods of perspective for a portfolio. The objects and figures in the setting can be close to the foreground, placed in the midground, or arranged in the background. The students should title the artworks and specify what the perspective is in each piece. Once the four compositions are completed, the students will create a paper portfolio using poster board or use a professional portfolio. To complete the project, the students will include the art history assignment, seen below, with their portfolio.


Activity: Elementary School Art History

  • Activity Setting: Classroom
  • Materials: Pencil/ Pen on Paper or Word Document
  • Subject: Research, Artwork Analysis, Portfolio Analysis
  • Texas TEKS: Kindergarten, First Grade, Second Grade, Third Grade. Fourth Grade, and Fifth Grade
  • Duration: Critical Response Paper

After creating your portfolio of four different perspectives, write a 2-page paper answering the following question: How were you influenced by Coreen Spellman’s four lithographs. Identify the concepts and design choices, observed in each of Spellman’s prints, that you referenced or changed in your own compositions.



Middle School Lesson Plans


Goals:

Middle School Students of all Levels will be able to do the following:

  • Identify the principles of design used in the artwork;
  • Identify the elements of design used in the artwork;
  • Create a portfolio of four compositions that show different perspectives in:
    • A Natural Landscape
    • An Urban Landscape
    • A Figural Portrait
    • An Abstracted Landscape that Includes Figures

Texas Middle School TEKS:

Art 1, Art 2, Art 3


Art 1:

  • §117.202. c.1.B / C / D
    • Foundations: Observation and Perception:
      • understand and apply the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks using art vocabulary appropriately;
      • understand and apply the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artworks using art vocabulary appropriately;
      • discuss the expressive properties of artworks such as appropriation, meaning, narrative, message, and symbol using art vocabulary accurately.
  • §117.202. c.1.A / C
    • Creative Expression:
      • create original artworks based on direct observations, original sources, personal experiences, and the community;
      • produce artworks, including drawings, paintings, prints, sculptures/modeled forms, ceramics, fiber art, photographic imagery, and digital art and media, using a variety of materials.
  • §117.202. c.3.B / C
    • Historical and Cultural Relevance:
      • identify examples of art that convey universal themes such as beliefs, cultural narrative, life cycles, the passage of time, identity, conflict, and cooperation;
      • explain the relationships that exist between societies and their art and architecture;
  • §117.202. c.4.A / B / C
    • Critical Evaluation and Response
      • create written or oral responses to artwork using appropriate art vocabulary;
      • analyze original artworks using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
      • develop a portfolio;

Art 2:

  • §117.203. b.1.B / C / D
    • Foundations: Observation and Perception:
      • compare and contrast the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks using vocabulary accurately;
      • compare and contrast the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artworks using vocabulary accurately;
      • understand and apply the expressive properties of artworks such as appropriation, meaning, narrative, message, and symbol using art vocabulary accurately.
  • §117.203. b.1.A / C
    • Creative Expression:
      • create original artworks that express a variety of ideas based on direct observations, original sources, and personal experiences, including memory, identity, imagination, and the community;
      • apply technical skills effectively using a variety of materials to produce artworks, including drawings, paintings, prints, sculptures/modeled forms, ceramics, fiber art, photographic imagery, and digital art and media;
  • §117.203. b.3.B
    • Historical and Cultural Relevance:
      • analyze selected artworks to determine contemporary relevance in relationship to universal themes such as belief, cultural narrative, life cycles, the passage of time, identity, conflict, and cooperation;
  • §117.203. b.4.A / B / C
    • Critical Evaluation and Response:
      • create written or oral responses about personal or collaborative artworks addressing purpose, technique, organization, judgment, and personal expression;
      • analyze original artworks using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
      • develop a portfolio that demonstrates progress;

Art 3:

  • §117.203. b.1.B / C / D
    • Foundations: Observation and Perception:
      • evaluate the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks using vocabulary accurately;
      • evaluate the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artworks using vocabulary accurately;
      • compare and contrast the expressive properties of artworks, including appropriation, meaning, narrative, message, and symbol, using vocabulary accurately.
  • §117.203. b.1.A / C
    • Creative Expression:
      • create original artworks expressing themes found through direct observation; original sources; personal experiences, including memory, identity, and imagination; and the community;
      • create artworks by selecting appropriate art materials, including drawings, paintings, prints, sculptures/modeled forms, ceramics, fiber art, photographic imagery, and digital art and media;
  • §117.203. b.3.B
    • Historical and Cultural Relevance:
      • analyze cultural ideas expressed in artworks relating to social, political, and environmental themes such as environment/nature, conflict and power, relationships to others, and reality/fantasy;
  • §117.203. b.4.A / B
    • Critical Evaluation and Response:
      • create written and oral responses about personal or collaborative artworks addressing purpose, technique, organization, judgment, and personal expression;
      • analyze original artworks and portfolios using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;

Middle School Art Activities


Questions for Middle School Students:

  1. Examine Coreen Spellman’s four lithographs. Identify where each element of art is located in the prints.
  2. Examine Coreen Spellman’s four lithographs. Identify where each principle of art is located in the prints.
  3. Identify how Spellman depicted perspective in each of the four prints.
  4. Do you thin these prints are good examples of perspective? Why or why not?

Activity: Middle School Fine Arts

  • Activity Setting: Classroom
  • Materials: Coloring Pencil, Graphite Pencil, Charcoal Pencil and Paper
  • Subject: Sketching, Color, Perspective, Landscape
  • Texas TEKS: Art 1, Art 2, Art 3
  • Duration: Extended Project

Examine the four lithographs created by Coreen Spellman. Afterwards, the students will draw the following scenes: a natural landscape, an area in the school, a classmate, and an abstracted view of a student in a classroom. The drawings will be created with either graphite pencils, charcoal pencils, or coloring pencils. The focus of these drawings is to depict four different methods of perspective for a portfolio. The objects and figures in the setting can be close to the foreground, placed in the midground, or arranged in the background. The students should title the artworks and specify what the perspective is in each piece. Once the four compositions are completed, the students will create a paper portfolio using poster board or use a professional portfolio. To complete the project, the students will include the art history assignment, seen below, with their portfolio.


Activity: Middle School Art History

  • Activity Setting: Classroom
  • Materials: Pencil/ Pen on Paper or Word Document
  • Subject: Research, Artwork Analysis, Portfolio Analysis
  • Texas TEKS: Art 1, Art 2, Art 3
  • Duration: Critical Response Paper

After creating your portfolio of four different perspectives, write a 2-page paper answering the following question: How were you influenced by Coreen Spellman’s four lithographs. Identify the concepts and design choices, observed in each of Spellman’s prints, that you referenced or changed in your own compositions.



High School Lesson Plan


Goals:

High School Students of all Levels will be able to do the following:

  • Identify the principles of design used in the artwork;
  • Identify the elements of design used in the artwork;
  • Create a portfolio of four compositions that show different perspectives in:
    • A Natural Landscape
    • An Urban Landscape
    • A Figural Portrait
    • An Abstracted Landscape that Includes Figures

Texas High School TEKS:

Art Level I, Level II, Level III, and Level IV


Level I:

  • §117.302. c.1.B / C / D
    • Foundations: Observation and Perception:
      • identify and understand the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;
      • identify and understand the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork;
      • make judgments about the expressive properties such as content, meaning, message, and metaphor of artwork using art vocabulary accurately.
  • §117.302. c.2.A / D / F
    • Creative Expression:
      • use visual solutions to create original artwork by problem solving through direct observation, original sources, experiences, narrations, and imagination;
      • create original artwork to communicate thoughts, feelings, ideas, or impressions;
      • demonstrate effective use of art media and tools in drawing, painting, printmaking, sculpture, ceramics, fiber art, design, and digital art and media.
  • §117.302. c.3.A / B
    • Historical and Cultural Relevance
      • compare and contrast historical and contemporary styles while identifying general themes and trends;
      • describe general characteristics in artwork from a variety of cultures, which might also include personal identity and heritage;
  • §117.302. c.4.A / B / C / D
    • Critical Evaluation and Response
      • interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists such as that in museums, local galleries, art exhibits, and websites;
      • evaluate and analyze artwork using a verbal or written method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
      • construct a physical or electronic portfolio by evaluating and analyzing personal original artwork to provide evidence of learning;
      • select and analyze original artwork, portfolios, and exhibitions to form precise conclusions about formal qualities, historical and cultural contexts, intentions, and meanings.

Level II:

  • §117.303. c.1.B / C / D
    • Foundations: Observation and Perception:
      • identify and apply the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks;
      •  identify and apply the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity in personal artworks;
      • explore suitability of art media and processes to express specific ideas such as content, meaning, message, appropriation, and metaphor relating to visual themes of artworks using art vocabulary accurately.
  • §117.303. c.2.A / D / F
    • Creative Expression:
      • create original artwork using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent;
      •  create original artwork to communicate thoughts, feelings, ideas, or impressions;
      • select from a variety of art media and tools to communicate specific ideas in drawing, painting, printmaking, sculpture, ceramics, fiber art, jewelry, mixed media, photography, and digital art and media.
  • §117.303. c.3.A
    • Historical and Cultural Relevance:
      • examine selected historical periods or styles of art to identify general themes and trends;
  • §117.303. c.4.A / B / D / E
    • Critical Evaluation and Response:
      • interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists such as that in museums, local galleries, art exhibits, and websites;
      • evaluate and analyze artwork using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
      • construct a physical or electronic portfolio by evaluating and analyzing personal original artworks to provide evidence of learning;
      • select and analyze original artwork, portfolios, and exhibitions to form precise conclusions about formal qualities, historical and cultural contexts, intentions, and meanings.

Level III:

  • §117.304. c.1.B / C / D
    • Foundations: Observation and Perception:
      • compare and contrast the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;
      • compare and contrast the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork;
      • explore the suitability of art media and processes and select those appropriate to express specific ideas such as content, meaning, message, and metaphor relating to visual themes to interpret the expressive qualities of artwork.
  • §117.304. c.2.A / D / F
    • Creative Expression:
      • create original artwork using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent;
      • create original artwork to communicate thoughts, feelings, ideas, or impressions;
      • select from a variety of art media and tools to express intent in drawing, painting, printmaking, sculpture, ceramics, fiber art, design, digital art and media, photography, jewelry, and mixed media.
  • §117.304. c.3.A / B
    • Historical and Cultural Relevance:
      • research selected historical periods, artists, general themes, trends, and styles of art;
      • distinguish the correlation between specific characteristics and influences of various cultures and contemporary artwork;
  • §117.304. c.4.A / B / C / E / F
    • Critical Evaluation and Response:
      • interpret, evaluate, and justify artistic decisions in artwork such as that in museums, local galleries, art exhibits, and websites based on evaluation of developmental progress, competency in problem solving, and a variety of visual ideas;
      • evaluate and analyze artwork using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
      • analyze personal artwork in order to create a written response such as an artist’s statement reflecting intent, inspiration, the elements of art and principles of design within the artwork, and measure of uniqueness;
      • construct a physical or electronic portfolio by evaluating and analyzing personal original artwork to provide evidence of learning; 
      • select and analyze original artwork, portfolios, and exhibitions to demonstrate innovation and provide examples of in-depth exploration of qualities such as aesthetics; formal, historical, and cultural contexts; intentions; and meanings.

Level IV:

  • §117.305. c.1.B / C / D
    • Foundations: Observation and Perception:
      • compare and contrast the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;
      • compare and contrast the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork;
      • discriminate between art media and processes to express complex visual relationships such as content, meaning, message, and metaphor using extensive art vocabulary.
  • §117.305. c.2.A / D / F
    • Creative Expression:
      • produce an original body of artwork that integrates information from a variety of sources, including original sources, and demonstrates sustained self-directed investigations into specific themes such as a series or concentration of works;
      • create original artwork to communicate thoughts, feelings, ideas, or impressions;
      • create artwork, singularly and in a series, by selecting from a variety of art materials and tools appropriate to course work in drawing, painting, printmaking, sculpture, ceramics, fiber art, design, digital art and media, photography, jewelry, and mixed media.
  • §117.305. c.3.A / B
    • Historical and Cultural Relevance:
      • research and report on selected historical periods, artists, general themes, trends, and styles of art;
      • analyze and evaluate the influence of contemporary cultures on artwork;
  • §117.305. c.4.A / B / C / E / F
    • Critical Evaluation and Response:
      • develop evaluative criteria to justify artistic decisions in artwork such as that in museums, local galleries, art exhibits, and websites based on a high level of creativity and expertise in one or more art areas;
      • evaluate and analyze artwork using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
      • analyze personal artwork in order to create a written response such as an artist’s statement reflecting intent, inspiration, the elements of art and principles of design within the artwork, and the measure of uniqueness;
      • construct a physical or electronic portfolio by evaluating and analyzing personal original artwork to provide evidence of learning;
      • evaluate a wide range of artwork to form conclusions about formal qualities, aesthetics, historical and cultural contexts, intents, and meanings.

High School Art Activities


Questions for High School Students:

  1. Examine Coreen Spellman’s four lithographs. Identify where each element of art is located in the prints.
  2. Examine Coreen Spellman’s four lithographs. Identify where each principle of art is located in the prints.
  3. Identify how Spellman depicted perspective in each of the four prints.
  4. Do you thin these prints are good examples of perspective? Why or why not?

Activity: High School Fine Arts

  • Activity Setting: Classroom and/or outdoor location
  • Materials: Coloring Pencil, Graphite Pencil, Charcoal Pencil and Paper
  • Subject: Sketching, Color, Perspective, Landscape
  • Texas TEKS: Art Level I, Level II, Level III, and Level IV
  • Duration: Extended Project

Examine the four lithographs created by Coreen Spellman. Afterwards, the students will draw the following scenes: a natural landscape, an area in the school, a classmate, and an abstracted view of a student in a classroom. The drawings will be created with either graphite pencils, charcoal pencils, or coloring pencils. The focus of these drawings is to depict four different methods of perspective for a portfolio. The objects and figures in the setting can be close to the foreground, placed in the midground, or arranged in the background. The students should title the artworks and specify what the perspective is in each piece. Once the four compositions are completed, the students will create a paper portfolio using poster board or use a professional portfolio. To complete the project, the students will include the art history assignment, seen below, with their portfolio.


Activity: High School Art History

  • Activity Setting: Classroom
  • Materials: Pencil/ Pen on Paper or Word Document
  • Subject: Research, Artwork Analysis, Portfolio Analysis
  • Texas TEKS: Art Level I, Level II, Level III, and Level IV
  • Duration: Critical Response Paper

After creating your portfolio of four different perspectives, write a 2-page paper answering the following question: How were you influenced by Coreen Spellman’s four lithographs. Identify the concepts and design choices, observed in each of Spellman’s prints, that you referenced or changed in your own compositions.



You can see these artworks in-person at the Tyler Museum of Art’s current exhibition: Coreen Mary Spellman: Works on Paper. The exhibition is open between September 12th – December 5th, 2021. Visit the exhibition page by clicking on the image below.


For more educational resources created by the Tyler Museum of Art, visit our YouTube page by clicking on the YouTube button or clicking the link below.

If you use or references this lesson plan, please leave a comment with your feedback.

Thank you for visiting the Tyler Museum of Art’s Education Blog!

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