|
|
 |
|
Students in grade 5 and 6 continue to explore principles and elements of design through new artistic techniques such
as perspective and creating positive and negative space in thier practical work. Grade 5 and 6 critical thinking skills include
exploring a variety of historical periods and cultures and discovering how time and location affect an artists work.
|
| Glasses, Newspaper and a Bottle of Wine, 1913 |
Juan Gris
Juan Gris’s real name was Jose Victoriano González born in 1887 in Madrid. He studied first to be an engineer at the School of Arts and Manufactures in Madrid, which he entered in 1902. By the time he abandoned this for an artistic career he
was already contributing illustrations to the reviews in such Spainish magazines as Blanco
y Negro and Madrid Comico. In 1910 Gris began his career as a serious artist
by making a series of large water colours. In the following year he started to paint. Gris's subject-matter was always his
immediate surroundings: he produced still lifes composed of simple, everyday objects, portraits of friends, and occasionally
landscapes or cityscapes. His work was evolving rapidly; he had grasped the significance of collage almost as soon as it was
invented by Braque and Picasso in 1912.
Other work by Juan Gris...
Juan Gris worked in a variety of styles. His work will aid students awareness in understanding the monumental changes
in early 20th century art, such as the development of cubism. Students can explore the growth of art within european cultures
and how those influences came to North America. In addition Gris's practical application of using found objects to create
college compositions is a skill that students will enjoy experimenting with.
|
| Pears and Grapes on a Table, 1913 |
|
|
|
Other Artists to Look at...
Georges Braque
Georges Braque was born in 1882 in Argenteuil-sur-Seine, France and died
died on August 31, 1963, in Paris, France. He grew up in Le Havre
and studied evenings at the Ecole des Beaux-Arts from about 1897 to 1899, always knowing he wanted to be an artist. Braque first worked under Impressionist style of painting however he would later go on to work in the Favre
style. In 1912, they started to incorporate collage elements into their paintings and to experiment with the papier collé
(pasted paper) technique. In addition to paintings, Braque also made lithographs, engravings, and sculpture. From the late
1940s, he treated various recurring themes, such as birds, ateliers, landscapes, and seascapes. In 1954, he designed stained-glass
windows for the church of Varengeville.
After a brief interlude in which he was called up to fight in the First World War, Braque's style developed in the
direction he was to follow for the rest of his life. In establishing the principle that a work of art should be autonomous
and not merely imitate nature, Cubism redefined art in the twentieth century. Braque's large compositions incorporated the
Cubist aim of representing the world as seen from a number of different viewpoints.
|
| The Bowl of Grapes (Le Compotier de raisins), 1926. Oil with pebbles and sand on canvas |
|
|
|
|
|
|
|
|
| Thunderbird Man |
Daphne Odjig
Daphne Odjig was nick-named
"Picasso's grandmother" by Norval Morrisseau because he considered her artistic style part Woodlands Native and part European
influenced. Daphne Odjig father was Ojibway from Manitoulin Island in Ontario, and her mother was European so her influences and upbringing were mix of both cultures.
It was reflected in her art which was part abstract, part traditional native, sometimes Cubist and Surreal. Like
Emily Carr to the Group of Seven, Daphne Odjig was the female part of what was referred to as "Canada's
Woodlands School of Art" or "Canada's
Native Group of Seven". Her subjects often dealt with family and harmony and love, the gentler, more maternal side of Woodlands
Legend style of art. Her work hangs in major galleries around the world. She currently resides in the British Columbia.
|
|
|
|
|
|
|
Enter supporting content here
This site is built in accordance with the expectations outlined in The Ontario Curriculum. The objective is to serve as a
resource for students and teachers to confront the integration of art history into arts education program
 
|
|
|
|
