Presented by: Jan Hillmer, Visual Arts Specialist Berkeley Preparatory School
Unit: Art of Africa - Egyptian Art - math integration
PROJECT Paul Klee goes to Africa
Grade Level: Elementary(5th grade adaptable to middle school)
Lesson is adapted from: #292 Thematic Unit, Copyright 1992, Teacher created materials Inc.

Alternate Lesson: Sinbad the Sailor - (shown for 2nd grade) Drawing with watercolor
Alternate Lesson: Illustrated Poem - from Stephanie Corder

Objectives:Students willexplore Paul Klee’s cubist works

  • Students will create a project combining Egyptian symbols and a grid work.
  • Gain an understanding about the work of Paul Klee
  • Understand meanings/reason for Egyptian art
  • Transfer an image using a grid (math skills)

Objectives: Students will explore Paul Klee’s cubist works

  • Students will create a project combining Egyptian symbols and a grid work.
  • Gain an understanding about the work of Paul Klee
  • Understand meanings/reason for Egyptian art
  • Transfer an image using a grid (math skills)

Materials:

  • 9x12 paper
  • pencil, ruler
  • picture of Egyptian symbols or monuments
  • colored pencils
  • watercolor
  • marker or crayon

Instructional Resources:

Resources:

Biographical information: Web Museum and images
"A turning point in Klee's career was his visit to Tunisia with Macke and Louis Molliet in 1914."
Paul Klee Ad Pernassum possibly inspired by Klee's trip to Egypt in 1928
Red and White DomesSouthern Tunisia GardensAncient Sound Abstract on BlackDream City
Paul Klee Essay and image links - Mark Harden's Archive
Paul Klee Online - Artcyclopedia
Carol Gerten Fine ArtsBiography from Carol Gerten
Non-objective image (with grid) Non-objective image

Vocabulary: Cubism, grid, proportion, scale

Instruction/Motivation:

  • Show various works of Klee and Africa (Sinbad, Tunisia, etc) Discuss the squares/grid overlay.
  • Show segment of video and/or PowerPoint of Egyptian art - discuss meanings behind the art. Discuss Egyptian proportion.
  • Demonstrate steps of lesson

Summary:

For part of the 5th grade study of Egypt, students were asked to draw some aspect of Egypt – from an important symbol to Pyramids of the Kings. Then, by way of introduction to Paul Klee and cubism, a grid was overlaid and the drawing was colored in a nonrealistic manner.

Procedures:

  1. Have students copy picture of Egyptian monument or Egyptian symbol. This could be done freehand - OR by laying a transparency grid over the photocopies and student transfer to a gridded drawing pare (1 inch grid).
  2. Draw 1 inch grid on top of Egyptian style drawing.
  3. Color or paint with bright colors (no black or brown). Colors should change from square to square. Notice the two distinctly different styles shown in the student examples. Allow for some exploration of materials.
  4. Outline important areas with dark marker if necessary.

Closure:

Compare and contrast original picture of symbol or monument with newly created works.

Evaluation:

  1. Did student change colors of design from one square to the next?
  2. Is artwork neatly painted/colored?
  3. Does focal point still show through background?
  4. Did student explore medium to develop their own style?