Primary and secondary patterned portraits - Brief Article

Arts & Activities, April, 2002 by Marla Rohrbach

Nothing can equal the excitement that children find in rich colors of tempera paint and a blank piece of paper. Give them a brush and they are ready to fill the paper with color and pattern.

However, our district has curriculum goals for art that students are expected to meet at each grade level. Sometimes it is challenging to meet these goals without dampening the students' natural enthusiasm. This portrait lesson encouraged the students' enjoyment of painting and introduced them to the artworks of van Gogh and Matisse. Not only did the lesson meet several of our first-grade curriculum goals, but the resulting paintings were extraordinary.

One of our goals for first-grade students is to recognize and discuss subject matter in art. We began this lesson by looking at and discussing portraits painted by Vincent van Gogh. We admired his use of bright color and students looked for his use of primary and secondary colors.

Another goal in first grade is to mix primary colors to make secondary colors. Although this could have been easily achieved by mixing small amounts of paint into splotches of color, it was much more interesting for students to mix the colors as they painted colorful self-portraits.

First-grade students are also expected to develop patterns in their artwork. As we looked at colorful paintings by Henri Matisse, students identified the various shapes that make up patterns in his work.

After a brief review of how to mix primary colors to make secondary colors, and a reminder to paint large, the students were ready to begin. I divided the students into groups of four. They stood across from each other on either side of a table. Paint cups filled with primary colors, cups of water, large and small tempera brushes, mixing trays and paper towels were centered in the middle of the table. This arrangement allowed students to share supplies, but gave them adequate room to paint.

They began their self-portraits by using large brushes to paint their face, hair and upper body. They were asked to use only primary and secondary colors, using a contrasting color to paint a simple background. The paintings were then put on the drying rack until the next art class.

At the beginning of our next meeting, we gathered in front of the room to look at the paintings of van Gogh and Matisse. I like to use large prints of paintings, as well as the images that can be found on various art history CD-ROMs, and museum or gallery Web sites.

I reminded them to use bright colors and lots of repeated patterns in their own paintings. Small brushes were used to add facial features and patterns to clothing and background. After the paint was dry, students had the option of using oil pastels to add even more pattern to their paintings.

The students' paintings were remarkable in their bright colors and patterns. The paintings were displayed outside their classrooms, giving students the chance to admire their own artwork as well as that of their classmates. It was obvious that students understood the curriculum goals for this self-portrait lesson. They learned to discuss subject matter in art, how to make secondary colors from primary colors, and the effective use of pattern.

It is wonderful when curriculum goals are met and students have achieved results that they are proud to display. First-grade students love to paint and, with a little direction from the art teacher and considerable motivation from the art of van Gogh and Matisse, extraordinary results can be achieved.

Marla Rohrbach teaches art at Knob Noster Elementary School in Knob Noster, Missouri.