Edward Weston: American Photographer

Lesson Plan for Educators

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The following lesson plan meets California Visual Arts Content Standards (see below)

Background

Photographs are visual documents that allow viewers to momentarily see through the eyes of the artist who created them. The illustrious career of Edward Weston spanned over five decades, leaving a legacy of photographs that trace the progression of his art and life.  Born in 1886, Weston passionately pursued his interest in photography from the time he was sixteen years old and received a box camera as a gift from his father. The artist lived and worked in California for most of his life and was influenced by the majesty of the Monterey Peninsula.  Well known for his black and white sharply-focused images, Weston’s photographs of landscapes, still lifes, vegetables and portraits provide us with a chance to experience the artist’s unique point of view.

Lighting a Landscape (grades 3-8)

Photographers make several important decisions as they create a work of art, such as angle, composition and light. The landscape photographs of Edward Weston serve well as a springboard for a study of light and value. The following art activity will provide students with an opportunity to begin to see as an artist sees. Weston’s photographs illustrate a masterful use of light, shadow and value that will inspire students as they create a value scale and graphite (pencil) landscape drawing.

Objectives:

  • Students will explore and discuss the landscape photographs of Edward Weston.
  • Students will identify foreground, middle ground, and background in Weston’s photographs.
  • Students will learn about light, shadow and value as elements of art.
  • Students will create a landscape drawing that demonstrates their understanding of light as an element of art and the concept of foreground, middle ground and background.

Materials:

  • 3 x 5 inch plain white index cards, one per student
  • White drawing paper, 8 x 10 inches
  • Number 2 pencils
  • Pencil sharpener
  • Art erasers
  • Black construction paper, 9 x 11 inches
  • Glue stick

Procedure:

Begin with a discussion based on images of Weston’s landscape photographs. See the website: www.edward-weston.com/edward_weston_point_lobos.htm

Ask students the following questions:

  • What is the first thing you notice?
  • What did the photographer do to draw your attention?
  • What is in the background? middle ground? foreground?
  • Do you think the light in this photograph is natural or artificial?
  • Squint your eyes and point out the darkest darks.
  • Now look for the medium “values”.
  • Finally, search for the lightest lights.

Vocabulary Words

  • background                       The part of the picture plane that seems to be the farthest from the viewer.
  • contrast                               The degree of difference between the lightest and darkest parts of a picture.
  • foreground                        Part of a two dimensional artwork that appears to be nearer the viewer.
  • middle ground                 Area of a two dimensional artwork between foreground and background.
  • photograph                       An image recorded by a camera and reproduced on a photosensitive surface.
  • photographic print       A picture made by the action of light on sensitive (usually silver) salts.
  • still life                               Arrangement or artwork showing inanimate objects.
  • value                                   Lightness or darkness of a hue or neutral color.
  • value scale                       A value scale shows the range of values from light to dark.

Distribute pencils, erasers and index cards.

Demonstrate for students how to make a simple value scale by dividing the card roughly in thirds. Then, using the side of a pencil, create three distinct values: dark, medium and light. Explain that this value chart will be a handy reference while they shade their landscape drawings.

Next, have students draw a horizon line that divides land and sky somewhere on the upper half of their white drawing paper.

Ask students to think about time of day and the source of light in their composition.

Students will then draw light pencil lines for hills, mountains, and large clouds, while thinking about foreground, middle ground and background.

View the landscapes of Weston one more time as students begin to add values to their drawings. Explain that the use of contrast (difference between lights and darks) creates drama and interest in an artwork. Encourage students to shade their pictures using the side of the pencil, beginning with the darkest darks and moving through the value scale to the lightest lights. Finished works may be matted on the black paper using a glue stick.

Wrap-up Activity:

Have students choose a one word title for their landscape drawings. Encourage them to share the title of their work with the class or in small groups, explaining the time of day they chose, the overall mood of their artwork and a self assessment as to whether they feel their work illustrates the concepts discussed.

California Visual Arts Standards:

Grade 3
Artistic Perception
1.0  Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts
1.3 Identify and describe how foreground, middle ground, and background are used   to create the illusion of space.
1.5 Identify and describe elements of art in works of art emphasizing line, color, shape, texture, space, and value.

Creative Expression

2.0 Creating, Performing, and participating in the Visual Arts
2.3 Paint or draw a landscape, seascape, or cityscape that shows the illusion of space.

Grade 4
Artistic Perception
1.0  Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts
1.1 Perceive and describe contrast and emphasis in works of art and the environment.
1.5 Describe and analyze the elements of art (color,shape, line, texture, space and   value),emphasizing form, as they are used in works of art and found in the environment.

Creative Expression
2.0  Creating, Performing, and participating in the Visual Arts
2.1 Use shading (value) to transform a two dimensional shape into what appears to be a three-dimensional form.

Grade 5
Artistic Perception
1.0  Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts
1.3 Use their knowledge of all the elements of art to describe similarities and differences in artworks and in the environment.

Aesthetic Valuing
4.0 Responding to, Analyzing, and Making Judgments about Works in the Visual Arts
4.3 Develop and use specific criteria individually and in groups to assess works of art.

Grade 6
Artistic Perception
1.0  Processing, Analyzing, and Responding to Sensory Information
Through the Language and Skills Unique to the Visual Arts
1.1 Identify and describe all the elements of art found in selected artworks.

Creative Expression
2.0 Creating, Performing, and participating in the Visual Arts
2.3 Create a drawing using various tints, shades, and intensities.

Aesthetic Valuing
4.0 Responding to, Analyzing, and Making Judgments about Works in the Visual Arts
4.3 Develop specific criteria individually or in groups to assess and critique works of art.

Grade 7
Artistic Perception
1.0  Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts
1.3 Identify and describe the ways in which artists convey the illusion of space.
1.4 Analyze and describe how the elements of art and principles of design contribute to the   expressive qualities of their own works of art.

Aesthetic Valuing
4.0 Responding to, Analyzing, and Making Judgments about Works in the Visual Arts
4.3 Take an active part in a small group discussion about the artistic value of specific  works of art in which a wide range of the viewpoints of peers are considered.
4.3 Develop and use specific criteria individually and in groups to assess works of art.

Grade 8
Artistic Perception
1.0 Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts
1.1  Use artistic terms when describing the intent and content of their own artworks or the artworks of others.

Aesthetic Valuing
4.0 Responding to, Analyzing, and Making Judgments about Works in the Visual Arts
4.3 Construct an interpretation of a work of art based on the form and content of the work