(The other two could be surrounded by any color of their choice.) I encouraged students to use tints and shades in the space around the letters to review how to make them and to give their paintings some visual interest. Inspired by Johns paintings of letters they started off by painting a rice paper in many colours using droppers and food colouring. I required that at least two of their letters were surrounded by the complement of the color they used for the letter. Artists Documentation Program interview with Jasper Johns Related collections and exhibitions. It is the common place of the objects that make Jasper Johns paintings so intriguing. ![]() Once students understood how to determine the complement of a color, they painted the space around the letters they had painted last time. Some wrote a word (many students wrote LOVE, and my example was ART!), some wrote their initials followed by a punctuation mark, some wrote a nickname or an acronym for a school or college…they had no trouble thinking of ideas!ĭuring the next class, we talked about complementary colors and why artists and designers like to use them. They painted a letter, number, or punctuation mark in each section, using a tint or shade for each letter. Once students mastered making this simple value scale, they folded 12 x 18 sheets of white construction paper into 4 sections. Reverberating with patriotic senti-ment, the map of the. and the stenciled alphabet Johns used to label the states. Students practiced mixing tints and shades on their own using this handout I created: Jasper Johns Sparked by the gift of a printed plan of the continental United States from fellow artist Robert Rauschenberg, Map (1961 plate 107) is the first of a group of paintings, drawings. ![]() Then I introduced the vocabulary words tint and shade and demonstrated how to make them. We agreed that he probably didn’t go to the paint store and buy a bunch of different tubes of blue–he must have mixed one shade of blue with other colors he already had. Students saw that he not only used “regular” blue, but he also used lighter and darker blues as well. On the first day of the project, I asked fourth graders to look at Johns’s work and note where he used the color blue. I cover two concepts with this fourth grade lesson: (1) tints and shades, and (2) complementary colors. I know a lot of art teachers do projects inspired by Jasper Johns’s alphabet painting (below) here is my take on it.
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