Jumping Genre Sports Scenes

Jumping Genre Sports Scenes lesson plan

Introduce Genre painting with the work of post-Expressionist George Bellows then create a dramatic original painting of a sports figure in motion.

  • 1.

    George Bellows grew up in Ohio. During his senior year of college, he left Ohio State University to study painting in New York with Robert Henri, who was a Post-expressionist, and a member of the Ash Can school of art, which dealt with gutsy realism. Unlike most of his colleagues, Bellows never studied in Europe. He was interested in painting what he knew, the U.S. scene, and is probably best known for his expressive boxing paintings (see Stag at Sharkey's).

  • 2.

    Bellows painted many examples of American Genre painting (pronounced John-ra), which means scenes of everyday life. He revived lithography (a printing technique) in the United States, and his prints are as important as his paintings.

  • 3.

    To create a Genre painting, begin with your favorite sport, and select a figure to paint in motion, as Bellows did in his dramatic boxing scenes.

  • 4.

    Cover a table with recycled newspaper. On white paper, use Crayola® Tempera Paint and Paint Brushes to depict either yourself, another person, or a group of people participating in your favorite sport. Dry.

  • 5.

    Use Crayola Washable Markers to add details and to outline important areas.

Standards

  • LA: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • LA: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text.
  • LA: Read and comprehend informational texts, including history/social studies, science, and technical texts, in the grade level text complexity band proficiently, with scaffolding as needed at the high end of the range.
  • LA: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • LA: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
  • SS: Describe ways in which language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture.
  • SS: Use appropriate resources, data sources, and geographic tools to generate, manipulate, and interpret information.
  • SS: Explore factors that contribute to one's personal identity such as interests, capabilities, and perceptions.
  • VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.
  • VA: Use visual structures of art to communicate ideas.
  • VA: Describe how people's experiences influence the development of specific artworks.
  • VA: Select and use subject matter, symbols, and ideas to communicate meaning.

Adaptations

  • Provide students the opportunity to investigate other Post-expressionist artists. What are their backgrounds? How did they each evolve in their careers to post-expressionism? Prepare an electronic presentation to share with classmates.
  • Genre paintings include other scenes of everyday life. Think of something that you do nearly every day, such as walking or bicycling, or having breakfast in the morning. Create a Genre painting of this routine activity. Write a short summary of this activity as practiced in your daily life.
  • George Bellows was interested in the sport of boxing. Imagine being in a boxing match. Paint yourself in the ring.
  • Observe people practicing routine activities daily. Select one of these activities and sketch it.