M ATTHEW R ITCHIE : P ROPOSITION P LAYER Visual Arts, 6-12 _______________________________________ LESSON PLAN Matthew Ritchie: Emphasis on Scale OBJECTIVES 1. Students will learn about Matthew Ritchie 9 s site-specific art 2. Students will create a contour pen and ink drawing.
3. Students will collaborate to create a large scale, site-specific, multi-layered painting. MATERIALS Overhead projector Butcher-block paper Drawing supplies Painting supplies BACKGROUND Matthew Ritchie is an artist who was born in London in 1964 and is now living in New York City.
Seven years ago, Ritchie embarked on an impressive undertaking 4to create his own cmap of everything d from the Big Bang forward. His tale is told in paintings, drawings, and other media through a visual language of his own making: a group of characters that are drawn from such diverse sources as mythology, quantum physics, alchemy, gambling, biblical stories, pulp fiction, and cartoons. Mining lost causes, speculative science and the abandoned corners of our culture, Ritchie 9 s project celebrates the countless connections to be found in our seemingly chaotic universe.
Matthew Ritchie, Where I 9 m Coming From , 2003 Matthew Ritchie makes very complex large-scale wall drawings, paintings and sculptures. Many of these pieces start out as ... more. less.
small drawings, which are then re- created on large surfaces. Many times these drawings are layered upon each other to create a dense network of lines, colors and shapes.<br><br> Matthew Ritchie , Off the Hook , 2003 Much of Ritchie's artwork is site-specific, meaning it is a unique work of art that is created specifically for a designated area. In museums and galleries, these pieces are often temporary and no longer exist after they are taken down. DISCUSSION Project the image of Where I 9 m Coming From so students can look closely at the work.<br><br> Allow a few minutes for students to study the image before asking questions. " What do you see? " Matthew Ritchie has created in own visual language.<br><br> What type of characters do you recognize in the painting? " Do you read the painting as a cmap d? Why or why not?<br><br> ACTIVITY I Students will make a contour drawing with pen and ink on letter size paper. Have students map out their personal history in their own visual language. When finished, students will hang them on the wall for discussion.<br><br> ACTIVITY II 1. DISCUSSION: Begin by projecting the image of Off the Hook so students can look closely at the work. Allow a few minutes for students to study the image before asking questions.<br><br> " What do you see? " How does the site-specific installation differ from the painting? 2.<br><br> PREPARATION: Photocopy students 9 drawings from Activity I onto transparencies. Then, securely attach a large piece of butcher paper to the wall. The transparencies will be projected onto the butcher paper and traced by students.<br><br> The projector and butcher paper should be set up before class. 3. ACTIVITY: Students will collaborate to create a large site-specific painting from their drawings.<br><br> Begin by projecting one drawing onto the butcher paper. Next, layer the transparencies on the projector and move them around until the students agree upon a pleasing and energetic composition. 4.<br><br> Students will then trace the drawing onto the paper. Be sure to recreate all of the details of the drawing, such as the thickness of the line and shading, if any. Fill in the outlines with paint (or colored pencils or collage elements).<br><br> Choose a site and time to hang the final project. The location may be on a wall, floor, ceiling, or may be pinned across a combination of the above. CLOSURE Discuss the difference between the original drawing and the final project.<br><br> How did the larger scale change the drawing? Discuss the impact of the location and time period of the displayed project. Think of other places and times for future site- specific works of art.<br><br> TEKS, Chapter 117: Art " Perception. The student develops and organizes ideas from the environment. " Creative expression/performance.<br><br> The student expresses ideas through original artworks, using a variety of media with appropriate skill. " Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others.<br><br>