Painted Miro Figures

LINES, SHAPES & COLOR

Painted Miro Figure

TIME REQUIRED: One @ 60-minute session

D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !2

Joan Miró was born in Barcelona, Spain in 1893.

He started drawing at age 8 and went on to

become one of the world’s most famous abstract

artists. He loved using primary colors plus green

and black. You can see these colors in many of his

pieces.

His artwork contributed to a very important

movement in art history known as Surrealism.

Surrealism artworks showed exploration of the

imagination and dream-like images. His whimsical

abstract paintings combine line, shape and color in

very interesting ways. Many of these paintings use

shapes and pictures as symbols that tell stories.

WHAT YOU’LL NEED:

• 12” x 18” white sulphite paper

• Black oil pastel or crayon

• Cake tempera paint or liquid

tempera paint

• Medium paint brush

• Black liquid tempera paint

• Small round paintbrush for

outlining

Painted Miró Figure


ABOUT JOAN MIRÓ

ABOUT the artist

Joan Miró was a Spanish painter and sculptor who was born in 1893 in Barcelona. When he

was eight years old, he started taking drawing classes. He continued to pursue art as well as

business as he got older. He ended up leaving business behind to fully devote himself to

creating art. His early works were greatly influenced by Vincent Van Gogh and Paul Cézanne.

He moved to Paris and contributed to a very important movement in art history known as

Surrealism. Surrealism artworks showed exploration of the imagination and dream-like images.

His whimsical abstract paintings combine line, shape and color in very interesting ways. Many

of these paintings use shapes and pictures as symbols that tell stories.

In 1931, an art gallery opened in New York

City that showed important works in the

Modern art movement. This gallery was

called The Pierre Matisse Gallery (ran by

artist Henri Matisse’s son) and introduced

Miró’s art to the United States.

The World Trade Center Tapestry (pictured above) created by Joan Miró and Josep Royo was

destroyed in the September 11th attacks in 2001.


DRAWING THE MIRó FIGURESSTEP ONE: Observe the lines and shapes Miró used

in his paintings by studying a collection

of Miró paintings. You can find a

selection of his art at wikiart.org

STEP TWO: On a sheet of 12″ x 18″ white paper, use

a black oil pastel to draw a Miró-inspired

figure.

To keep the drawing simple, select a

simple shape like a triangle, oblong or

peanut shape to create a “head”. Then

draw another large shape for the body.

Add legs, arms, hair and eyes. Decorate

the body with shapes or lines if desired.

STEP THREE: Draw lines and shapes behind the figure

to break up the background space.

TIP: Miró played with intersection of lines

and shapes and also scale. Encourage

students not to be afraid of create a

large head and small body or any other

unusual perspective.

https://www.wikiart.org/en/joan-miro

https://www.wikiart.org/en/joan-miro


PAINTING THE MIRó FIGURES Use a tray of dry tempera cakes (regular

tempera is fine, but cake trays are easier to

prep) and paint inside all the shapes.

Discuss how Miró often used color blocking

in his art. He also used white space

effectively. Encourage children to consider

whether or not to paint a background or use

a color saturated color palette.

TIP: When using cake tempera paints, often

the paint dries to a streaky finish. To help

create a smooth application of color, brush

two coats of paint in large shapes. Allow the

first coat to dry until tacky (about 5-7

minutes) then paint again.

It also helps to swirl the brush in the well until

the paint is visible on the brush.

To make the painting pop, dip a small paint

brush into watered down black liquid

tempera paint and trace over all oil pastel

lines. This is a great time to add all the small

line details that Miró is known for: the stars,

swirls, hashmarks, etc.


Miró Drawing Guide


Miró Coloring Sheet


Grade FIVE Gallery


CREATING Generate and conceptualize artistic ideas and work — combine ideas to generate an

innovative idea—demonstrate diverse methods to approaching art making

Organize and develop artistic ideas and work — experiment and develop skills in multiple

techniques through practice—show craftsmanship through care—document objects of

personal significance

Refine and complete artistic work—create artists statements using art vocabulary to

describe personal choices in art-making

Presenting/producing Analyze, interpret and select artistic work for presentation— define roles and

responsibilities of a curator—explaining the skills/knowledge needed to preform curation

Develop and refine artistic work for presentation — develop a logical argument for safe

and effective use of materials and techniques for preparing and presenting artwork

Convey meaning through the presentation of artistic work —cite evidence of how an

exhibition in a museum presents ideas and provides information about specific concepts

Responding Perceive and analyze artistic work- compare interpretation of art to another’s interpretation

—analyze cultural associations suggested by visual imagery Interpret intent and meaning in artistic work — interpret art by analyzing form, structure,

context information, subject, visual elements, and use of media to identify mood and ideas

conveyed

Apply criteria to evaluate artistic work— recognize differences in criteria used to evaluate

works of art depending on styles

Connecting Synthesize and relate knowledge and personal experiences to make art- apply formal and

conceptual vocabularies of art and design to view surroundings in new ways through art-

making

Relate artistic ideas and works with societal, cultural and historical context to deepen understanding

NATIONAL CORE ARTS STANDARDS-fifth grade

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CCSS.ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats,

including visually, quantitatively, and orally.

After introducing the students to the artwork of Joan Miró via posters, PowerPoint, etc., students

can be asked to answer questions orally to summarize what they have learned about his style, use of

the elements of art, and principles of design in the form of a discussion.

CCSS.ELA-Literacy.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when

appropriate to enhance the development of main ideas or themes.

By having students create a work of art inspired by Miró, they are visually developing the main ideas

they learned from his style of art making by painting an abstract figure using blocks of color, simple

lines, organic and geometric shapes.

CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

As students complete an artist statement (located in Resources), they are supporting claims about

what their artwork means. This requires them to build their answer based on how they created the

work as evidence pointing toward the composition’s meaning.

COMMON CORE STANDARDS FOR PAINTED MIRO FIGURES

I CAN STATEMENTS FOR PAINTED MIRO FIGURES

• Today I will learn about artist JOAN MIRÓ, so that I CAN identify his artwork and DESCRIBE his

style.

• Today I will learn about LINE and SHAPE, so that I CAN draw an ABSTRACT composition using

GEOMETRIC and ORGANIC shapes.

• Today I will learn about COLOR and CONTRAST, so that I CAN paint my shapes with colors that

stand out against each other. I’ll know I have it when my figure pops from the background.


ASSESSMENT CHECKLIST

Student Name:

Can the student accurately describe Miró’s style?

Did the student use organic and geometric shapes?

Did the student achieve strong contrast with their color choices?

Main Ideas from:

PAINTED MIRÓ FIGURES

Painted Miro Figures

Documents

Transcript of Painted Miro Figures