1 teacher’s resource guide
TRANSCRIPT
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Teacher’s Resource Guide Monet to Matisse:
Impressionism and the Elements of Art
"When you go out to paint, try to forget what objects you have before you, a tree, a house, a field or whatever. Merely think here is a little square of blue, here an oblong of pink, here a streak of yellow, and paint it just as it
looks to you, the exact color and shape, until it gives your own naïve impression of the scene before you."‐ Monet
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CONTENTS
Dixon School Tours 3 At the Museum: Visual Thinking Strategies 6 Monet to Matisse: French Masterworks from
the Dixon Gallery and Gardens 7 The Elements of Art 11 Lesson Plan: Plein Air Pastels for Grades K‐1 15 Lesson Plan: Still Life Apple Prints for Grades 2‐3 18 Lesson Plan: Complementary Peer Portraits
for Grades 4‐5 22 Related Programs 25
Credits 27
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Dixon School Tours Why come to the Dixon? Because art and horticulture education:
• helps broaden the scope of a particular subject • develops critical thinking skills • endorses object based learning for students who need tangible,
concrete resources • advances aesthetic, emotional thought • offers a sense of confidence, since in art there is no one “right
answer” or “correct way” of thinking • promotes student based learning through personal interests • encourages connections across the curriculum
The Dixon offers meaningful experiences for school groups through docent led tours and on‐site interpretive activities for students, as well as resource guides for teachers—complete with exhibition information and related lesson plans based on Tennessee curriculum. Docent led tours for school groups with advance registration are FREE! We also offer Dixon Discoveries: interactive garden and gallery tours for grades K‐5. To schedule a tour, please contact the group tour coordinator at (901) 761‐5250 ext. 102.
Interactive Tours Dixon Discoveries for Grades K– 5 Students in Grades K‐5 can experience the museum’s permanent collection, traveling exhibitions and gardens while fulfilling the Tennessee curriculum standards. This one hour tour includes a guided interactive gallery or garden tour and a hands‐on activity. A maximum of 25 students per tour is offered on Fridays from 10:00 a.m.‐12:00 p.m. September – May. Gardens tours are only available September – November and March ‐ May. Interactive tours cost $2 per student for materials.
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‐Tours subject to availability ‐Please plan for an adult to student ratio of 1:5 ‐All chaperones are free of charge Making a Reservation: Contact 761‐5250 ext. 102 to schedule an interactive tour. Have the following information ready when you call:
1. Your group’s name, mailing and email address and phone number 2. Grade level, number of students and number of adults 3. Preferred date/time and alternate date/time of tour
After your tour has been scheduled the tour guide will contact you to discuss further details regarding the goals and objectives of your visit. Museum Tours Museum tours emphasize critical thinking and visual literacy skills. The Gallery Guide will use the Visual Thinking Strategies (VTS), a school curriculum and teaching method, to facilitate open‐ended discussions with students. After the tour, students will have the opportunity to apply a variety of techniques and processes to produce original works of art that reflect personal experiences. Examples of activities include but are not limited to creating an impressionist style landscape, multi‐media collage or an assemblage sculpture. Grades: K‐2 Perfect for early learners and an introduction to the museum. Students will look at how artists use basic elements such as line, color, shape, form and texture to create works of art. Grades: 3‐5 With an emphasis on the discovery process, students hone observation skills and use evidence to construct meaning. They will learn about the
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elements of art and principles of design, how art can tell stories and gain an understanding of artistic motivations. Curriculum Standards Visual Art: 1.0, 2.0, 3.0, 4.0, 5.0, 6.0 Social Studies: 1.0, 5.0, 6.0 Math: 1, 3, 4 * K‐2 only Language Arts: 2, 7, 8 Garden Tours Move your classroom outdoors to observe and explore nature on our 17 acres. Students will learn about the interdependence of all living things and the amazing biodiversity of our environment. Following the tour, each student will participate in a hands‐on gardening activity designed to inspire the budding horticulturist. Possibilities include potting up a flowering plant, making a kitchen compost bin, pressing fresh leaves or flowers using a botanist’s plant press, or looking at plants and flower parts under a dissecting microscope. Grades: K‐2 How do scientists observe nature? Our youngest explorers will use their senses to discover many aspects of the plants and wildlife on the property. Each child will then participate in a seasonally specific gardening technique showing how to care for living things in the environment. Grades: 3‐5 Students will investigate first hand what plants need for healthy growth, from seed to adult, and their specific habitats. A related activity will follow to allow for further discovery about life cycles in the environment. Curriculum Standards Science: 1, 2, 3, 4, 5, 7, 8, 9, 10, 12 Math: 1, 2, 3, 4, 5
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At the Museum: Visual Thinking Strategies
To children and sometimes adults, art can be intimidating. In order to make art more accessible and interesting to all ages, the Dixon endorses a program founded by the Modern Museum of Art that utilizes Visual Thinking Strategies (VTS). VTS teaches inexperienced viewers to see art with a more discerning eye by asking open ended questions to foster personal interpretation. A docent or teacher asks questions so that patrons examine the art on their own. For instance: how do these colors make you feel? What do you think the artist is trying to say? In using this program, viewers become interested in a work through their own thought process. Then, a tour provider can give additional background information for students or patrons to interpret with their own ideas of a work. Sample questions that work for any painting: What is happening here? How do you think the subject of this painting feels? What is happening to them? What colors do you see? Why do you think the artist chose these colors? What do you think these colors mean? How does this painting make you feel? If this painting had a mood, what would it be? What do you think the artist is trying to say through this painting? Does this remind you of anything you’ve seen before? Can you make up a story about this painting?
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Monet to Matisse: French Masterworks from the Dixon Gallery and Gardens
January 31 – April 4, 2010
Re‐discover the all star paintings in the Dixon’s collection through the exhibition Monet to Matisse. Featuring works by the most important artists of the Impressionist and Post‐Impressionist movements, the exhibition also examines the history of the Dixon collection, from the initial bequest of twenty‐six paintings by founders Hugo and Margaret Dixon to the astounding collection the Dixon now boasts today. Monet to Matisse celebrates the beauty and variety of the Dixon collection, from the soft, Impressionist plein‐air paintings of Claude Monet, Alfred Sisley, Camille Pissarro, and Pierre‐Auguste Renoir, to the graceful, if sometimes seedy images of the Parisian ballet by Edgar Degas, Henri de Toulouse‐Lautrec, and Jean‐Louis Forain, to the avant‐garde post‐Impressionist landscapes by Paul Cézanne, Henri Matisse, and Paul Gauguin, to the brilliantly modern floral still‐life paintings completed by Georges Braque and Marc Chagall.
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Impressionists and Beyond: The Beginnings of Early Modern Art
What is Impressionism? Impressionism came about in the beginning of the early 19th century, right around the time that photographs became popular. With the finite detail that photography offered, artists began looking to express the unique qualities painting possessed that photographs did not—particularly color, natural light, and the spontaneity that early photographs could not capture. A particular group of Parisian artists, including Claude Monet, Mary Cassatt, August Renoir, Berthe Morisot, and Edgar Degas (featured in the Dixon permanent collection and Monet to Matisse) broke away from the realistic, photographic style. The Impressionists often painted en plein air, which in French means painting outdoors , and sought to capture the fleeting moments of beauty and vivid colors sunlight illuminated. Impressionists were much less fascinated in specific form and symbolism. Instead, artists like Monet and Degas were heavily interested in the feeling a painting could evoke in the viewer through mood, color, and light. The name “impressionist” came from a critic who thought their works were too unfinished, and merely “impressions” of reality. Though the critic meant it to be disparaging, the impressionists took on the name wholeheartedly. Impressionism, with its drastically different, avant‐garde style, defined Parisian modernity and became the springboard for modern art. They were also inspired by Japonisme and Chinoiserie‐ which was the influence of Asian style in Parisian culture at the time.
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Below, notice the impressionist style: the influence of Japonisme in the Forain, loose brush stroke in the Cassatt, and the use of vivid colors by Monet.
Jean‐Louis Forain At the Café, about 1879 Watercolor and gouache on paper Collection of the Dixon Gallery and Gardens
Above: Mary Cassatt The Visitor, about 1880 Oil and gouache on canvas Collection of the Dixon Gallery and Gardens
Claude Monet French, 1840 – 1926 Port of Dieppe, Evening, 1882 Collection of the Dixon Gallery and Gardens
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What is Post‐Impressionism? Following the impressionist movement, another group of painters would become known as the Post ‐Impressionists. The Post‐Impressionists recognized certain elements of the impressionist’s style, such as liberal color usage, but rejected their ideas of almost always painting outdoors. Post‐Impressionists sought to paint in ways that were more symbolic and emotional than their predecessors who were more interested in a strict visual experience. Post‐Impressionists employed these ideas with a fresh look: in post impressionist works color is simplified, forms often exaggerated, and heavy symbolism is prevalent. Some examples of the Post‐Impressionists in the Dixon’s Collection include Seurat, Cezanne, Signac, Cross, and Luce. Georges Seurat French, 1859 – 1891 The Picnic, about 1885 Oil on panel, 6 ⅜ x 10 inches Collection of the Dixon Gallery and Gardens
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The Elements of Art
What is art made of? The short answer is the elements of art: line, texture, shape, color, composition, space, value, contrast, rhythm,
movement, emphasis, and repetition. Impressionists experimented with these by using textured brushstrokes, natural subjects, and bright,
contrasting colors.
Visual Art Glossary
Abstract Artwork in which little or no attempt is made to represent images realistically, and objects are often simplified or distorted
Art Elements Visual arts components, such as line, texture, color, form, value, shape, and space
Art Media Broad categories for grouping works of visual art according to the art materials used
Background The area of an artwork that appears to be behind other objects or farther away from the viewer
Balance Element of design that deals with equally arranging visual elements in a work of art.
Composition The ordered arrangement of the elements of art according to the principles of design.
Contour Line A line that defines the edges and surface ridges of an object
Focal Point The first part of a work to attract the attention of the viewer
Line A point moving in space. Line can vary in width, length, curvature, or direction.
Medium (Media) Material(s) used to create works of art
Mixed Media Two or more media used in one artwork
Movement Principle of design that deals with creating the illusion of action or physical change in position
Sketch Quick, rough drawing without much detail that can be used as a plan for later work
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Style Identifying characteristics of a particular artist, period, group or movement
There are also genre specific categories of art works, and the paintings in Monet to Matisse are categorized in three basic ways: Still Life: a work of art depicting inanimate subject matter: such as fruit! Portrait: a work of art depicting a person, usually the head and shoulders, but sometimes a full body as well Landscape: a work of art that depicts a large view or the land, such as mountains, fields, or bodies of water
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THE COLOR WHEEL
Notice that complementary colors are directly across each other on the color wheel, for example, red and green.
Color Element of design that is a property of light.
Primary red, yellow, blue
Secondary orange, green, violet (made from the primary colors)
Tertiary produced by mixing two secondary colors.
Color Schemes Plan for organizing color.
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Complementary colors opposite each other on a standard color wheel.
Analogous colors which are closely related to each other and in which common color can be found (yellow, yellow‐orange, orange, etc.)
Monochromatic tones of one color in addition to the main hue
Triad any three colors found on a standard color wheel that are connected by a triangle (red, yellow, and blue)
Intermediate colors made from a primary and secondary (blue‐green, yellow‐orange)
Split complement color on either side of the direct complement (blue‐green, yellow‐green).
Cool Color Colors in which blue, green or violet predominate.
Warm Colors Colors in which red, orange or yellow predominate.
Color Wheel Sectioned circle with colors in a bent spectrum
Tint Light value of a color made by mixing with white.
Tone Tint or shade; may be achieved by adding black or white to a color.
Neutral Colors Black, white and gray.
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Lesson Plan: Plein Air Pastels Grade: Kindergarten and First Subject: Art Overview: In this lesson, we will explore impressionism, the en plein air style of landscapes, and the use of pastels. Outcomes: Students will be able to identify a landscape painting, talk about the impressionist style, and create a colorful landscape by working outside. Tennessee/National Standards: Visual Art Kindergarten Art: Standard 1.0 Media, Techniques, and Processes • 1.1 Use selected tools and materials in a safe manner to create a work of art. • 1.2 Apply a variety of techniques and processes to produce original works of art that reflect personal experiences, imagination, and observations.
First Grade Art: Standard 1.0 Media, Techniques, and Processes
• 1.1Use tools and materials in a safe and responsible manner. • 1.2 Demonstrate an understanding of how to use selected tools and
materials to create a work of art. • 1.3 Explore a variety of techniques and processes to produce original
works of art that reflect personal experiences, imagination, and observations
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Vocabulary: Landscape: a work of art that depicts a large view or the land, such as mountains, fields, or bodies of water
En plein air: a painting of the outdoors, painted outdoors
Art Elements: Visual arts components, such as line, texture, color, form, value, shape, and space.
Medium (Media): Material(s) used to create works of art.
Style: Identifying characteristics of a particular artist, period, group or movement‐today we will paint as impressionists!
Line: A point moving in space. Line can vary in width, length, curvature, or direction
Shape: Element of art that defines a two dimensional space, such as a circle, square, or triangle Color: Element of design that is a property of light‐ red, green, and blue for instance Texture: appearance of surface characteristics, for example, rough or smooth texture Pattern: Decorative visual repetition.
Instructional Strategies/Activities:
1. Refer to Port of Dieppe, Evening by Claude Monet from the Dixon Permanent Collection. Examine the painting and have students name the colors they see in the painting.
2. Talk about the impressionist style of painting and it’s characteristics—bright colors, visible brushstrokes, and texture in the works. Explain what a landscape is. Talk about how impressionists painted “en plein air” because they were inspired by nature and how they exaggerated its colors to achieve an impressionist style. Note that they might not actually see orange in the water for instance, but that the sun reflects off of the water and adds and orange tinted light sometimes. Also‐ the impressionists did not use black, instead they used dark blues, greens, and purples to convey darkness and shadow. Explain that today; students will be making their own landscapes, inspired by the impressionist work of Claude Monet.
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3. Take students outside to a grassy, well treed or well flowered area at your school. Explain to students that they need to put on their “impressionist eyes,” and look for bright colors to incorporate into their art work.
4. With pastels, have students choose a small area or object (flower, tree) to draw‐ remind them not to blend too much so let their brushstrokes show like the impressionists. Also, remind students not to use black—instead use dark blues, greens, and purples.
5. When finished, have students write a few sentences to reflect on their experience drawing en plein air.
Resources/Materials: Chalk, or pastels, but no black Multimedia paper or construction paper
Pastel spray, hairspray works too(for use by teacher after project)
Wet wipes Drawing boards, clip boards Monet work Port of Dieppe, Evening How to Color with Oil and Chalk Pastels, for kids by a kid: http://www.youtube.com/watch?v=aHPpxifDPLU Extend and Refine Knowledge: At the end of the activity, ask students: What did you create? How did you create it? Why did you pick the colors you did? How would you describe the impressionist style? Assessments: At the end of the lesson, students should be able to describe the impressionist style and what a landscape is, and then reflect on their creation. Claude Monet French, 1840 – 1926 Port of Dieppe, Evening, 1882 Collection of the Dixon Gallery and Gardens
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Lesson Plan: Still Life Apple Prints Grade: Second and Third Grade Subject: Art Overview: In this lesson, we will explore the still life genre and impressionists inspiration from Japanese woodblock prints, by creating our own still lifes. Outcomes: Students will recognize the subject matter associated with still lifes, learn about and engage in the artistic process of printing, and reflect on their creations. Tennessee/National Standards: Visual Art
Second Grade: Standard 1.0 Media, Techniques, and Processes
• 1.1 Consistently use tools and materials in a safe and responsible manner.
• 1.2 Demonstrate an understanding of how to use selected tools and materials to create a work of art.
• 1.3 Explore a variety of techniques and processes to produce original works of art that reflect personal experiences, imagination, and observations.
Third Grade: Standard 1.0 Media, Techniques, and Processes
• 1.1 Use a variety of tools and materials to create a work of art. • 1.2 Use a variety of techniques and processes to produce original
works of art that reflect personal experiences, imagination, and observations.
• 1.3 Use tools and materials in a safe and responsible manner
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Vocabulary: Still Life: a work of art depicting inanimate subject matter: such as fruit! Print: copy of image made with “stamp” method to reproducing text, image, pattern or shape with paint or ink Woodblock: technique of using carved wood as a “stamp” for printing patterns, images or text
Art Elements: Visual arts components, such as line, texture, color, form, value, shape, and space.
Medium (Media): Material(s) used to create works of art.
Style: Identifying characteristics of a particular artist, period, group or movement‐today we will paint as impressionists!
Line: A point moving in space. Line can vary in width, length, curvature, or direction Shape: Element of art that defines a two dimensional space, such as a circle, square, or triangle Color: Element of design that is a property of light‐ red, green, and blue for instance Texture: appearance of surface characteristics, for example, rough or smooth texture Pattern: Decorative visual repetition.
Instructional Strategies/Activities:
1. Refer to the Still Life by Henri Fantin‐Latour from the Dixon Permanent Collection, and the woodblock print below by Eizan.
2. Talk about the impressionist style of painting and its characteristics—bright colors, visible brushstrokes, and texture in the works. Explain what a still life is, and also how impressionists were inspired by the Japanese, woodblock prints and the patterns they created.
3. Explain that today; students will be making their own still life prints, inspired by the impressionist work of Fantin‐Latour.
4. Have students split into groups. For each group, provide 2‐3 apple halves and three different colors of paint for dipping. Demonstrate how to dip the apple in paint and print it onto the paper. Then assist students who need help printing. This works best with a thin coat of paint, so they dry faster.
5. After students have made desired number of prints on paper, demonstrate decorating prints with visible “impressionist
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brushstrokes” and allow students to embellish their works with their favorite colors, etc.
6. Set art aside to dry, and have students write a few reflective sentences about their artwork—what they created, how they created it, why they chose the colors they did, and what their artwork means to them.
Resources/Materials: Probably will work best if students are in groups: 2‐3 apples halves per group Paper plates or paint trays Tempera paint, three colors for apples Multimedia or construction paper Separate tempera paints for decorating work Paintbrushes Water for brushes Wet wipes Smocks Image, Still Life by Henri Fantin‐Latour Image, Japanese woodblock by Eizan
Basic Printmaking Tutorial: http://www.youtube.com/watch?v=T0DlT5lt5FQ&feature=related
Extend and Refine Knowledge: At the end of the activity, ask students: What did you create? How did you create it? Why did you pick the colors you did? How would you describe the impressionist style? What did you learn about the printing process? Assessments: At the end of the lesson, students should be able to complete the printing process on their own, describe the impressionist style and what a still life is, and then reflect on their creation.
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Henri Fantin‐Latour Still Life, 1869 Oil on canvas, Collection of the Dixon Gallery and Gardens
Kikugawa Eizan (1787‐1867), Reclining couple reading a love letter, ca. 1804‐1818. Color woodblock print. Princeton University Library. Gift of Gillett G. Griffin in honor of Dale
Roylance. Graphic Arts Division
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Lesson Plan: Complimentary Peer Portraits
Grade: Fourth and Fifth Grade Subject: Art Overview: Students will learn about the impressionist style and use one set of complimentary colors to create a portrait of their peers. Outcomes: Students will recognize complimentary colors, and how they work together. Students will examine the shapes and elements of a peer’s face, and then create a portrait of that peer. Lastly, students will reflect on the impressionist style and complimentary color pairings. Tennessee/National Standards:
Fourth Grade: Standard 2.0 Structures and Functions
2.1 Consistently recognize and identify elements and principles of art. 2.2 Use the elements and principles of art to communicate ideas. 2.3 Discuss the functions of art in different environments. 2.4 Create art works to meet various functions.
Fifth Grade: Standard 2.0 Structures and Functions
2.1 Use the elements and principles of art to communicate ideas. 2.2 Discuss and analyze the functions of art in different environments. 2.3 Create artworks to meet various functions.
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Vocabulary: Portrait: a work of art depicting a person, usually of the head and shoulders, but can be of the full body as well Complementary Colors: colors opposite each other on a standard color wheel
Art Elements: Visual arts components, such as line, texture, color, form, value, shape, and space.
Medium (Media): Material(s) used to create works of art.
Style: Identifying characteristics of a particular artist, period, group or movement‐today we will paint as impressionists!
Line: A point moving in space. Line can vary in width, length, curvature, or direction Shape: Element of art that defines a two dimensional space, such as a circle, square, or triangle Color: Element of design that is a property of light‐ red, green, and blue for instance Texture: appearance of surface characteristics, for example, rough or smooth texture Pattern: Decorative visual repetition.
Instructional Strategies/Activities:
1. Look at the work The Visitor by Mary Cassatt and Port of Dieppe Evening, by Claude Monet (for color use), both from the Dixon Permanent Collection.
2. Talk about the impressionist style of painting and its characteristics—bright colors, visible brushstrokes, and texture in the works. Explain what a portrait is.
3. Talk about complementary colors and ways to remember them ( for instance, Auburn‐orange and blue, Christmas‐red and green, and LSU, purple and yellow).
4. Have students partner off, and choose one set of complimentary colors. For example, Sally and Bobby both use orange and blue to draw each other.
5. Explain to them that they will be using complimentary colors to study and draw a “spontaneous” portrait of their peer. Have them examine “pieces of the face” (nose, mouth, eyes, etc) and their shape. Remind students to look at shadows, lines—all the elements of art!
6. Give students about thirty minutes to study and draw their peer in complementary colors. (even better if this can be done en plein air!)
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7. Finally, have students reflect on and share what they learned, the challenges they faced, and what they think about the impressionist style.
Resources/Materials: Pastels, crayons, or colored pencils in complementary color pairs
Dixon works The Visitor, by Mary Cassatt and Port of Dieppe, Evening, by Monet
Setting spray if using chalk pastels Construction or Multimedia paper Dixon Teacher’s packet info on impressionism Color Wheel Extend and Refine Knowledge: At the end of the activity, ask students: What did you create? How did you create it? How do you think the complementary colors worked together? How would you describe the impressionist style? Assessments: At the end of the lesson, students should be able to explain the impressionist’s style and name the complementary colors on their own, and reflect on their art work. Mary Cassatt The Visitor, about 1880 Oil and gouache on canvas Collection of the Dixon Gallery and Gardens
Claude Monet Port of Dieppe, Evening, 1882 Oil on canvas Collection of the Dixon Gallery and Gardens
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RELATED PROGRAMS: ONGOING Family Studio ‐ 10:30am‐12:30pm NEW Drop‐in program, second Saturday of every month Looking for something new and fun to do with the family on Saturday morning? Drop in and create magnificent works of art, play a game, or explore the world of art through children's books. Each month highlights a different piece from our permanent collection or traveling exhibitions. Regular admission ArtZone: After School Art Club ‐ 3:30 – 5:00 pm Wednesdays, January 3, February 17, March 24 Ages 12‐16 Join us after school at the Dixon! Using a particular theme for each class, participants will explore art techniques of drawing, painting, sculpture and printmaking. Participants will visit the galleries and gardens for inspiration in their own artwork. Reservations required. Space limited. $10 per class for members, $15 per class for non‐members JAN Sunday 31 Opening Lecture ‐2pm Private to Public: Building a Collection for the Dixon By Kevin Sharp The works of art in the Dixon’s permanent collection already had a fascinating history before they ever arrived in Memphis. Kevin Sharp discusses the provenance of Dixon masterpieces and the negotiations that brought them here. Regular admission FEBRUARY “Ship Ahoy!” Children’s Impressionist painting workshop Saturday 6, 10:30‐12:30, Ages 6‐11 Jump aboard and join us for a day out at sea. Fishing boats and water scenes were just a few of the many en plein air subject matters of the Impressionists. In this workshop we will take a boat ride through the Dixon galleries to explore marine paintings by Matisse, Monet and more. Participants will complete their voyage by creating an Impressionist style landscape painting of their own. Reservations required. Space limited. $10 members, $15 non‐members. Thursday 18
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Art After Dark Open Late! See our newest exhibitions with a contemporary crowd while the Dixon stays up late. Monet to Matisse on view in the galleries. Live music, cash bar, hors d’oeuvres, special guests and much more! Regular admission Saturday 20 Family Day 10am‐2pm It is Family Day at the Dixon and we are very excited to celebrate the impressionistic way! Our exhibition Monet to Matisse: French Masterworks from the Dixon Permanent Collection will be up and we would like to invite you to join us for a fun filled day of art activities, en plein air painting, music, refreshments and much more. A Bientôt! Free admission. Sponsored by Arthur F. and Alice E. Adams Foundation Saturday 27 Adult Workshop: About Face: Portrait Workshop By Clare Torina 10:30 – 2:30 Ages 16 and up Local artist Clare Torina will conduct a workshop coinciding with the return of the Dixon’s permanent collection, Monet to Matisse: French Masterworks from the Dixon Permanent Collection. Reservations required. Space limited. MARCH Monday 8‐Friday 12 and Monday 15‐Friday 19 Spring to Art Camp 9:30 ‐ 12:30 Ages 6‐11 Spring to Art has returned! Join us during spring break week for an artistic, imaginative and exploratory good time. Reservations required –space limited
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CREDITS: Monet quote on page 1 from National Gallery of Art, Washington DC website: http://www.nga.gov/fcgi‐bin/tinfo_f?object=61374
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Jean‐Louis Forain At the Café, about 1879 Watercolor and gouache on paper Collection of the Dixon Gallery and Gardens
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Mary Cassatt The Visitor, about 1880 Oil and gouache on canvas Collection of the Dixon Gallery and Gardens
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Claude Monet Port of Dieppe, Evening, 1882 Oil on canvas Collection of the Dixon Gallery and Gardens
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Georges Seurat French, 1859 – 1891 The Picnic, about 1885 Oil on panel, 6 ⅜ x 10 inches Collection of the Dixon Gallery and Gardens
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Henri Fantin‐Latour Still Life, 1869 Oil on canvas, Collection of the Dixon Gallery and Gardens
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Kikugawa Eizan (1787‐1867), Reclining couple reading a love letter, ca. 1804‐1818. Color woodblock print. Princeton University Library. Gift of Gillett G. Griffin in honor of Dale Roylance. Graphic Arts Division