>Nancy, >I think you have asked a teriffic question. I may be way off (I hope not) >but when I decide to do a unit (and most everything is unit design not >lesson design) I try to approach the production aspect as how artists uses >a particular medium, a theme or concept to explore or the style in which >the artwork was made. > >If I am teaching a specific media or theme, then I look for a variety of >artists to make comparisons. An example I particularly like is the first >unit in the Getty Curriculum Sampler (about people, families, >celebrations) as a way to take a theme and explore it in several connected >lessons. When I begin the unit, I display several artworks by Renoir, >some anonymous early American artist, etc. All these are images of people >and their prized possessions. The production activity directs students to >make self-portraits with them and their "favorite" thing, toy or pet. > >In a seond example, I have used the Native American artist (abstract >expressionist style), Harry Fonseca, as the starting point of my unit. >Fonseca used pictographs and petroglyph symbols found in the Southwest (my >geographical location) to paint wall size unstreched canvases. After >analyzing the image "Stone Poem" we begin a production activity that >begins with drawing a central "symbol" and other smaller symbols (some >invented, some from sources). We then begin a process of layering on >painted and drawn areas, splatters/drips and additional symbols. When we >do a discussion of our work produced, we discuss our characteristics in >common with those of Fonseca, our process of layering and the process that >took place for petroglyphs appearing how they are today as well as >"readable messages" which then become the interpretations of the students. > >These are natural lead-ins to aesthetics, since we can ask the questions >regarding artisitic intent (message of the artist and interpretation of >the viewer) or the importance of painting/drawing on canvas (fine arts) >and that those on the rocks in the mountains around us. Since I teach >elementary level, we mainly hit the high points of these, but it's a >beginning (and everyone should start at the beginning) > >I must say my students are better now at these types of activies than in >the first few years of my teaching. And I feel that the skills involved >in discussion (active listening,and making logical argument or provide >rationale for comments made) are worthy outcomes in the art class. > > >As for the Skoglund work, for my elementary students, I have displayed the >"Greenhouse" work, without any interaction on my part and students are >naturally drawn to the images and ask wonderful questions about how it was >done, is it real, why is there grass on everything, how(why) did she get >the dogs purple? > >Wouldn't it be fun to have students take an "environment" and 1) make a >model to be photographed or 2) Use black and white photocopies (for >neutral values) of enclosures and have students collage an element into >the work (all red objects, all fish objects, etc.) or 3)use digital photos >and then manipulate the image in the computer and create a dominate >element that could be imported into the image (maybe this is for secondary >students).
I'll be interested in reading how others integrate DBAE. Sorry about being
> >> >>I do have a question for you that relates to discussions we've >>been having here at our Institute about DBAE art production. >>activities. I realize that the Skoglund site is primarily >>concerned with criticism, but I would like to know: >>what significant art production activity or activities would you >>consider appropriate to accompany a critical discussion of Skoglund's >>work? And, in a broader sense, what criteria do you think are >>important in developing meaningful production activities in DBAE >>lessons centered around a work of art? Perhaps others on >>ArtsEdNet might also like to contribute to the discussion. >> >>Thanks, >>Nancy >>Nancy Walkup, Project Coordinator >>North Texas Institute for Educators on the Visual Arts >>PO Box 5098, University of North Texas 76203 >>817/565-3986 FAX 817/565-4867 >>Walkup >
Lorena Nalin nalin
Elementary Art Specialist