Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.

Lesson Plans


Re: Skoglund on ArtsEdNet

[ Thread ][ Subject ][ Author ][ Date ]
Nalin (nalin)
Fri, 2 Feb 1996 06:16:57 +0000


>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
so "wordy".

Lorena Nalin
Tucson, AZ

>
>>
>>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
Tucson, AZ