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Lesson Plans

ID.UA: Other art criticism and aesthetic activities

[ Thread ][ Subject ][ Author ][ Date ]
Tera Genee' Ensio (terae)
Thu, 12 Nov 1998 22:17:37 -0700

Group work from:
Tera Ensio
Janice Hayes
Midori Ishibashi

In addition to the puzzles and questions posted earlier, our group has
organized other art criticism and aesthetic activities that will be
presented to first, second, and third grade students. If anyone could give
us some feedback on the age appropriateness of these activities, we would
greatly appreciate it.

Theme: Bringing Awareness to issues of waste and recycling by means of art
which has a message and provokes thought about these issues.

Aesthetics Activity: Debate on various Beliefs about art.

Goals: To show how art can be used to promote awareness of an issue. To
show that art is not just pretty.

Visual aide: Image from "Flow City" which can be found on the Art and
Ecology site.

Below is a list of roles that will be given to the children on "Belief
Cards". Each student will assume one of these roles and take part in the

1. You believe that art should show ordinary things in new ways.
2. You think that art has to be made out of traditional art materials
(clay, paint, etc.) by an artist who uses her or his hands to create it.
3. You think that all art should have a message or a story about how to be
a better person.
4. You believe that art is anything that you like.
5. You believe that art should always show or express feelings.
6. You believe that artworks have to be unique-different from other
7. You believe that art should look like other things in the world. A
painting of a clock, for instance, should look like a clock.
8. You believe that art should be something that people like to look at; it
must "please the eye".
9. You believe that art should make people think.
10. You believe that art should take a long time to make and be very well

Criticism Activity: The one minute game.

Goal: To show that the longer you look at and investigate artwork, the more
apt you will be to find more meaning, significance, and detail within it.

Visual Aide: "Media Flow Wall", which can be found in the Fragile Ecology

The students will be shown a slide or video of Media Flow Wall for one
minute. The image will then be taken away and the children will be asked to
point out everything that they noticed during that one minute. The teacher
will put a list of these observations on the chalkboard. This list will be
briefly discussed and then the image will be shown to the children once
again. With the image still in view, the meaning, significance and detail
will be discussed further.