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.
Role Playing: (Aesthetics)
The class is divided evenly into groups of six. Each group is given a
position/stance related to ecological art. After briefly discussing with
group members the stance they are to take, the classroom is opened into
large discussion and each group is to defend their stance in relation to
particular works of art. (The discussion hinges around former lessons
involving the work of Lynne Hull, but will involve other ecological artists
Group 1: Anything functional is NOT art.
Group 2: Art should teach us something.
Group 3: Art should be in a public place.
Group 4: Art should be made with traditional materials.
Group 5: Art should show the ordinary in a new way.
Group 6: Art should be beneficial to society.
In discussing these positions, students will learn to articulate their
pseudo-belief, thereby furthering their ability to discuss and assess the
values of art in general and within the ecological forum.
Compare and Contrast: (Criticism)
Compare and contrast the work of Lynne Hull (ex- "Raptor Roost"), Robert
Smithson (ex- "Spiral Jetty"), and Frank Lloyd Wright (ex- "Falling Water").
Split class into groups of 3 or 4 persons. Students are to elaborate on
these questions and present answers to the class, citing specific details
within the photo examples (slides or handouts).
Address these questions:
How are they similar? How are they different?
Are they all functional? In what way?
How will time affect each work?
What are the artist's intentions in building each work?
How do these fit into the environment?
What effects will they have on the environment?