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Lesson Plans


Re: artsednet-digest V2 #1086

[ Thread ][ Subject ][ Author ][ Date ]
Victor Capone (viccapone)
Tue, 24 Nov 1998 00:14:32 -0400


> Date: Mon, 23 Nov 1998 16:04:13 -0700
> From: "Kerin Allen" <kallen.edu>
> Subject: ID:UA/ Criticism & Aesthetics 2nd Activities
>
> Kerin Allen
> Art and Ecology Lesson
> Additional Criticism and Aesthetics Activities
> Student level: Intermediate
>
> Criticism Activity : FINDERS / SEEKERS
>
> The activity is based on the cooperative learning skill, pair
> check, where the one student instructs and the second responds. The two
> switch at a prescribed interval so each child has an opportunity to be
> the Œcoach' and the Œlearner'. This is a follow-up activity to the
> Criticism segment, introducing Lynne Hull and her artwork.
>
> Location: Inside a classroom followed by an outside setting (ie:Sabino
> Canyon)
>
> Objective: Students will Œfind' similarities between the artwork
> design, the functional concept and discoveries they located both in the
> classroom and a natural environment setting. Students will relate their
> findings and defend their selection after each event. On completion of
> both events, they will compare and discuss the findings from the
> classroom and the natural environment in relation to the artwork.
>
> Preparation: In both settings, the instructor provides the artwork,
> pencils and a container with individual slips of paper. Each slip has
> one Œfind' instruction related to the criticism questions. The
> following are possible examples.
> Find:
> ... something that might have been used to make this design.
> ... an item that resembles a shape (your choice) in the artwork.
> ... other shapes that the artist might have used in this artwork.
> ... a location that is similar to the one in the artwork.
> ... an item that functions in a similar manner to the artwork.
> ... one thing that could also be an abstraction of an element in
> nature.
>
> Event: In the classroom setting, students pair up. Each student
> selects a Œfind' slip and a pencil. One student reads their Œfind'
> slip outloud to their partner, providing encouragement but no
> assistance. The partner analyzes the artwork then Œseeks' that which is
> requested on the slip. They may retrieve the item (if possible), draw
> or note the location on the back of the slip. When that student
> completes their Œfind', the partners switch roles. The activity
> repeats. When all have performed the activity, they gather as a
> group. Each pair reads their instruction slip, shows their Œfind' or
> their notes and discusses their selection.
> After the second event takes place in the natural environment, the
> group gathers again to compare findings from the different locations.
> They discuss how their different findings relate (compare/contrast) to
> the design and function of the artwork.
>
> Options: Students may use their Œfinds' to design their own
> functional artwork. This may lead into a studio project.
>
> *******************************************************************
>
> Aesthetics Activity : WHAT ART THOU?
>
> This is a role-playing activity that takes place over a series of
> class meetings. This activity requires time for the students to
> research, discuss, write and perform their assigned parts. Teacher and
> students may discuss the Aesthetics Puzzle: Nature as Inspiration for
> Artists prior to this event.
>
> Objective: In the course of their role playing, the students will
> determine what criteria defines a work of art versus an artifact. They
> will decide how (if at all) the artwork in question fits within their
> criteria.
>
> Premise: A distinguished gray-haired gentleman makes an
> appointment with the curator of the art museum. He wishes to show the
> director an object he found in the root cellar on his newly acquired
> property. At the appointed time, the gentleman arrives with a landscape
> painted on the surface of a thin clay slab. The painting has partially
> deteriorated due to moisture and the signature in evidence, is difficult
> to read. The gentleman wants to know who the artist is. The curator
> decides that deciphering would not be too difficult and assigns a team.
> During the process of deciphering, the team discovers the name T.
> Cole. However, the team also discovers marks under the peeling surface
> that appear to be petroglyphs. The curator is notified and calls in a
> team of archeologists. The archeological team eagerly investigate the
> marks. They all convene in a meeting of the minds to determine if the
> piece is a work of art or a petroglyph of an ancient civilization.
>
> Players: A distinguished gray-haired gentleman
> An art museum curator
> A team of art specialists
> A team of archeologists
>
> Preparation: The students will write a dialog or prepare a speech to
> fit the roles selected. Students of each team may research the work
> of Thomas Cole and / or the petroglyphs to assist in their debate.
>
> Event: The students will play the individual scenes as written.
> All will meet to determine how to classify the landscape painting on the
> slab. The art specialists will debate the merits of the work as fine
> art. The archeological team will debate the merits of the work as a
> petroglyph. The distinguished gentleman and the curator will be swayed
> to either side depending on the persuasive arguments. Each team will
> draw their own conclusion based on their findings but the final
> determination will be made by the distinguished gentleman and curator.
>
> Option: The artwork in question may be changed as needed to suite
> the knowledge level of the students. Additionally, more research may be
> required if this event is a prelude to an art history segment.