Lesson and strategies
To help students gain a perspective on the influence art has on our interpretation of the world we live in, as well as our ability to connect to the past through art is a goal of this unit which applies to all the lessons listed here. It is applicable in an number of lesson throughout the year and will be revisited as we study other cultures and their art. We will continually look for patterns that can be useful in helping us develop relevant perceptions of people in their specific historical context.
1. On being a curator: Learning to understand history and culture through art.
This lesson explores ways to look at artwork to get clues to how they were used in the past and provide insight into the ideology of the culture that created it. Students will examine a variety of objects, discuss the potential meaning, function, and context of the work. They will formulate opinions, write critically, and develop criteria for the value of selected works. Students will also seek parallels in the art from this period as a way to make connections with the world. This will help my students gain the critical writing skills needed to succeed in any number of disciplines. Class discussions and group activities based on artworks from various cultures will be used to raise awareness of various points of view and interpretations of works of art. Students will have a voice in the selection of these works. This allows students to have a sense of ownership about their judgments and develops social skills necessary to be able to deal with constructive criticism and offer criticism.
Objectives
Understand the role of a museum curator and apply that knowledge to create a museum show based on the theme: The Best of the Olmec Culture
Identify how artwork reflects specific concerns and intentions of a artist and their culture by creating museum type description cards on selected works.
Form opinions about value, meaning, form, and function based on group discussions on selected works.
Identify three other cultures and corresponding works that existed at the same time as the Olmec through independent research.
Materials
Printed works from text and web based resources. These can be smaller in size as they will be used in small group discussions.
Journals for note taking and sketching.
Note cards to serve as description cards for final museum show.
Hand out on writing a descriptive formal analysis.
Steps:
Divide students into groups of four or five. Provide each group a set of 10-12 prints (two per student)of various artwork from the Olmec culture. Students are assigned to select half of the prints to be chosen for The Best of the Olmec Culture show. The class will need to generate a set of criteria to establish why the objects selected are museum quality. The teacher should lead this discussion towards one or more of the concepts listed below and have the class expand on the list. Record the answers on the board for reference.
- quality craftsmanship
- rarity
- beauty
- sacredness
- historical significance
Students are not expected to know the factual information on the objects, rather they will speculate as a means to understand the critical thinking process. Later they will be asked to research the selected works to generate the description card for the museum show. Once all groups have come to a consensus about which works are of museum quality, each will share with the class an explanation of how and why the piece shown, has met the criteria established for the show. Expand on the reference board any new findings in relation to this pre-established criteria. Students will be given a basic fact sheet about the works they selected and will utilize the research library to write a museum description card which will contain a formal description paragraph, a historical context paragraph, and a personal judgment analysis. In addition to the historical context research, students will be asked to find three comparable works of art from another culture to begin a second study on parallels in art history.
North Carolina Standards for Arts Education Grade 9-12 (listed in full below)
Competency Goals
1: 1.01, 1.03
3: 3.04, 3.05
4: 4.01, 4.04
5: 5.01, 5.02, 5.03, 5.04, 5.05, 5.06
6: 6.01, 6.02, 6.05, 6.06
8: 8.03
National Standards for Visual Arts Education Grades 9—12 3.Choosing and evaluating a range of subject matter, symbols, and ideas a. Reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture. 4. Understanding the visual arts in relation to history and cultures c. Analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making.
2. Taking away: revealing your image.
Students will examine a variety of subtractive sculptures from the Olmec and other cultures and discuss their meanings, purposes, and original contexts. They will explore the ways symbols and forms can reveal and influence how we interpret the image. They will then design, sketch, and carve their own symbolic self portrait sculpture in the style of the colossal Olmec heads and participate in a class critique of their work. By creating a symbolic sculpture, students will develop an understanding of the possibilities for symbolic representation and artistic interpretation in three dimensions. Students will consider the ways artists have represented ideals as symbolic forms, in three dimensional works. (See the reference to the Olmec colossal heads and seated statue of Khafre in rational.)
Objectives
Students will identify and discuss symbolic concepts or ideals represented in works of art by studying a number of representations of the human figure and portrait.
Understand and apply the process of reduction/subtractive carving by creating a self portrait from a solid block of clay.
Through their use of symbols and choice of form for their sculpture, students will create a self portrait which reflects aspect(s) of their personality that they wish to be interpreted by others.
Materials
Reproductions of various portraits and figures. Suggestions include: The Olmec colossal heads, the statue of Khafre (both are referenced in the rationale), some jade figures from the Olmec culture will work very well as will works from early Africa, southeast Asia, and India.
Journals for note taking and sketching.
A 3-5 lb. block of clay.
Ceramic carving tools. Variety.
Newspaper, plastic bags.
A digital image of students face ¾ view. (Optional, but is really helpful!)
Steps
Show a number reproductions of works selected and have students respond to questions in their journal. This will show how individual responses to the same work of art can vary. What idea, concept, or characteristic would you guess is represented in this sculpture? Point out two symbolic details represented in this work that supports this conclusion. How do you think this sculpture was constructed? What material do you think the artist used? What leads you to this conclusion? Lead a class discussion where students share their answers while providing specific information on symbolism, history and use, technique and material of works. What kind of symbols are represented? Can you tell what it is just by looking at it? Discuss the representation of form through some guided questions. How do we view the work? Does it have movement? How does a work convey movement? How does the movement or lack of movement help convey a message about the figure? Discuss the technique and material. Why do you think they chose that material and how does it help convey the symbolic message of the artwork?
Connect this discussion to the students' lives. As a class brainstorm contemporary symbols of ideas and values. Examples to begin: Olympic rings (five regions of the world), advertisement logos ( U.S. post office — eagle represents speed), religious symbols (cross or star of David — ideals), etc…Students will develop sketches of personal symbols, which will be incorporated in their portrait. They can include such things as their families, the community, any personal trait that they value and which reflects aspect(s) of their personality that they wish to be interpreted by others. Because this lesson is within the Olmec unit, and because this will be their first introduction to subtractive sculpture, they will be asked to conform their portraits to the general form of the colossal Olmec heads used in the group discussion. This will aid in the overall success of the individual sculptures as they help each other understand and visualize the sculpture within the block of clay. Demonstrate the technique of shaping and carving. Remind students the process of working with a solid block of clay; first obtain the initial form desired (head/face), then hollow out the form to an even thickness and to ensure no cracking, and allow time to dry. Work can not be detailed until clay is leatherhard. Continue to carve details and symbols into the portraits until work is complete. Newspaper can be stuffed inside the hollow form to support the shape and aid in drying out the work. The process of burnishing parts of the portrait can be done when all details are complete and work is just past the leatherhard state. This polishing can add an interesting contrast to the sculpture. Allow 2-3 days to dry and then fire in kiln. Works could remain unglazed or a glazing lesson/component could be added.
North Carolina Standards for Arts Education Grade 9-12 (listed in full below)
Competency Goals:
1: 1.01, 1.02, 1.03
2: 2.01, 2.02, 2.03, 2.04
3: 3.01, 3.02, 3.04
4: 4.01, 4.02, 4.03, 4.04
5: 5.01, 5.02, 5.03, 5.05, 5.06
6: 6.01, 6.02, 6.03, 6.05, 6.06
National Standards for Visual Arts Education Grades 9—12 1.Understanding and applying media, techniques, and processes b. Conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use. 2. Using knowledge of structures and functions a. Demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art. b. Evaluate the effectiveness of artworks in terms of organizational structures and functions. c. Create artworks that use organizational principles and functions to solve specific visual arts problems. 3. Choosing and evaluating a range of subject matter, symbols, and ideas b. Apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life. 5. Reflecting upon and assessing the characteristics and merits of their work and the work of others a. Identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works.
3. Wrap around designs: coil, coil, coil.
Students will examine a number of functional vessel forms from the Olmec culture and understand the techniques used in construction and surface design of the works. They will create a vessel that has a specific use and meaning in their contemporary culture, which could be determined by future archeologists and art historians.
Objectives
Identify techniques ceramic artists use in designing works which reflect intentions to interpret the world in which they live by examining a variety of functional ware create by the Olmec culture.
Identify the roles of art historians and archaeologists through class discussions and critiques.
Create a functional vessel made from clay coils with incised wrap around designs like that of the Olmec vessels studied.
Identify images and designs of contemporary culture and utilize them in the wrap around surface design of the vessel.
Materials
Reproductions of Olmec vessels with wrap around designs.
Journals for note taking and sketching.
A 3-5 lb.of clay.
Ceramic tools. Variety.
Newspaper, plastic bags.
Steps
Using the reproductions, discuss the role of the art historian and archaeologist. Who studies these works? What is art history? What is archaeology? Record this information. Use one reproduction and challenge students to list aspects of the vessel that provides clues about the culture. Function, technique, shape, and surface design(wrap around design) are areas of focus. Pose the following problem to students: future art historians and archaeologist will find objects in the future which can give them clues to the culture in which we live; create a vessel that expresses meaning for our contemporary culture. Consider the following; function, technique, shape, and surface design (utilizing the wrap around design technique studied). Using sketchbooks and student design resources, sketch possible solutions. Demonstrate coiling technique and monitor student progress. Hint: thicker coils will enable students to build more quickly, they can use traditional Olmec tools (shells and stones) to think out the walls of the vessel and add height (see rational: .. techniques did the ancient potters use to create their wares?). Once form is constructed, allow piece to dry slightly. Students can 'trace' their wrap around design onto the clay by laying the drawing on top of the ware and re-drawing the design with a dull pencil, creating a shallow relief on the ware. Students can then go back over the design with a sharper object/ ceramic tools. Newspaper can be stuffed inside the hollow form to support the shape and aid in drying out the work. The process of burnishing parts of the vessel can be done when all details are complete and work is just past the leatherhard state. This polishing can add an interesting contrast to the vessel. Allow 2-3 days to dry and then fire in kiln. Works could remain unglazed or a glazing lesson/component could be added.
North Carolina Standards for Arts Education Grade 9-12
Competency Goals
1: 1.01, 1.02, 1.03
2: 2.01, 2.02, 2.03, 2.04
3: 3.01, 3.02, 3.04
4: 4.01, 4.02, 4.03, 4.04
5: 5.01, 5.02, 5.03, 5.05, 5.06
6: 6.01, 6.02, 6.03, 6.05, 6.06
National Standards for Visual Arts Education Grades 9—12
1. Understanding and applying media, techniques, and processes a. Apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks. b. Conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use. 2. Using knowledge of structures and functions c. Create artworks that use organizational principles and functions to solve specific visual arts problems. 3. Choosing and evaluating a range of subject matter, symbols, and ideas a. Reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture. 4. Understanding the visual arts in relation to history and cultures c. Analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making. 5. Reflecting upon and assessing the characteristics and merits of their work and the work of others b. Describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts
I have provided the North Carolina course of study Standards for the Visual Arts 9-12 in full below:
GOAL 1: The learner will develop critical and creative thinking skills and perceptual awareness necessary for understanding and producing art.
Objectives
1.01 Plan and organize for creating art.
1.02 Develop strategies for imagining and implementing images.
1.03 Recognize in a world of imagination there is no right or wrong, but some solutions are better than others.
1.04 Recognize that images from reality and from fantasy may be used to create original art.
1.05 Show development of ideas across time.
1.06 Develop perceptual awareness through the use of all senses.
COMPETENCY GOAL 2: The learner will develop skills necessary for understanding and applying media, techniques, and processes. (National Standard 1)
Objectives
2.01 Explore unique properties and potential of materials.
2.02 Learn techniques and processes for working with each material.
2.03 Use different media and techniques expressively.
2.04 Use art materials and tools in a safe and responsible manner.
COMPETENCY GOAL 3: The learner will organize the components of a work into a cohesive whole through knowledge of organizational principles of design and art elements. (National Standard 2 )
Objectives
3.01 Recognize and apply the elements of art in an aesthetic composition.
3.02 Recognize and apply the design principles used in composition.
3.03 Recognize that diverse solutions are preferable to predetermined visual solutions.
3.04 Recognize the value of intuitive perceptions in the problem-solving process.
3.05 Recognize the value of experimentation in the problem-solving process.
COMPETENCY GOAL 4: The learner will choose and evaluate a range of subject matter and ideas to communicate intended meaning in artworks. (National Standard 3)
Objectives
4.01 Demonstrate the use of life surroundings and personal experiences to express ideas and feelings visually.
4.02 Interpret the environment through art.
4.03 Invent original and personal imagery to convey meaning and not rely on copying, tracing, patterns or duplicated materials.
4.04 Explore how artists develop personal imagery and style.
COMPETENCY GOAL 5: The learner will understand the visual arts in relation to history and cultures. (National Standard 4)
Objectives
5.01 Know that the visual arts have a history, purpose and function in all cultures.
5.02 Identify specific works of art as belonging to particular cultures, times and places.
5.03 Compare relationships of works of art to one another in terms of history, aesthetics, and cultural/ethnic groups.
5.04 Recognize the existence of art movements, periods, and styles.
5.05 Recognize the existence of universal theme in art throughout history.
5.06 Recognize that cultures have different aesthetics and each individual is a product of his or her culture.
COMPETENCY GOAL 6: The learner will reflect upon and assess the characteristics and merits of their work and the work of others. (National Standard 5)
Objectives
6.01 Understand there are various purposes for creating works of visual art.
6.02 Describe how people's experiences influence the development of specific artworks.
6.03 Accept other's work and ideas as unique expression of themselves.
6.04 Recognize the constructive role of failure as a part of the creative process.
6.05 Critique artwork through the use of: proper vocabulary, art elements and design principles, meaning, feeling, mood and ideas, oral and written expression.
6.06 Understand there are varied responses to specific artworks.
COMPETENCY GOAL 7: The learner will perceive connections between visual arts and other disciplines. (National Standard 6)
Objectives
7.01 Identify connections, similarities and differences between the visual arts and other disciplines.
7.02 Describe ways the art elements and design principles interrelate within all arts disciplines.
7.03 Compare characteristics of visual arts within a particular historical period or style with ideas, issues or themes in other disciplines.
7.04 Recognize how current technology affects visual arts and other disciplines.
COMPETENCY GOAL 8: The learner will develop an awareness of art as an avocation and profession.
Objectives
8.01 Develop an awareness of art as an avocation.
8.02 Develop an awareness of art as a profession.
8.03 Discover that art provides an opportunity for lifelong learning, both vocationally and avocationally
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