Art as Sacrifice
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Lincoln Center Institute Visual Arts Facilitator John Toth Spring 1999 BROOKLYN COLLEGE CUNY Pre-service Ed 37 with Professors Frumchuck, Korn, Linney, McCormick, Rose Please visit lesson web site at http://www.innereye.net Brainstorm...... Jan 20, 1999 We should explore the narrative aspects of a visual work of art. Let's explore social themes that are ancient and modern
Let's explore HOW we teach.
Tools ..... choices of ways to express....
Exploring A Work Of Art... Goal for museum visit... Walk through the museum with a group of students and create a conversation around artworks around themes on sacrifice.
ART WORKS: Kahlo, Frida (Mexican, 1910-1954) "Self-Portrait with Cropped Hair" 1940 Balthus, "The Street" Vuillard, Edouard (French, 1868-1940) "The Artists Mother and Sister, Orozco, Jose Clemente (Mexican, 1883-1949), Zapatistas, Siqueiros, David Alfaro (Mexican, 18 -1974), "Echo of a Scream" Magritte, Rene (Belgian, 1898-19 7) "Empire of Light", Boccioni, Umberto (Italian, 1882-1916) "The City Rises", 1911 Chagall, Marc (French, b. Russia 1887), "I and the Village", 1911 Mondrian, Piet (Dutch, 1872-1944), "Broadway Boogie Woggie", Matisse, Henri (French, 1869-1954) "The Dance" ACTIVITY How did conversations around an art work contain the elements for an activity that we could explore with art materials? Did paintings use objects and symbols that spoke of duality; good/evil, proud/cowardly, strong/week. Explain. Combine objects and elements from two or three paintings we saw at the museum. Rearrange the objects to tell a story about a political or social statement. Put yourself into the artwork in the form of a shape, object or symbol. How can you interact with the outcome of the daulity? Why? REFLECTION: How can the activity come out of an organic need to physically explore some aspect of the art work. What were the strategies of this educational experience? |
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