| BROOKLYN COLLEGE CUNY Pre-service Ed 37 | ||
Lincoln Center Institute Visual
Arts Facilitator John Toth Fall 2000 Who's Aesthetics: Who Decides What's Beautiful Brainstorm......
We
will explore the resonance of words and images. Let's explore social themes
that are ancient and modern Goal for museum visit... Walk through the museum with a group of students and create a
conversation around artworks around themes of “making sense”. Let the conversation at hand move you into an understanding that the conversations around an art work contain the elements of a lesson that is student centered and contextually related to the students interests. |
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| Line of inquiry | . | |
| What effects
how we learn? What effects how we see? What effects our perception of beauty? How do we look carefully before we interpret? |
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| Plan 1 | Artworks at the Brooklyn Museum of Art | |
Karel
Rose
Why is it art? What is Hi/Low art? Public places / sacred places
Donna Linderman Social themes Gender issues How do we define issues of "taste" |
Hip-Hop Transformation Energy and abstraction |
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Georgia O’Keefe | |
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Emmanuelle Leutze, Christopher Columbus |
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Beth Singer
Exploring Human Rights Images and concepts of power Shakespeare, Julius Caesar |
Egyptian Sarcophagus Japanese guardian Judith Shea, "The Balance" |
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Activity: |
Based on the idea of a sarcophagus as
a vessel to take the deceased on a journey into the after life. Create a vessel and design its surface to show symbols of all the important aspects of your life. Use scale and color as techniques to show importance. |
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Donna
Wilson Let’s look at the Hip-Hop show at BMA Let’s explore artworks that show Social and Political themes Look at art from many places around the world Constructions of gender Constructions of 'good taste' Constructions of 'the other' Shirley Steinberg How do museums define value systems? Who’s choices define what we call art? What are the effects of Colonialism? Influences of race, class and gender. |
"The Bedouin" | |
| Alberto Bursztyn Wilda Gallagher |
LCI coordinators at Brooklyn College | |
| Mady Holtzer How does something become art? What are the connections from an aesthetic experience with art to the learning methods being studied within the ED 37 curriculum? Diane RamoHow can we build better connections between the aesthetic education and the curriculum of higher education |
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Activity: |
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| Physicalize the work of
art by putting yourself into the
painting. Imagine what it would be like witin a specific place in the painting. Ask students to create tableaus based on characters from the paintings we explore in the classroom. Make drawings or use cut-out shapes to represent the people in your tableaux. What is the relationship between beauty and aesthetics?In groups of two compare personal objects of beauty. Describe qualities or ideas that define beauty. Describe the qualities of words in your description. Make a list of descriptive words. Draw squares that define conceptual and emotion qualities. How would you make an ugly square? or a perfect square? Use found objects to make a thing of beauty.
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| Connections to
Curriculum: The museum as a springboard to literacy The museum experience as a means of building critical analysis Aesthetic education as a method for learning through the arts. |
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| Contextual
Information Eric Booth, The Everyday Work of Art Fred Wilson, |
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| for more on LCI at BC visit http://depthome.brooklyn.cuny.edu/schooled/LCI.html | ||
| REFLECTION: What
kind of ideas do the images represent? What do the images reveal? How can the activity come out of an
organic need to physically explore some aspect of the art work. How
were your non-visual senses involved in the aesthetic process? What
were the strategies of this educational experience? How will this experience effect the way you create your next lesson plan? |
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