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Curating
a Visual Arts Unit of Study Workshop
July, 7-8, 2003
Art Specialist / David McGreevy & LCI
Teaching Artist / John Toth
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Line of
Inquiry: By looking and selecting artworks from US Design 1975-2000
(Kruger, Hoefler, Bierut, Trice, Friedman) what can you learn about personal
and collective choices through the transformation of everyday items? Artworks: Barbara
Kruger; “Cover Esquire Magazine”, 1992 Michael
Bierut and Nicole Trice, “Light Years” Dan
Friedman, “Page From Cultural Geometry Catalog” April
Greiman, “Lux Pictures Web Animation”, 1997 Frank O.
Ghery, “Residence” Plunket
and Kuhr, “Introductory Spread” Idea to
Explore: ·
What are the criteria for selecting works of art
for a visual arts unit of study? ·
Explore
ways of looking at the world. Ideas discussed during planning: ·
Affects
of Post Moderism on ways of knowing. ·
Explore connections to history through arts. ·
Explore editing process. ·
Explore process as a connection to historical
literacy. ·
Use Gardners’ multiple intelligences as a framework
for selecting works of art that speak to a variety of educational interests. ·
Create art activities that use transformation to
affect the way we read and interpret meaning.
·
Explore transformation of everyday objects. ·
Investigate kinds of literacy that point to
specific works of art. ·
Consider themes in US Design 1975-2000 o Inventing
Tradition o Celebrating
the everyday o Redefining
Expressionism o Expanding
Modernism July 7; 9:30 – 12:30 Activity 1: How do our
multiple senses affect the way we make choices? ·
Use
initial interview to establish guidelines for personal and educational
inquiry. (30 minutes) David &
John ·
On large
open journal: Document “ways of knowing”. ·
Use the
list of “ways of knowing” as a guide for representing your senses. ·
Make a
drawing, painting or sketch that represents our multiple senses. (60
minutes) David ·
In
groups of three, look at and discuss each category and make a list of the
qualities that are unique to each intelligence. (color, shape, symbols,
concepts, etc.) (20 minutes) ·
Make a
new group image that considers your discussion. (30 minutes) ·
Document
each group’s presentation of what was discovered. (30 minutes) John REFLECTION QUESTION: ·
Did you discover a bias in your aesthetics? ·
Did you work with or against taste? ·
What was your own sense of responsibility at
representing a range of choices? Materials: 18x24” white paper, craypas, paint, brushes, buckets, water,
paper, scissors, blue tape July 7; 1:30 – 2:15 Activity 2: Resource Center (David
& John) Investigate an object our symbol from the images
you made in the classroom. Find information that relates to ways of knowing
and representing an idea. (A political leader, poem, dance, math concept,
etc. that relates to the ideas you investigated in your art work from the
first activity. July 7; 2:30 – 4:30 Activity 3: (John) ·
Use the morning’s artworks as a collective
database. ·
In your groups of three, make new images to
represent our 7 levels of intelligence and transform them (color, shape,
context, ect.) (60 minutes) In Small
Groups: (30
minutes) (David) How does the use of transformation inform the idea
/ image? How did the use of color affect meaning? How did your experience
embrace multiple senses through the following: Language, Poetry, Narratives Logic, Math, Design Kinesthetic, Dance, Sports Music Spatial, Sculpture, Architecture, Navigation Interpersonal, Spiritual, Intuition Intrapersonal, Leadership Materials: 18x24” white paper, craypas, paint, brushes, buckets, water,
paper, scissors, blue tape July 8; 9:30 – 12:30 MUSEUM VISIT: Museum
of Arts and Design (David
& John) Explore
the art works under study. (60 minutes) Activity 4: (John)
·
In groups of six, find three or 4 works of art that
speak to the ideas represented in your team works of art from the last
activity. (30
minutes) Reflection: ·
What questions did you bring with you as you began your investigation? Activity 5: (David) ·
In the classroom,
create a line of inquiry and an activity that explores a visual element that
informs the work of art under study. (60 minutes) Make a list of the
criteria that was explored in creating your unit of study. (30 minutes) July 8; 1:30 – 4:30
Activity 6: (David & John) ·
Each group (of 5) will implement their activity and
present questions in front of one or two art works in the gallery. ·
Each group should present to another group of 5. ·
Document the critera that was used. Reflection: ·
What were your criteria for selecting works of art? ·
How did your criterea for selecting art works
change during this process? ·
How do these paintings address multiple modes of
learning? ·
How did the work we do embrace issues of multiple
literacy’s? Contextual
Resources: US Design
1975-2000, Prestel Verlag / Denver Art Museum
Howard Gardener, Multiple Intelligences: A Theory in
Practice Maxine Greene, “Blue
Guitar” Curating a Visual Arts Unit of Study
Workshop
July,
7-8, 2003
Art Specialist / David
McGreevy & LCI Teaching Artist / John
Toth Supplies, Tools and Materials: Drawing
paper 18” x 24” White Manila (please no newsprint), 8 ½ x 11 white paper, .
pencils, scissors, clear tape, craypas, paint, brushes (sm, med. Lg.),
buckets, water, paper, scissors, blue tape Initial Interview: 1) How do you chose what you wear each day? 2) What criteria do you have for selecting food that makes up your diet? 3) If someone offered to give you any artwork in the world, what would it be? Why? 4) Name one functional object that you own that is beautiful to you? 5) Name artworks you have used in past units of study that have led to meaning and success. Why? 6) What is your criterea for selecting art works in a unit of study? |
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