1 / 10

How today’s artists speak

How today’s artists speak. Grade 6 (kinda). Unit of Study by the Kayminator. First Lesson: What is Art?.

albin
Download Presentation

How today’s artists speak

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. How today’s artists speak Grade 6 (kinda) Unit of Study by the Kayminator

  2. First Lesson: What is Art? • Questions to stimulate class discussion on the importance of art in our society.Mostly in hopes to spark interest in art in relation to the student’s own world. Many students and society hold the belief that the only art is realistic art. By bringing modern pieces that generally aren’t considered “fine art”, my hopes is to stir up philosophical ideas and questions about art to help the students get outside their box. No right or wrong answers, etc. • Worksheet to guide discussion accordingly. For the sake of students being able to follow and have a center to go back to incase they begin to space off. Also, forcing them to pay attention to be able to get the correct answers.

  3. Name: Date: Class:Assignment: What is your definition of art? What can an can’t be art in your mind? Do you think your ideas about art is different that your friends and families? How are they different or the same and why? How can artists communicate through visual images?

  4. Page 2 Do you think this image to your left is art? Why or why not? Name three reasons why this piece is art. 1) 2) 3) Marcel Duchamp’s Fountain Does art have to have a purpose? Or can there be no meaning? When an artist puts out a piece like this, what do you think they are trying to question?

  5. Lesson #1-2?Nowadays: Breaking Boundaries • Making art work less complex.Teach how modern art work is explaining ideas in simpler forms of art. Show art work that is less complex. Also incorporating elements and principles to convey the ideas that the artist is representing Ex: how line is used to show movement. (pre-cursor to production lesson #3) • Distances ideas from the subject.The main focus of a piece doesn’t have to be a picture of what it is being talked about. • Create slide show of modern artwork that would be relevant to today’s society. Show artwork that is relevant to their lives now. I.e. Goldsworthy and his social commentary on the environment through art (environment being a big issue today). Political satire… etc.

  6. Lesson #3: Contour and Gesture Contour Drawing • Partner up the students and have them do a contour drawing of each other. Explain how differences in the lines can change the mood of the drawing. Bold, thin, jagged, smooth, etc. • First drawing 2-3 minutes, second drawing 6-7 minutes and third drawing 10-15 minutes. • By starting fast then going slow, it will help students develop their sight and how to look at the person. It will also help with the familiarity of they face, so they will be able to recognize more features as they progress. • Gesture Drawings • Pair up and have students complete gesture drawings in the same format as before. Set limits on how many times they are able to look at their paper so they will be focused on the person, rather than making it look like their mind tells them. • Same drawing times as before

  7. Examples of Growth

  8. Lesson #4: From words to pictures • Have a list of adjectives in a hat that students pull from. I.e. Itchy, beautiful, round, sad. Have them trade with other students if they wish, allows them more chance of getting something they’ll enjoy. • Have them brain storm ideas on a few sheets of paper on how they would like to plan out their message. Perhaps take down notes what they are sketching along side. Write down objects that would related to their adjective. • With pencil and card stock have them use lines to convey what their adjective shows. May use drawn objects to help convey the message, but no words. Trace over final project with ink. • Expected time frame, a week?

  9. Lesson #5: Final Critique • After lesson #4 is finished, have students write a one page paper on their piece and it’s relevance to the adjective they picked. Have a format in which the first paragraph they write about the line qualities and the objects they used. The second paragraph about the lines and objects and of they conveyed the word. And the third paragraph on what they could have done more to improve their work for next time. What they struggled with and what they felt was successful.

  10. Format for Essay Paragraph one: Describe your piece in full detail. Describe the objects they use and where they are placed on the piece. a) b) c) Paragraph two: What qualities in your lines show the meaning of the word that what chosen? How did you achieve this? a) b) c) Paragraph three: What could you have done more to improve you work for next time. What did you struggle with and what did you feel was successful? a) b) c)

More Related