School of Education
Curriculum & Teaching
Prof. John Toth, Ph.D. / email@example.com
|TIME||MIN||THE ARTS AS COMMUNICATION...
for the post modern educator
|1:30||15||Introduce BODY LANGUAGE as a form of communication.
AIM: Understand how artists use the energy of line in bodies to create movement.
How do composers use duration to create qualities that effect dance movement. Understanding how body language communicates balance. Understand ways in which artists communicate meaning using interactive body language.
The Arts Standards for NY
The Arts Standard 1
Dance - Identify and demonstrate movement elements and skills (such as bend, twist, slide, skip, hop)
Music - sing songs and play instruments, maintaining tone quality.
Theater - use creative drama to communicate ideas and feelings.
Visual Arts - understand and use the elements and principles of art (line, color, texture, shape) to communicate their ideas.
art supplies - read articles
|Artwork under study:
1. 1. Alberto Giacometti, “Annette”
2. Frida Kahlo, “Self-Portrait with Cropped Hair"
3. Jacob Lawrence, “Pool Player"
4. Umberto Giacometti, “Unique Forms of Continuity in Space”
Rossiter and Mignot, “Washington and Lafayette at Mount Vernon”
Washington & Lafayette - Slideshow
Body Language Artworks - Slideshow
Explore methods for investigating a work of art: describe, analyze, interpret, reflect and question.
|Artistic Line of Inquiry: How do Kahlo, Giacometti
and Lawrence use body language and facial expression to communicate emotion,
ideas and symbolic meaning?
Henri Matisse. The Dance, 1911. o/c
Bill T. Jone / Ghostcatching - 1 - 2 - 3 - 4 -
Cunningham / pedestrian gesture
Urban Bush Women,
Claude Debussy, Claire De Lune
Miles Davis / Kind of Blue, So What
MUSIC / THEATER
Leonard Bernstein, West Side Story
Geraldine Morris / Persephone: Ashton's Rite of Spring
Develop question strategies that open ideas around multiple intelligences.
|2:00||15||VISUAL ART SKILL ACTIVITY:
OBJECTIVE: Art - Make gesture drawings of poses. Draw 12 gesture studies of small groups doing specific tasks (working, playing, sitting, dancing, etc.). Explore differenrs ways to draw lines. Consider drawing lines that are angular, zig-zag, swirly, geometric and flowing so as to effect mood or content.
CREATIVE ACTIVITY: 1
Paint one of the sketches.
Dance - create 5 different linear / angular gestures in a group.
|CREATIVE ACTIVITY: 2
SHAPES WITH ATTITUDE
OBJECTIVE: Draw a large circle that just fits inside the page. Students will take turns presenting a pose with a specific attitude. Sketch a pose with the feet on the bottom inside the circle. Rotate page and add another pose. Sketch and rotate 8 times. Place a meaningful object in the center that relates to the combined poses.
- Reflect on student generated artworks.
SAMPLE ACTIVITY: GROUP GESTURES
- Henri Matisse
- Jacob Lawrence & Lanston Hughes, Migration series. Artist and writer collaboration.
ART EDUCATION Practice and Theory. Lincoln Center Institute
relaxed, anxious, working, playing, crawling, gripping, directing,
lesson plan: BodyLanguage2008.htm