School of Education
Curriculum & Teaching
AS COMMUNICATION...
for the post modern educator
jtoth@hunter.cuny.edu
syllabus
QSTA 2622. ECC 3561
Arts in Education
Aesthetic Education
read articles
LINE QUALITIES
- Literacy and the Arts: theory / practice
- NYS Art Standards, Blueprint for the Arts, NCLB, Stage development , Stages
- Learning standards and the Post Modern art educator.
- Post Modern Communication
- The Arts: Visual Literacy, Visual Thinking Curriculum, Aesthetic Education, Hypermedia Literacy.
LINE OF INQUIRY: How do artists use line qualities to communicate meaning and expression in dance, music, theater and art?
ART ELEMENT: Line, waveform, tone,
LINE QUALITIES
GOALS: Learn to differentiate 3 line qualities that communicate different meanings in Art; Music.
OBJECTIVE:
Art: Make portraits using line signatures.
Music: Make a waveform portrait of your spoken name.
Art - Explore the LINE qualities in your signature. Print your name the way you would on a form. Write your name large and boldly as you would sign your name to one of your great accomplishments. Express different moods and ideas.
Music / Theater - Say your name with 3 different moods into computer. describe the different shapes of the waveform.
LINE PORTRAIT
GOALS: Learn to communicate using line qualities that can be expressive and logical.
Art - Make a portrait of your neighbor using the letters and gestures of your signature.
Draw portraits of each other using the vocabulary of your diverse signatures;
Music - View your name as an audio waveform
Theater - Say your name with 4 different meanings.
Dance - Draw your name with your finger, arm, head, body.
OBJECTIVE: Develop reflection methods for art modalities. Ask questions about a (specific) artwork. Write about one artwork, interview the artist, write a short art review about one work.
Jackson Pollock, (American, 1912–1956) Autumn Rhythm (Number 30), 1950 (Met)
Expressive Content of Line: curvy, thick/thin, swirl, dripped, short/long strokes, wavy, haphazard.
MUSIC
Iannis Xenakis, Metastasis
Mario Davidovsky, Synchronisms No. 2
Philip Glass, Koyaanisqatsi
Auguste Herbin. Vie No.1.
Conceptual Content of Line: ordered, parallel, perpendicular, in rows/columns, symmetric,angular.
MUSIC
Philip Glass, Einstein on the Beach.
DANCE / Cunningham / gesture
THEATER
Samuel Beckett, Act Without Words.
LINE PORTRAITS
Examples of student artworks
ART HISTORY
Jackson Pollock, Autumn Rhythm (Number 30), 1950 (American, 1912–1956) (Met)
- Article by Arthur Danto
- Lee Krasner, painter.
ART EDUCATION THEORY : READ
Elliot W. Eisner. The
Misunderstood Role of the Arts in Human Development.
HUDSON RIVER LINK
Dual-Language: Dutch English
Supplies: pencils, markers, chalk and drawing paper. Software: Garageband.
Please complete this survey
Survey: Line
LINE
straight
curvy
swirl
jagged
zigzag
dotted
dashes
horizontal
vertical
parallel
The Arts Standards for NY
The Arts Standard 1
Key Ideas:
Dance - Students will demonstrate an understanding of choreographic principles, processes, and structures.
Music - They will understand and use the basic elements of music in their performances and compositions.
Theater - Students will understand and use the basic elements of theatre in their characterizations, improvisations & play writing.
Visual Arts - Students will use a variety of art materials, processes, mediums, and techniques.
BODY LANGUAGE
- Body language communicates meaning and expression in the Arts.
- Introduce Art Literacy as modes of communication that can be compared to writing as literacy.
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.
LINE OF INQUIRY: How do artists use body language to create meaning and expression.
ART ELEMENT: Body Language, gesture, form, sign language, signals.
GESTURE DRAWING
OBJECTIVE: Draw 12 gesture studies of small groups doing specific tasks. Paint one of the sketches.
GOAL: Explore angular and flowing lines to effect mood / content.
ART- Make gesture drawings of poses.
DANCE - create 5 different linear / angular gestures in a group.
Teaching Practice: Develop question strategies that open ideas around multiple intelligences. Explore methods for investigating a work of art: describe, analyze, interpret, reflect and question.
SHAPES WITH ATTITUDE
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.
THEATER - Write a dialogue for The Dance. And enact.
MUSIC - Use percussion instruments to create 3 different rhythms that accompany your 3 sketches.
Henri Matisse. The Dance, 1911. o/c
DANCE / Cunningham / pedestrian gesture
Dance / Urban Bush Women,
MUSIC / Claude Debussy, Claire De Lune
Miles Davis / Kind of Blue, So What
Jacob Lawrence, Migration, series
MUSIC / THEATER
Leonard Bernstein, West Side Story
Geraldine Morris / Persephone: Ashton's Rite of Spring
GROUP GESTURES
ART HISTORY
- Henri Matisse
SOCIAL STUDIES
- Jacob Lawrence & Lanston Hughes, Migration series. Artist and writer collaboration.
ART EDUCATION: Practice and Theory. Lincoln Center Institute
Supplies - pencil, paper. optional: paint & brushes
Please complete this survey
Survey: Body Language
Body Language
relaxed
anxious
working
playing
crawling
gripping
directing
The Arts Standards for NY
The Arts Standard 1
performance:
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.
TINTS & SHADES
- Introduce the process of mixing tints and shades as an entry point for developing nuance in descriptive writing.
- Introduce differences between skill and creative activity.
- Introduce Active Reflection.
AIM: Understand ways in which art
communicates through a language of shades and tints that opens language to nuance and descriptive meaning.
MUSIC ELEMENT: tones, scale
ART ELEMENT: value, tints & shades
LINE OF INQUIRY: How does Elsie Driggs use tints and shades to create mood?
VALUE PAINTING: SKILLS
OBJECTIVE: Paint 8 tones. Choose your own theme to create a B&W value painting
GOAL: Engage in a process of refining the nuances between different tints and shades. Explore tints and shades of black and white to create light & shadow, depth, mood or form.
ART - Paint a scale of at least eight shades and tints using black and white paint. Technology: Tones - Create a scale of 8 even tones of black and white.
VALUE PAINTING: CREATIVE
Write a brief description of a situation where light and darkness played an important role. Use the skills of mixing tints and shades to make a tonal study with tempera paint. Write a descriptive essay,
repaint, rewrite, etc. John Toth, Chair, 1995, ac/wood
MUSIC - Play 8 tones on the piano that fit the mood. Play 3 chords in 3 keys.
Giacometti
Alberto Giacometti The Artists Wife (Annette) (Swiss, 1901–1966)
Driggs
Elsie Driggs, Pittsburgh, 1928, o/c
student work examples
VALUE PAINTINGS
ART HISTORY :
Elsie Driggs
SOCIAL STUDIES:
WPA Artists
AESTHETIC EDUCATION:READ
Maxine
Greene. Variations
On A Blue Guitar,
ÒDefining Aesthetic Education," "Notes on Aesthetic Education,Ó
Supplies
Please complete this Survey
Value:
light
dark
tints
shades
tones
middle gray
mixing
blending
The Arts Standards for NY
The Arts Standard 2
performance:
Dance - Understand the roles of dancers, audience, and creators in a variety of dance forms and contexts.
Music - Use technology to manipulate sound.
Theater - Use theatre technology skills and facilities in creating a theatrical experience.
Visual Arts - Develop skills with a variety of art materials
ART HISTORICAL COMMENTARIES
- This idea calls upon the capacity to consider relationships and meanings
about personal, social, cultural differences using symbols to communicate.
AIM: Find the Wonders and Differences in cultural symbols, beliefs, music, dance, theater. By decoding shapes and symbols we find meaning. By using
shapes and symbols to make art, we find that creativity opens the
possibility for appreciating the differences and
similarities of each culture.
ART ELEMENT: Symbols, anthems, icons, dance gestures:
Shapes & Symbols: scale, color, metaphor, designs, setting.
LINE OF INQUIRY: How does Marc Chagall in I and
the Village use symbols to make a
statement about his world?
Analyze Symbolic Shapes
OBJECTIVE: Draw 8 symbols of an historic event. Create a painting that tells a story using symbols.
GOAL: Use simple geometric shapes to construct complex objects.
ART - Write a list of symbols. Draw symbols. Cut symbols. Combine symbols like hieroglyph. Write.
DRAW - Use circles, squares and rectangles to construct; a face; a lamp; food; home;
TECHNOLOGY OBJECTIVE:
Develop a simple structure for a podcast of your own using your favorite art work. 4 Hyperlinks.
SOCIAL COMMENTARY
Make a drawing or painting that uses simple geometric shapes as symbols that represent or elude to a dramatic social experience in history. Consider using scale as a means of organizing symbols to show the importance or insignificance in effecting this event. Use symbolic setting and props. Or develop a theatric tableau.
REFLECTION ACTIVITY
OBJECTIVE: develop a symbol activity that compares the cultural similarities and differences that occur in daily life.
Music - Combine musical phrases to re-enact a historic event that is currently relevant.
Marc Chagall, I and the Village. 1911
Florine
Stettheimer, Cathedrals of Wall Street. (1871–1944)
ART / SCULPTURE
Dogon, Seated
Couple, Ancestral Figures.
Marcel Duchamp, Bicycle Wheel. (MoMA)
Rossiter and Mignot, Washington and Lafayette at Mount Vernon. 1859. pic 1 - 2 - 3 - 4 - 5 - 6 - 7
THEATER / Ricardo Khan, Fly,
MUSIC - Woodie Guthrie, Dust Bowl Ballads,
MUSIC - John Lennon, Imagine.
MUSIC - Samuel Coleridge-Taylor, Afro-British Composer, Ballade in C Minor, Op. 73
THEATER / STORY TELLING /
Consider Faith Ringgold's Street Story Quilt as a source for creating a neighborhood show.
SYMBOLIC LANGUAGE
student work examples
THE ARTS
Podcasts - MENU -
Washington and Lafayette -
Article - Research - Timeline - Transcript - PowerPoint Show
SOCIAL STUDIES
Symbols in American History
STORY TELLING / Navajo, Bird Nester Myth
MUSIC - Keam, Glenda Ruth, Lanscapes-In-Music. Musical Space.
THEORY-
Taxonomy of Effective Teaching: 1. Positive Framing
2. Strong Voice
Symbols:
icon
metaphor
representation
emblem
badge
stamp
trademark
crest
insignia
coat of arms
seal monogram
flag
motif
The Arts Standards for NY
The Arts Standard 2
key Idea:
Dance - Know how to access dance-related material from libraries, resource centers, museums.
Music -They will use various resources to expand their knowledge of listening experiences.
Theater - Know the basic tools, media, and techniques involved in theatrical production.
Visual Arts - Use appropriate materials (art reproductions, slides, print materials, electronic media).
DREAMS AND IMAGINATION
- Learning to tap into the imagination of young minds.
- Connections between language acquisition and image making.
AIM: Appreciate alternative ways of visualizing the people, places and things of our world. Understand collage layering as a modernist technique for presenting multiple time frames
ART ELEMENT & TECHNIQUE : Collage, photo montage, layer magazine cut-out shapes, Photoshop layers.
COLLAGE
SKILL GOAL: Refine gluing, design placement, meaningful exaggeratioN, selecting parts that speak to the whole,
OBJECTIVE: Cut out 3 people, objects and places from a magazine. Arrange these parts in 3 different ways to tell a story.
SKILL ACTIVITY 2: Technology
Take a digital photo of each of the collage arrangements. Copy images into MS WORD and add captions to each image. You can also add a sound file if you wish.
LAYERED DREAMS
GOAL: Understand collage process; refined cutting, use of focus and interaction of parts.
OBJECTIVE: Create a collage using magazine cut-outs that portray a dream experience.
PROCESS: Randomly organize your cut-out shapes. Select a background color or image. Layout the parts and consider the interaction of shapes. Use exaggerate scale, color, texture for effect. Explore focus, placement and readability from a distance before gluing.
Salvador Dali, Persistence of Memory.
Grant Wood, The Midnight Ride of Paul Revere.
MUSIC - Louis Armstrong,
COLLAGE
SOCIAL STUDIES
portfolio: student artworks
DREAM COLLAGE
ART EDUCATION: READ
Maxine Greene. We Have Found the Wonders of Differences,
Supplies
Please complete this Survey
Dream:
fantasy
wonder
imagine
desire
invent
concoct
devise
contrive
create
aspiration
ambition
ideal
The Arts Standard 3
Key Idea:
Dance - Students will respond critically to a variety of works in the arts, connecting the individual work to other works
Music - Students will use concepts from other disciplines to enhance their understanding of music.
Theater - Students will analyze the meaning and role of theatre in society.
Visual Arts - Students will compare a variety of ideas.
TRANSFORMATION
AIM: Understand transformation as a process for change and growth over time that
promotes individual and community identity.
ART ELEMENT: Transformation;
change the SHAPE, COLOR, TEXTURE, SIZE
ART / DANCE / Sean Curran / Percussion Pieces
LINE OF INQUIRY: How does Matisse use exaggeration of shape and scale to transformation Jeanette?
MORPHOLOGY
OBJECTIVE: Make two
simple object on opposite sides of a sheet of drawing paper. Drawing two to three
morphing steps between the first and last image.
Dance - Make a dance that shows the process of a flower garden.
Art - Draw four stages of a natural development.
OBJECTIVE: Create a
transformation with at least 4 stages. Create 4 sounds.
GOAL: Represent as many details as
possible within each stage of the transformation. Try to explore a theme or
idea that would be interesting to both children and adults. Blend
imagination and logic.
Music - Create 4 vocalizations that reveal a transformation and present with 4 photo images.
Rene Magritte, The False Mirror, MoMA
Henri Matisse, Jeannette #1-5
Edward Muybridge, Running Horse
Social Studies
social change,
counter culture: revolution,
SCIENCE:
mutation,
metamorphosis
Supplies
Please complete this Survey
Transformation:
change, alteration, conversion, , transfiguration, transmutation, remodeling, reshaping, redoing, reconstruction, rebuilding, reorganization, rearrangement, morphing
Performance:
Dance - demonstrate knowledge of words and symbols (kinetic, visual, tactile, aural and olfactory) that describe movement
Music - discuss the basic means by which the voice can alter pitch, loudness, duration,
Theater - examine and discuss the use of other art forms in a theatre production
Visual Arts - explore visual and sensory qualities in art.
PATTERN BLOCKS
- Explore elements of Math in art: patterns, sequences, rhythm, fractals...
- Symmetry and patterns in literacy
LINE OF INQUIRY: How can GEOMETRY in artworks be used to a language of texture, order, symbolism, mood, tiling, nature, etc.
ART ELEMENT: Geometric shapes
SYMETRY & BALANCE
OBJECTIVE: Use geometry as a sketching process to organize complex relationship.
Art - Use pattern blocks to illustrate elements of symmetry. Use pattern blocks to create designs or tiling. Experiment with different kinds of sequencing and spacing of pattern blocks. Explore order and chaos. Create a three dimensional solid using the pattern blocks.
A WORLD OF PATTERNS
Use pattern blocks to make imaginative insects, dinosaurs, robots or action figure.
CREATIVE ACTIVITY: TECHNOLOGY
Use pattern blocks on-line
Pattern Block Program: on-line
Print your final image.
PAPUA NEW GUINIE / ASMAT
PICASSO
Pablo Picasso, Three Musicians
SOCIAL STUDIES
Papua & New Guinea Art -
Tribal Explorer
MUSIC
About Scotland
Symmetry & Proportion in Music
ART
Mazes - Labyrinth Algorithm
MATH - Pattern Blocks
John's Pattern Block Templates:template #1, #2, t#3 , #4 ,#5, #6
Patterns:
argyle, twill, plaid, polka dot, tartan, zigzag,
basket weave, plaid, tiling,
bird's-eye, stripe, hounds tooth, check,
herringbone,
labyrinth, moire,
paisley, waffle.
parquet,
Key Ideas:
Dance - Know dances from many cultures and times and recognize their relationship to various cultural contexts.
Music - Develop a performing repertoire of music of various genres, styles, and cultures.
Theater - Gain knowledge about past & present cultures.
Visual Arts - Understand how the time and place influence the characteristics of art work.
RECONSTRUCTING TAU
- How does geometry become aesthetic?
- Group problem solving architectural spaces. (a space for learning)
AIM: Consider works of art that challenge conventional aesthetic beauty. Understand elements of Math in art: patterns, sequences, and rhythm.
LINE OF INQUIRY: How does Tony Smith use GEOMETRY to open an understanding of logic and order?
OBJECTIVE: In groups of 4, recreate the Tau sculpture using oak tag paper. Document the group process
OBJECTIVE: Make three different geometric solids to make a model of a house.
GOAL: Understand the use of elements of symmetry: mirror, reflective, radial, progressive and alternating.
Art - Create geometric solids by cutting out squares and triangles that can be folded into 3-D forms.
Music - Use Tau as a score.
Math - Symmetry & Tessellation
Theater - Use the street traffic in front of tau to create a drama.
OBJECTIVE: Recreate Tau using triangle templates.
GOAL:This is a group project that depends more on HOW you solve the logic problem rather than how well you construct the final sculpture. Recreate Tony Smith's sculpture "Tau" from sketches. Work in groups to recreate the sculpture using triangle templates.
Dance - Use the angles of Tau as a backdrop for a spatial study
Music - Use dice as composer.
Tony Smith, Tau, 1961-62
Music: John Cage, HPSCHD
MAPPING 3-DEMENTIONAL SPACE
Matta, Card Players, 1957
Reggio Emillio
Aesthetic Codes in Early Childhood Classrooms:
CONTEXT:
ARCHITECTURE:
Re-
Approaching Tony Smith, by Harriet F. Senie
Thinking Spatially:
New Literacy, Museums, and the Academy :
Spatial Order in Literacy
The Institute For Figuring
Froebel Networks
volume, sphere, tetrahedron, pyramid, cube,
X,Y,Z coordinates,
Cartesian, linear, dynamic, black holes, networks, cubism,
strategies, systems, mapping
Performance:
Dance - explain the settings and circumstances in which dance is found in their lives
Music - identify the primary geographical settings for the music they listen to.
Theater - engage in drama/theatre games which reflects other cultures.
Visual Arts - create art works that reflect a particular historical period of a culture.
- Another way of thinking of culture is to consider our world as a symbol for life.Ê We each construct our own world based on what we Ôlet inÕ (sorry, that which we choose to Ôforce outÕ is still a part of our constructed world).
AIM: Understand how art reveals cultural identity as an overlapping of beliefs.
LINE OF INQUIRY: How does
the cultural environment that we grow up in effect the way we experience the
world?Ê
How does the diverse environment that we grow up in effect the way we experience the world? How does this shared experience affect the way we learn? How can teachers explore the arts to address the individual learning styles of their students? How can we use technology to frame this experience through electronic portfolios? How will we use the understanding gained through portfolios to refine how we teach the arts?
Find examples of artworks from around the world.Ê Collect cultural symbols that have existed over long period of time. Collect images and representations of specific animals that have cultural significance (turtles, snakes, bears, eagles) and plant forms (vines, flowers, stems, branches) . Which symbols are shared by multiple cultures world wide. Which cultures have unique symbols.Ê
Research OBJECTS in your family history: draw, sketch or take digital photos of things of interest. Look atÊ clothing, jewelry, symbols, emblems, patterns, music, logic, poetry, style, tools, weapons, attitude, movies books, DVDÕs, surveys, religions, health records, marriage licenses, birth records, maps, logs, journals archives, toys, homes, travel habits, inventions, paintings, modes of transpiration, and all conceivable signifiers.
Marc Chagall, I and the Village
THEATER
Anna Devere Smith, Twilight LA
ASSESSMENT
AIM: Understand some basic ways to bring closure to the days lesson.
CONTEXTUAL LINKS:
ART EDUCATION: READ
Cynthia B. Colbert, Developmentally Appropriate Practice in Early Art Education.
Maxine Greene. We Have Found the Wonders of Differences,
CULTURAL IDENTITY
Nation, peoples, patriotism, melting pot, salad bowl, nationalism, belief systems, ancestors, family,
Performance: Advanced
Dance - Recognize specific contributions of dance to their own lives and other people.
Music - analyze music from various cultures.
Theater - Use the basic elements of theatre explain how different theatrical productions represent the cultures from which they come.
Visual Arts - Create art that reflect a variety of cultures.
MANDALA ART
- An interdisciplinary approach to the arts considers multiple ways of organizing spatial relationships. Explore REPITION, PATTERN. balance, order, symmetry
AIM: Understand
a work of art as a process and product that reveals knowledge through the way
that Art elements are presented.
LINE OF INQUIRY: How do non-western cultures use mapping techniques to organize the imagery in their art.
ART ELEMENT: Design, mapping, layers - chance operations.
SKILL OBJECTIVE: Develop and use aspects of MAPPING as an organizing principle in your artwork and writing.
ART - Close your eyes and meditate on an object strengthening awareness - that ability to be present in the moment and to know the nature, the full extent, of that moment. Write about the experience.
Music - Combine and layer folk songs from 4 cultures.
OBJECTIVE: Create a Mandala with 12 sections that depict 12 aspects of your life with a central image that is the focus.
GOAL: Make a mandala that uses a circle to balance all the different interests in your life. Use paint or color cray pas to create colored shapes, lines and imaginary creatures that radiate in and out from a central point. No top, bottom or side or any sense or reference to gravity; a total balance on all four sides.
Mandala, India
FRACTALS
Mandala Artworks 1 - Mandala Artworks 2
Art from India,
China, Tibet, Japan, Africa, The Americas, Australia,
MATH:
Fractals - Images
Fractal Domain - Software program
U-Tube - Mandelbrot 3D zoom
Navajo, Bird Nester Myth
CULTURAL IDENTITY
SOCIAL STUDIES
Mandalas - Wikipedia
Mandalas, Circles, Sand mandalas, Wheel of Fortune, (Myth, Legend and Folklore), Math & Mandala
Supplies
Please complete this
Mandala Survey
Mandala, eying / yang, mediate, balance,
Performance: Advanced
Dance - Identify the cultural elements in a variety of dances drawn from the folk and classical repertories.
Music - Analyze music from various cultures.
Theater - Understand the interaction of performer and audience in dance as a shared cultural event
Visual Arts - Examine works of art from US cultures and place them within a cultural and historical context.
Self Portrait
- Use artworks, literature, archives and personal history as a source for thinking about CULTURAL IDENTITY.
AIM: Present the possibility of culture as being an event that is created and shared among individual who find themselves thrown together by chance. Understand the history of puppet theater as an early form of MEDIA COMMUNICATION and
consider the connections to Early Childhood Development.
THEATRIC ELEMENT: story, scenes, set, characters, props, performance.
Cultural Identity or Framing
OBJECTIVE: Research
your own cultural Identity: family, friends, teachers and neighbors.
SKILL ACTIVITY:
Use one of the organizing structures that we used in this course to organize your research. (scrap book to PowerPoint presentation.)
THEATER - Create a simple 3 part skit that calls attention to each persons cultural identity.
PUPPET SHOW
OBJECTIVE: Create a self portrait PUPPET that is decorated with personal history. In groups of four, write a short script for a puppet show.
GOAL: Use cultural symbols, designs and patterns that you created from the Work of Art activity and from the interviews to make a puppet or marionette. Create sounds, rhythms and environments for a puppet performance...
MUSIC: Each person creates a sound signature for their puppet.
Marisol Escobar, ÒThe Last SuperÓ
Marc Chagall, ÒI and the VillageÓ
THEATER
Anna Devere Smith, ÒTwilight LAÓ
CULTURAL IDENTITY
EDUCATION: LINE OF INQUIRY
How does the diverse environment that we grow up in effect the way we experience the world? How does this shared experience affect the way we learn? How can teachers explore the arts to address the individual learning styles of their students?
How can we use technology to frame this experience through electronic portfolios?
How will we use the understanding gained through portfolios to refine how we teach the arts?
ART EDUCATION THEORY:
Cynthia B. Colbert, Developmentally
Appropriate Practice in Early Art Education.
Supplies
Please complete this survey:
Survey11_Puppets2_2008.htm
Puppet, marionette, culture, prop, set,
Performance: Advanced
Dance - Recognize specific contributions of dance to their own lives and other people.
Music - analyze music from various cultures.
Theater - Use the basic elements of theatre (e.g., speech, gesture, costume), explain how different theatrical productions represent the cultures from which they come.
Visual Arts - Create art that reflect a variety of cultures.
- Understand and explore different ways of sequencing image and text: paintings, storybooks, portfolios, comic strips & timelines.
- Define some of the differences and similarities in the way we assess art and writing.
AIM: Understand the intuitive nature of young children's imagination as image makers and story tellers.
OBJECTIVE: be able to refine the relationship between descriptive writing and detailed art making.
Theater - write a noun; draw the image. add an adjective; redraw.
write. redraw...
Music - Create a music score with multiple instruments for a slide show of your puppet performance.
OBJECTIVE: Learn to synthesize complex performance into scenes or chapters using text, image, sound, context, etc.
Art - Create 4
facing pages of original text & original imagery based on your marionette
performance.
Faith
Ringgold, Street Story Quilt
THEATER:(Storyteller)
David Gonzalez, The Frog Bride.
Jacob Lawrence, Migration, series
SAMPLE ACTIVITY:
ART EDUCATION THEORY:
READ
Anna M. Kindler. Significance of Adult Input In Early Childhood Artistic DevelopmentKindlerArtInput.PDF
ART & LITERACY
- Jacob Lawrence & Langston Hughes, Migration series. Artist and writer collaboration.
picture book, point of view, plot, conflict / resolution, characters, story telling, title, author, publisher, binding, cover,
Literacy in the Visual Arts
Students hone observation
skills and discuss works of art; develop arts vocabulary to describe art making, the tools and techniques used to produce art, and the elements and principles of design; interpret artwork by providing evidence to support assertions; reflect on the process of making art.
- Creative planning that meets art and literacy standards.
- Using the museum as a cultural resource: prime sources
SKILL ACTIVITY:
OBJECTIVE: Implement these terms for investigating a work of art in a lesson plan:
describe, notice, analyze, interpret, reflect, question, medium, skill, creative, techniques, standards...
OBJECTIVE:Develop an art planning session that includes piecing together multiple knowledge modalities: works-of-art, brainstorming, theme, visual elements, question strategies, art media, skill & creative activity, reflection and contextual info.
Andrew Wythe, Christina's World, o/c,
Plan 1: Matisse: Red Studio
Plan 2: Picasso: Weeping Woman
Plan 3: van Gogh: Starry Night
PHILOSOPHY:
Socratic Method
ART EDUCATION:
Project Zero
Planning, aims, research, goals, medium, work space, supplies, standards, objectives, line of inquiry,
Standard 2 - Knowing and Using Arts Materials and Resources
Standard 3 - Responding To and Analyzing Works of Art
Standard 4 - Understanding The Cultural Dimensions and Contributions of The Arts
MUSEUM VISIT Moma
- The museum as a window on the world
- The teacher as curator
AIM: Understand the importance of using art museums as an education resource. Consider the role of the classroom teacher as being similar to the role of an art curator who understands and carefully selects content for learning across multiple disciplines.
Goal: Develop a deeper understanding of connections between cultures in your choice of teaching content?
Aim: Know how to make connections between two or three different content areas in the arts.
CREATIVE ACTIVITY:
OBJECTIVE: Make sketches during the museum visit. Sketch 3 details,
3 shapes,3 patterns, 3 cultural symbols.
Create a Concrete Poem from your notes and reflections from the museum visit.
MUSEUM ARTWORKS 1
MUSEUM ARTWORKS 2
Henri Matisse, The Red Studio. 1911. o/c
ART / MUSEUM ACTIVITIES
1. Activity: MUSEUM VISIT: Activity
2. Homework Activity: CULTURAL IDENTITY
3. SURVEY: Performance Urban Bush Women
ART / MUSEUMS
Metropolitan Museum of Art
Museum of Modern Art
Samuel Dorsky Museum
Museo del Barrio
Studio Museum of Harlem
Examples of Concrete Poems
ART / LITERATURE / Apollinaire
Podcast - MENU
Maxine
Greene. ÒDefining Aesthetic Education,"
GeeneAestheticEd.PDF
Piaget, Learning Theory, and Mental Imagery: Toward a Curriculum of Visual Thinking
Abigail
Housen, Visual Thinking Strategies
SURVEY:Museum Visit
museum, theater, galleries, curator, artworks, title card, museum behavior, sketching, artist, bequeath,
- Question strategies for engaging students with works of art.
CONCEPT: PORTFOLIO COVER
- Consider a PORTFOLIO COVER as an image that communicates something about the contents of a portfolio.
AIM: Students will understand how to graphically represent an image that synthesizes their extended art experience during this course
OBJECTIVE: Make a Portfolio Cover that retells your experience with Art this semester.
Conceptual Design:
Look through your art portfolio for themes. Can you find connections between your images and your feelings about life. Find a system for organizing all of your artworks in a way that says something about yourself.
The choice of a Visual Design System can effect the way ideas are understood. Your organizing method could resemble various features: maps, diagrams, puzzles, game boards, book, story boards, collages, montages, hyper media, chance operations and chaos theory
Henri Matisse, The Red Studio. 1911. o/c
Rossiter and Mignot, “Washington and Lafayette at Mount Vernon”
Umberto Giacometti, “Unique Forms of Continuity in Space”
Florine Stettheimer, "Cathedrals of Art"
Examples
ART HISTORY
- Henri Matisse
SOCIAL STUDIES
- Jacob Lawrence & Lanston Hughes, Migration series. Artist and writer collaboration.
The Arts Standard 3
Students will compare the ways in which a variety of ideas, themes, and concepts are expressed through the visual arts with the ways they are expressed in other disciplines.
Synthesis, archive,
Please complete this Survey
The Arts Standards for NY
Visual Arts: 3 - Reflect, interpret, and evaluate works of art, using the language of art criticism. Students will analyze the visual characteristics of the natural and built environment and explain the social, cultural, psychological, and environmental dimensions of the visual arts.
- The Post Modern Portfolio
- Electronic portfolios contain creativity, content, context, personal expression
AIM: Understand that art portfolios reveal interdisciplinary learning that includes skills, creativity, cognitive development, social awareness, interpersonal understanding, social justice abd expressive communication.
GOAL: Know how to select significant evidence of leaning for a portfolio. Learn to sequence learning experiences.
Differentiate the difference between a skill activity and a creative activity. Develop clear design choices that call attention to the art and significant ideas.
OBJECTIVE: Make an electronic portfolio of the semesters work using Powerpoint: include: artworks, quotes, comments on articles and activities. Include contextual references: pictures of museum artworks, your museum sketches and resource links.
or
Make an analog portfolio.
Portfolio Slide
Show 2
.swf
Flash File 16MB
Article: video in the classroom
Most Likely to Succeed
- Have an informed acquaintance with exemplary works of art from a variety of cultures and historical periods.
- Be able to relate various types of arts knowledge and skills within and across the arts disciplines.]
portfolio, assessment, aesthetic, content, contextual,
- Communicate at a basic level in the four arts disciplines--dance, music, theatre, and the visual arts.
- Communicate proficiently in at least one art form.
- Develop and present basic analyses of works of art from structural, historical, and cultural perspectives.
(To fit legal size: print document horizontal at 76 % scale or to fit letter size: print vertical at 46%)