.	THE WORK-OF-ART	Prof. Toth
.	Hunter College / Curriculum and Teaching	(UC, KSD, P, CLC)
.	Inquiry: How does reflection on a Work-of-Art use research and experimentation to develop and open an understanding of new relationships and connections between cultures? ----------------------------------------------------------------------------------------------- Objective: Consider a work of art as a process and product, of the cultures, within the artists experience. Experiencing an artwork visually calls upon the viewer to decode a variety of languages (color, shape, form, text and context). From comments in our classroom conversations, it seemed that many students described their experience as having gone through a change, as individuals shared their own point-of-view about the art work. Context emerged through a community of responses. Students from around the world contributed profound meaning through the distinct cultural skills that they possessed. Each speaker/student shared the authority of teaching those who didn’t know a specific meaning. The use of contextual information should come out of a desire that is, based first, on having had an experience with the work of art. Being in, the language and materials of the art form in a creative way forms the most basic experience of communication. Often, within this group experience with a work of art, individuals call to question something that was noticed that takes us deeper into growing understanding. This question, frequently calls attention to something that could be explored physically. Elements that make-up an artwork can transform the everyday world into a language of symbols with multiple meanings. Hands-on activities can be designed to reflect the desire to explore materials and artistic choices around the idea of this question.
	ARTWORKS: ARMS AND ARMOR GALLERY: Multiple Cultures: LINES, SHAPES, SYMBOLS ARTS OF AFRICA: Seated Couple (Ancestral Figures), Dogon 19^th C. MODERN GALLERIES: · Wifredo Lam, “Goddess with Leaves · Jackson Pollock, “Autumn” · Marc Chagall, “The Lovers” · Alberto Giacometti, “The Artists Wife” · Or choose a Gallery that relates to a country that interests you
.	MUSEUM VISIT ACTIVITIES: SECOND VIEWING Cultural symbols, often exist over long periods of time. Representations of specific animals (turtles, snakes, bears, eagles) and plant forms (vines, flowers, stems, branches) may be used over thousands of years by one culture. Often symbols may be shared world wide. Other representations and designs use visual symbolic languages using shapes and lines. Circles are associates with early North Americans. Celtic line patterns resemble elaborate woven knots. Borders and countries are not true indicators of peoples sense of culture. As if culture is somehow unique. Another way of thinking of this question, what is culture, is to think about, who is your neighbor. Literally, as we in NYC, live besides all neighbors of the world, we absorb or reject. Some of us identify with the music, dance, arts, food, images and yes, being with, our neighbors. Maxine Greene suggests we need to think out side of the box, and at some point we also need to define, what the BOX really is. During the museum visit make sketches of symbols, shapes and patterns that you see in artworks. Also write the name of the artist and where the artist is from. Write words that describe details in each artwork. Describe the process of each artwork. (painting, carving, hammered metal, woven rings, etc.) Make a series of sketches for each artwork (front, back or side). (points of view) One way to sketch is a line/scribble drawing Lesson1; or Another way to sketch is a concrete poem Lesson 5; or A third way to is determined by you. Think of ways to vocalize, dance or play a sound that the painting or sculpture evokes. Also, take note of teaching practice that you observe during the museum visit and write keywords that describe the process that you see. Use mixed media to further develop the sketches you made in the museum. Finish these sketches, a different media for each; How do art materials relate to the work of art under study. Decide if using collage is more appropriate to the artistic process under study than, lets say, paint. At Home: If you come to the museum late please make up your lost class time at home by doing web research on an artist you liked at the museum. RESEARCH: Do a web search on art. Find and present a contextual link to one of the artists that you/we looked at on our first or second Museum /Gallery visit. Go to http://www.Google.com Enter the name of any artists from the Hunter Gallery Show or Met that speaks to your identity. REFLECTION QUESTION: How would you describe the relationship between activity, looking at the work of art, personal / group reflection and the use of contextual information? Post your RESPONSE on the BB Discussion Board.
	Playing, thinking, expressing, noticing and constructing a world of possibilities from which we choose meaning.