Art as Sacrifice

Lincoln Center Institute

Visual Arts Facilitator John Toth

Spring 1999

BROOKLYN COLLEGE CUNY Pre-service Ed 37

with Professors Frumchuck, Korn,  Linney, McCormick, Rose

Please visit lesson web site at http://www.innereye.net

Brainstorm...... Jan 20, 1999

We should explore the narrative aspects of a visual work of art.

Let's explore social themes that are ancient and modern

Art is Power, Art as Weapon,

Art is Dangerous , Art as Controversy

Art as social statement, Heroism

Art as Sacrifice

Let's explore HOW we teach.

Sequence an investigation that moves from simple to complex

Explore choices in representing a similar theme.

Unfold dilemma of how we learn.

External meaning... Internal meaning

Practice method of Visual Literacy.

Describe... Analyze... Interpret

Tools ..... choices of ways to express....

Shapes, lines and planes

Transformation

Body Language

Essence

Exploring A Work Of Art...

Goal for museum visit...

Walk through the museum with a group of students and create a conversation around artworks around themes on sacrifice.

Let the conversation at hand move you into an understanding that the conversations around an art work contain the elements of a lesson that is student centered and contextually related to the students interests.

ART WORKS:

Kahlo, Frida (Mexican, 1910-1954) "Self-Portrait with Cropped Hair" 1940

Balthus, "The Street"

Vuillard, Edouard (French, 1868-1940) "The Artists Mother and Sister,

Orozco, Jose Clemente (Mexican, 1883-1949), Zapatistas,

Siqueiros, David Alfaro (Mexican, 18 -1974), "Echo of a Scream"

Magritte, Rene (Belgian, 1898-19 7) "Empire of Light",

Boccioni, Umberto (Italian, 1882-1916) "The City Rises", 1911

Chagall, Marc (French, b. Russia 1887), "I and the Village", 1911

Mondrian, Piet (Dutch, 1872-1944), "Broadway Boogie Woggie",

Matisse, Henri (French, 1869-1954) "The Dance"

ACTIVITY

How did conversations around an art work contain the elements for an activity that we could explore with art materials?

Did paintings use objects and symbols that spoke of duality; good/evil, proud/cowardly, strong/week. Explain.

Combine objects and elements from two or three paintings we saw at the museum. Rearrange the objects to tell a story about a political or social statement.

Put yourself into the artwork in the form of a shape, object or symbol. How can you interact with the outcome of the daulity? Why?

REFLECTION:

How can the activity come out of an organic need to physically explore some aspect of the art work.

What were the strategies of this educational experience?

buttons6.gif (42510 bytes)

INNER EYE
ARCHITECTURE ART ARTISTS DANCE FASHION
FORUM GALLERIES INSTALLATION EDUCATION MUSEUMS
MUSIC PERFORMANCE PHOTOGRAPHY PROJECTS TECHNOLOGY
WRITING YOGA VIDEO VRML