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Integrating Art History Presentation

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Presentation from the fall GAEA conference 2010.

Presentation from the fall GAEA conference 2010.

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Integrating Art History Presentation Integrating Art History Presentation Presentation Transcript

  • Integrating Art History…the smartway!
    Kelly W. Guyotte
    Ph.D. Candidate, University of Georgia
  • Goals
    To set the foundation for art history integration
    To introduce meaningful and engaging lesson ideas
    To provide helpful resources that will compliment your curriculum
    To give you the confidence to bring art history into your classroom
    To answer questions and promote dialogue about art history
  • What is the smart way?
    Makes art history relevant for students
    Engages students deep into art history content
    Makes art history instruction manageable for teachers
    Is seamlessly integrated into the visual art curriculum as an essential component
    PROMOTES EXCITEMENT & ENGAGEMENT!
  • Teaching Art History 101
    Examine artworks in CONTEXT
    Look for THEMES within artworks
    Select art SPECIFICALLY for each course
    Be INCLUSIVE not exclusive
    Explore CONNECTIONS that arise
    Select artwork that RELEVANT & MEANINGFUL to students
    Allow opportunities for individual EXPLORATION
  • Why incorporate art history?
    Provides a foundation for art study
    Exposes students to a variety of cultures, beliefs, and time periods
    Provides more opportunities for engagement
    Inspires the way students create art
    They tell us we must!
    Georgia Performance Standards
  • Georgia Performance Standards- Middle School
    VA7CU.1 Discovers how the creative process relates to art history.
    a. Identifies and analyzes universal themes, symbols and ideas from diverse past and present cultures and interprets how factors of time and place (climate, resources, ideas, politics, and technology) influence meaning of artworks.
    b. Uses a variety of resources (including technology) to investigate artists and artwork from many cultures and time periods as a source of inspiration and development of own vision.
    c. Recognizes the unique contributions of past and present artists, art periods, and movements (e.g., Asian regions, African regions).
    d. Recognizes the varied reasons for making art throughout history, how history and culture have influenced art, and how art has shaped culture/history.
    e. Synthesizes influences from art history into personal art making.
    VA7CU.2 Investigates and discovers personal relationship to community, culture, and world through creating and studying art.
    a. Examines how forms and styles of visual and media arts are found in own community.
    b. Articulates ideas and universal themes from diverse cultures of the past and/or present.
    c. Recognizes the relationship between personal artistic contributions and one’s relationship to the world at large.
    d. Participates in activities (e.g., discussion, reading writing, art making, art events), that promote personal engagement in the community and/or study of art history.
  • GPS Breakdown
    Diversity
    Research- technology
    Questions: Why do we make art? How has art shaped culture/ history? How has culture/ history shaped art?
    Synthesizes learning in artmaking
    Community
    Universal themes
  • Georgia Performance Standards- High School
    VAHSPACU.1 Articulates ideas and universal themes from diverse cultures of the past and present.
    a. Identifies universal themes that appear in paintings throughout time and discusses how those themes connect to the human condition.
    b. Identifies how the issues of time, place, and culture are reflected in selected art works.
    c. Compares the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and context.
    d. Discusses how understanding the original context of an artwork affects a viewer’s connection with and interpretation of the artwork.
    VAHSPACU.2 Demonstrates an understanding of how art history impacts the creative process of art making.
    a. Develops a repertoire of contemporary and historical art exemplars.
    b. Demonstrates an understanding of art history and investigates how it shapes contemporary life.
    c. Creates art work that explores ideas, issues, and events from current and past cultures.
  • GPS Breakdown
    Diversity
    Universal themes
    Context-
    Interpretation and value
    Original vs. current
    Impact on artmaking
  • Getting started
    The Annotated Mona Lisa, The Annotated Arch by Carol Strickland
    Art History by Marilyn Stokstad
    Gardner’s Art Through the Ages by Fred S. Kleiner
    Discovering Art History by Gerald F. Brommer
    World Views: Topics in Non-Western Art by Laurie Schneider Adams
  • Project Ideas
    Long-Term
  • Project Idea
    Art History Travel Agent
    Choose a location that has art historical relevance. Take on the role of a travel agent and “sell” your peers a trip to visit important monuments/artworks in the location. You must research at least three artworks from your location and discuss in them detail. Create a video and a brochure advertising your location and demonstrating your knowledge on the artwork.
    Note: Works well as a collaborative project towards the end of the semester so students can synthesize their knowledge.
  • (Example Removed)
  • Project Idea
    Art Songs
    Select an artwork that you find meaningful. Research the context of the artwork and compose a song which incorporates information from your research. Your song may be original or to the music of a preexisting song (think carefully about the connections between the new song and the original one).
    Extra: Design a CD cover for your new single that incorporates themes from your artwork but moves beyond the initial image.
  • (Example Removed)
  • Alfred Eisenstaedt
  • Project Idea
    Detailed Examination
    Choose an artwork that you want to learn more about. Research the artwork looking for symbolic elements (s), observable formal elements (o), and new information (n). Paste the artwork on a blank Power Point slide and “point” out the new information within the artwork. Put all slides into one Power Point and allow students to present their artworks to the class. (AP Workshop 2009)
  • Hanson was influenced by Pop artist George Segal and German artist George Grygo who introduced Hanson to polyester resin and fiberglass (N).
    Hanson’s main focus was capturing true reality through boredom and loneliness (N).
    Duane Hanson, Supermarket Shopper, 1970. Polyester resin and fiber glass polychromed in oil, with clothing, steel cart, and groceries, life size.
    The main figure is a woman whose skin is covered with unhealthy spots. She is smoking while blankly starring off and pushing a shopping cart (O).
    Humans let themselves go which is signified in the blank stare and skin blemishes (S).
    Hanson’s subjects were from his neighborhood. He focused on average Americans like shoppers, readers, and flea market vendors (N).
    Hanson used real models and liquid silicone rubber to mold the sculptures (N).
    Advertisements on the packaging are written in loud obtrusive colors (O).
    The Supermarket Shopper makes fun of consumerism because the large housewife is pushing a cart filled to the top with every imaginable item (S).
    The pink shirt, blue skirt, and yellow necklace echoes popular fashion. However, the terry-cloth slippers, curlers, and the head scarf symbolizes how the whole palette of the world of merchandise is applied to the average person (S).
    A shopping housewife is a repeated theme in Hanson’s work. The Supermarket Shopper was the first of the series (N).
    Period: Art of the Later 20th Century
    Style: Superrealism
    The family size packages, pre-cooked food, and the cart represent an affluent society (S).
    The shopper looks too casual with her shoes that do not fit, runs in her hoses, and a cigarette butt in the corner of her mouth (O).
    http://graham.ipsd.orghttp://www.nrw-museum.de/
  • Project Idea
    Group Curatorial Challenge
    Students are charged with an authentic problem in which they are asked to curate a show around a theme that has personal significance to students and the school community (i.e. Personal Identity). Research and select five artworks that you will include in your exhibition. Create appropriate signage for each artwork that reveals essential information about the artwork and relates it to your theme. Display the artworks and signage and act as docents to present your final exhibition to the class. (inspired by Costantino, Problem Based Learning)
    Extra: Design a poster for your exhibit that is visually interesting, reflects the overall theme, and advertises your show.
    Variation: Create an virtual museum using Power Point, web design, or prezi.com
  • Prezi.com
  • Project Idea
    Studio Inspiration
    Each student will select an artist that they want to research. Allow time in the media center for students to find out more about their artist and examine their art. Next, students are charged with creating a work of art that explores the style of the artist without actually copying their work. They must create a new composition that captures the “essence” of the artist’s style.
    During the critique of the artwork, students must articulate their new knowledge of the artist based on their research as well as what they perceive to be the qualities that are most important within the artist’s work.
    Note: This can be applied to a variety of studio areas.
  • Project Ideas
    Short-Term
  • Project Idea
    Interactive Timeline
    Students will each draw the name of a work of art based on the time period or theme of the unit. Each student will have a few minutes to research the artwork using available resources. They must find three facts about the artwork, the medium and the date and then place their information on a timeline template created by the teacher. Lastly, students will briefly present their findings to the class.
    The timeline will be displayed throughout the unit as a visual display of the art history chronology and should be referred to and elaborated on by the instructor as necessary.
  • 20th century timeline
  • Project Idea
    Art and Law
    Art has always been a source of controversy. Select one court case involving art that relates to the lesson you are currently teaching. Assign half of the class to develop an argument for one side while the other class argues in opposition. Give students adequate resources and time in which prepare before allowing them to present each side to the class. Initiate a class discussion about the court case and pose questions to the class to encourage deeper thinking and engagement.
    Artists: Paolo Veronese, Constantin Brancusi, Andy Warhol, Jeff Koons, Sherrie Levine
  • Project Idea
    Visual Journal
    Exposing students to new artists does not solely rest on the shoulders of the teacher. Assign students to find one new artist each week within your studio area to reflect on in their visual journal. Ask them to print or draw a picture of one of the artist’s artworks and then respond visually and verbally to the new artist.
    Note: Give students ideas about reputable internet resources and show students where they can locate books about artists in the school’s media center.
    Variation: Artist of the Week
  • Project Ideas
    Art in the News
    Assign students one week during the year that they are responsible for finding a news article about the visual arts. Ask the student to briefly present the article to the class and allow for discussion. Start a bulletin board on which the articles can be posted so students can learn that art is not just history, but is living and breathing in the present.
    Art Scavenger Hunt
    If you can’t go to the museum, bring the museum to you! Display numerous poster reproductions in your classroom that span time periods and represent a diverse selection of artists. Create a scavenger hunt that allows students to search for specific aspects of artworks that will test their knowledge on art history vocabulary (i.e. an expressionist painter, a non-objective sculpture). Have students share their discoveries and discuss the validity of answers.
  • Resources
  • Use the Experts
    http://smarthistory.org/
    Podcasts that contain information about specific artworks from historians that travel through the collection at the MoMA and the Met.
    http://www.metmuseum.org/toah/
    Timelines and thematic essays written by experts in their field.
    http://www.louvre.fr/llv/commun/home.jsp?bmLocale=en
    Look under Eye-Openers for resources to accompany your curriculum.
  • smarthistory.org
  • metmuseum.org
  • louvre.fr
  • Fun Stuff
  • The New Yorker
  • 70 million by Hold your Horse
  • Conclusion
    INTEGRATE: Art history should be an integral part of the curriculum, not an add-on
    EXCITE: Students respond best to enthusiastic and passionate art history instruction
    LEARN: Talk to other visual arts teachers about project ideas and resources
    REFLECT: What do your students respond to? What is working or not working? Think about ways to modify your curriculum to make art history engaging.
  • Thank you for coming!