VADEA Inspire - Expressing Emotion through Bodily and Artistic Gesture

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Art History and Criticism as well as Practical assessment tasks all in one, big, bountiful document of excellence. Presentations associated with this unit of work copy and paste the following into your internet browser: http://tinyurl.com/96a3d84
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VADEA Inspire - Expressing Emotion through Bodily and Artistic Gesture

  1. 1. Name : ________________________Choose one sculpture from the plates below and describe the emotion Rodin was trying to portray.(Must be answered through written sentences, will not accept dot points)_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How were these emotions represented in his sculpture? Think of the form, shape and texture Rodin hasused in his hands. (Must be answered through written sentences, will not accept dot points)______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What emotion are you going to portray in your sculpture? How are you going to represent theseemotions so that your audience is able to understand what you are trying to convey? (Must beanswered through written sentences, will not accept dot points)______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Plate 1 Plate 2 Plate 3 Plate 4
  2. 2. Task: Working in the style of August Rodin you will create a ceramic hand, slightly larger than life size. The hand can be in any appropriate position or posture and should express a particular emotion. This emotion will be communicated through the gesture of the hand as well asthe handling of materials. The texture of the sculpture will be important as well asthe use of techniques such as exaggeration, detailing and finishing of the artwork.
  3. 3. Marking CriteriaHuman Gesture, Human ExpressionMATERIALS and TECHNIQUES  Gesture of the hand is appropriate and clearly communicates an emotion  Use of materials reflects and strengthens the emotion communicated by the gesture  Sophisticated, judicious and controlled handling of materials  Aesthetically pleasing and powerful final work /20CONCEPT / IDEA  The ideas and emotion/s expressed are complex and sophisticated  Final piece demonstrates a knowledge and understanding of the work of Rodin /20PLANNING/ RESEARCH / EVALUATION  Be accompanied by proposal, preliminary drawings, reference photos, experimentation and ideas documented in Visual Art Process Diary.  Be accompanied by a written evaluation of the painting, including problems, changes and experiences throughout the artmaking process /10STUDENT NAME: Yr 10 VA Average: TOTAL : /50 Weighting: /25%TEACHER’S COMMENT:
  4. 4. ART CRITICISM PECHAKUCHA PRESENTATION The FIGUREYear 8 Visual Arts Art Historical and Critical Assessment Task 1KEY LEARNING AREA: Critical and Historical StudyDATE DUE: Week 6, Term 3. 2012CONTEXT: This task concentrates on a critical and historical analysis of an artists‟ practice.You are to explore the ideas, emotions and techniques displayed in the artwork of the artist.TASK DESCRIPTION: In pairs you are to create a “PechaKucha” presentation on artistassigned to you by your teacher. This short, succinct style requires you to present for 1 minute 40seconds consisting of a total of 5 images for every student. Each image must relate to theinformation you are discussing at the time. The 5 images must be of 5 different artworks thatrepresent the figure. For every student you must discuss in your 1st image the background of theartist as well as about the artwork in that image. It is up to you and your partner who will discusswhat part of the artist‟s background you will present in your speech. By the end of thepresentation you and your partner will have addressed every point in the rubric sheet listed underthe “artist‟s background”. For all 5 images you must discuss in detail the information written inthe rubric sheet.Originally, Pechakucha 20x20 is a simple presentation format where you show 20 images eachfor 20 seconds. The images advance automatically and you talk along to the images. FOR THISASSESSMENT TASK YOU WILL USE ONLY 5 IMAGES PER STUDENT ANDDISPLAY THEM FOR 20 SECONDS EACH.Every student must present, both will talk for 5 images. Therefore there will be a total of 10images in your „Pechakucha‟ presentation together with you and your partner.Students must hand in a written copy each of their speech to the teacher as well as a copy of the5 images they will be using in their presentation.Read the Marking Criteria to know what to include in your PECHAKUCHA presentation
  5. 5. ART CRITICISM PECHAKUCHA PRESENTATION The FIGUREMarking Rubric (Outcomes)4.7 explores aspects of practice in critical and historical interpretations ofart Very Very Limited Adequate High4.9 begins to acknowledge that art can be interpreted from different points Weighting Limited High D C Bof view E A4.10 recognises that art criticism and art history construct meaningsPresentation: a) Each image of high quality and shown for 20 seconds each advancing automatically on the slideshow b) 5 different images used in the „PechaKucha‟ presentation. 5 different artworks by the artist, representing the figure. c) Each image is directly related to the content discussed at that /2 time. d) Each student presented and no overlapping in content was made.Artist‟s background: a) Talk about when they were born. b) Discuss where the artist is from. c) What was happening at the time they were alive, any significant /5 events or people in their lives that affected their art making? d) What kind of art do/did they make? e) How do they go about this process?All 5 Images: a) The title of the artwork, the year it was made. b) The story or message they were trying to convey was stated and discussed in depth. c) The student‟s personal interpretation of the emotions and feelings the artist was trying to convey in the art work in relation to the figure was stated and discussed in depth. /13 d) Stated and explained what in the art work influenced their personal interpretation. Describing in depth the physical elements of the artwork including the subject matter, the figure, the colour, tones, brushstrokes, shape, lines and the emotive theme. Total: /20
  6. 6. Egon Schiele1st Slide- “Self-Portrait with Arm Twisting above Head”, 1910Egon Schiele was an Austrian figurative painter who was born in 1890. He paints portraits andfigures using himself and people close to him as his subject matter. He’s known for the twistedbody shapes and expressive lines within his work. For example in this self portrait Schiele hasfocused on the distortion of the body. The strong angular lines make him appear angry whilstthe yellowish tones of green and pink make him appear sickly looking.2nd Slide- “Cardinal and Nun”, 1912Schiele preferred drawing and used paint, lead pencil, crayon and watercolour in hiswork. The emotions and feelings portrayed in this artwork are of embarrassment, loveand intimacy. You can see this as the two figures are embracing each other, the womanlooks towards the audience with a face of shock and humiliation that she has beencaught in an incident act. The dark tones of brown and deep reds add to the feeling ofthe figures indecency, romance and love .3rd slide- “Standing Male Nude with Arm Raised, Back View”, 1910With the man in this painting facing away from the audience I feel as though we are peeringin on a private moment. The almost sickly colours and the sharp angular definition of hisbones give a sense of unease and possibly sickness. His nudity could suggest feelings ofvulnerability and the absence of detail in the background implies this sense of loneliness.4th slide-“Edith Schiele in a Striped Dress, Sitting”, 1915The female in this artwork sits just off center of the painting and her dress which takes upmajority of the artwork seems overbearing and makes the woman look very small creating afeeling of helplessness. The delicate lines that shape her face as well as the white paletones of pinks and blues make her appear fragile. Her gaze appears to look off the canvas into another world producing a state of contemplation.5th slide- “Seated Woman with Bent Knee”, 1917This painting depicts a young female with bright red hair sitting down and slouched overher bent knee. Schiele has used painterly brushstrokes as well as bright tones of red andgreen portraying feelings of youthfulness and vibrancy. However the face of the young girlcontradicts these feelings of happiness as the strong straight lines of her eyebrows pointinwards to create a stern gaze where she seems to be contemplating negative feelings ofanger.
  7. 7. Year 8 In class Assessment Task – 30 minutes “There is an emotion in every gesture” Using the two artworks below make a convincing argument that agrees with the statement written above. Some ideas for your written response Referring to plates 1 and 2 analyse the emotions portrayed in the two artworks. Identify the gesture that exemplifies that emotion Explain how the handling of the materials and the process used by the artist (Such as tone, colour, brushstrokes, forms) influence your interpretation. Your written response must be at least a page long. (½ a page for each artwork)Plate 1 Plate 2Artist: Keith Edmier Artist: Marc ChagallTitle: “Beverly Edmier 1967” Title: “Birthday”Date: 1998 Date: 1915
  8. 8. ART CRITICISM IN CLASS ASSESSMENT The FIGUREMarking Rubric (Outcomes)4.7 explores aspects of practice in critical and historical interpretations of art Very4.9 begins to acknowledge that art can be interpreted from different points of Limited Adequate High Very High Limitedview D C B A E4.10 recognises that art criticism and art history construct meaningsPlate 1: a) Made a convincing argument that agreed with the statement “There is an emotion in every gesture”. /2 b) The student‟s personal interpretation of the emotions and feelings the artist was trying to convey in the art work in relation to the figure was stated and discussed in depth. /3 c) Identified and described in depth the gesture that exemplified that emotion. /2 d) Stated and explained what in the art work influenced their personal interpretation. Describing in depth the physical elements of the artwork including the subject matter, the figure, the colour, tones, brushstrokes, shape, lines and the emotive theme. /3 /10Plate 2: e) Made a convincing argument that agreed with the statement “There is an emotion in every gesture”. /2 f) The student‟s personal interpretation of the emotions and feelings the artist was trying to convey in the art work in relation to the figure was stated and discussed in depth. /3 g) Identified and described in depth the gesture that exemplified that emotion. /2 h) Stated and explained what in the art work influenced their personal interpretation. Describing in depth the physical elements of the artwork including the subject matter, the figure, the colour, tones, brushstrokes, shape, lines and the emotive theme. /3 /10 /20
  9. 9. Task: You are to make a painting of a full human figure using one of the drawings you have sketched in class. The painting will be centred on a particular emotion which will be the theme of your painting. The background of the painting will need to reinforce your theme and must be a gesture of that emotion. In other words the backgrounddoes not have to be an exact copy of a landscape but it must compliment your theme and exemplify that emotion. It may be advisable to incorporate elements of abstraction in your background Various themes you could incorporate in your painting are: Bliss, Romance, Despair, Melancholy, Horror, Rage, Contentment, Fatigue. I encourage you to choose another theme of your choice however you will need to first approach the teacher with what theme you would like to use. Examples of a few emotive theme related paintings
  10. 10. Marking CriteriaTh e G e s t u r e o f t h e F i g u r e , T h e G e s t u r e o f t h e A r t i s tMATERIALS and TECHNIQUES  Sophisticated, judicious and controlled handling of materials  Creative decisions are appropriate for ideas expressed eg, proportions, composition, colours  Both figure and landscape express an emotion in a sensitive and articulate manner  Aesthetically pleasing and powerful final work /20CONCEPT / IDEA  The intended emotion/s expressed is stated, identifiable and reflected in the artwork  Communicates clear and complex emotions through the gesture of the figure and the artistic gestures /20  Infers an informed point of view of how other artists approach similar subject matterPLANNING/ RESEARCH / EVALUATION  Be accompanied by proposal, preliminary drawings, reference photos, experimentation and ideas documented in Visual Art Process Diary.  Be accompanied by a written evaluation of the painting, including problems, changes and experiences throughout the artmaking process /10STUDENT NAME: Yr 10 VA Average: TOTAL : /50 Weighting: /25 %TEACHER’S COMMENT:

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