3. Presenting Anchor Standards
Select, Analyze, and Interpret work for Presentation
Develop and Refine Artistic Techniques and work for
Presentation
Convey meaning through the presentation of artistic work
4. Anchor Standard 4
Select, Analyze, and Interpret work for Presentation
Enduring Understanding: Artists and other presenters consider
various techniques, methods, venues, and criteria when
analyzing, selecting, and curating objects artifacts, and
artworks for preservation and presentation.
5. Think like a Curator
3rd- Investigate and discuss possibilities and limitations of
spaces, including electronic for exhibiting artwork.
5th Define the roles and responsibilities of a curator
8th- Develop and apply criteria for evaluating a collection of
artwork for presentation
Proficient- Analyze, select and curate artifacts and or artworks
for presentation and preservation.
6. Anchor Standard 5
Anchor Standard 5: Develop and refine artistic techniques and
work for presentation
Enduring Understanding: Artists, curators and others consider
a variety of factors and methods including evolving
technologies when preparing and refining artwork for display
and or when deciding if and how to preserve and protect
it.
7. Create to Curate
3rd- Identify exhibit space and prepare works of art including
artists’ statements for presentation
5th- Develop a logical argument for safe and effective use of
materials and techniques for preparing and presenting artwork
8th- Collaboratively prepare and present selected theme based
artwork for display and formulate exhibition narratives for the
viewer.
Proficient- Analyze and evaluate reasons and ways an
exhibition is presented.
8. Anchor Standard 6
Convey meaning through the presentation of artistic work
Objects, artifacts, and artworks collected, preserved, or
presented either by artists, museums, or other venues
communicate meaning and a record of social, cultural,
and political experiences resulting in the cultivating of
appreciation and understanding.
9. Understanding Impact
3rd-Identify and explain how and where different cultures
record and illustrate stories and history of life through art.
5th- Cite evidence about how an exhibition in a museum or
other venue presents ideas
8th-Analyze why and how an exhibition or collection may
influence ideas, beliefs, and experiences.
Proficient-Analyze and describe the impact that an exhibition
or collection has on personal awareness of social cultural or
political beliefs and understandings.
10. IT FIGURES, STUDYING THE FIGURE
High School Proficient
VA:Pr.4.1.1aAnalyze, select, and curate artifacts and/or artworks for presentation
and preservation.
11. Overview
The evolution of the Figure in Art History
Analyze Works
Curate group of artworks expressing Figure
12. The Figure in Art History
From Prehistoric to Modern Era
13. Analysis Questions
What element is strongly represented in
this image?
What area of the work is emphasized?
How?
What culture or region do you think this
work comes from?
What time period do you think it comes
from?
What function do you think it served?
Decoration? A ceremonial function?
Historical monument?
What is the mood of the work?
15. Curate and Sources
Select works of the figure to
be presented AND preserved.
What artworks of the figure
CANNOT ever be destroyed?
Why?
Descriptive Words:
Rigid
Formal
Closed
Proportion
16. Curating and Format
Create Google Art Exhibition
Mock Exhibition Space
I movie
18. Art in Context
High School Accomplished
VA.Pr.6.1.11a Make, explain, and justify connections between artists or artwork
and social, cultural, and political history.
19. Overview
Art in Context- Social, Political, Cultural Connections
Group Analysis
Individual Analysis
Curate Works
Defend Choices
20. Overview
Geurnica, 1937 Pablo Picasso
3rd of May, 1808 Francisco Goya
The Green Heart, 1990 Ellen Lanyon
Meeting between Emperor Wen and Fisherman Lu Shang Kano Takanobu
Japanese
Memory Board (Lukasa), 19-20th Century Democratic Republic of Congo
23. Curating with Context
Students select and analyze
3 artworks or artists that
connect to social, cultural,
and political history.
Design a Show Card
Oral Presentation,
PowerPoint.
Oral Presentation
PowerPoint
25. Profile of Change
High School Advanced
VA.Pr.6.1.11a Curate a collection of objects, artifacts, or artwork to impact viewer’s
understanding of social, cultural, and/or political experiences.
26. Overview
Artists for Social Change: Story of Al Mutanabbi Street
Artwork Analysis Chris Jordan, Imran Qureshi, Banksy, Ai Weiwei, IHeart.
33. Curating and Creating
Students browse, analyze and select 3-5 artifacts or artworks that describe a
political, social or cultural experience.
Students recreate the works in an artwork depicting a figure connected to the
theme.
35. 3rd Grade
Anchor Standard: Convey meaning through the presentation of
artistic work
VA:Pr6.1.3a Identify and explain how and where different
cultures record and illustrate stories and history of life
through art.
39. 5th Grade
Develop and Refine Artistic Techniques and work for
Presentation
VA:Pr6.1.3a Develop a logical argument for safe and
effective use of materials and techniques for preparing
and presenting artwork.
40. Scenario Example
You are preparing an artwork made for you by a very good
friend. You plan to hang the artwork in your bathroom on
the wall opposite of the small window next to your shower.
The friends work, a watercolor painting of a beautiful
landscape, was brought to you framed with a plexus-glass
cover. You hang the artwork using the edge of the frame
and a pushpin stuck in the wall.
About Me
Old State/National VS National Core- Technology, Collaboration- 21st Century Skills, and Presenting
PRESenting- Students think like curator, preservationist, historian- Apply Responding Skills
Follows the standard- Develop Criteria to Evaluate a Collection of Works
PRIOR TO THE LESSON: STUDENTS ARE ABLE to Describe, Analyze, and Interpret works.
TYPICALLY mid first year unit or culminating unit. Provides a great overview of art throughout time for beginners.
The FIGURE IN ART has GREATLY EVOLVED OVER TIME.
Man was small- Survival more important
wanted to depict men and women as perfect, living gods.
When studying the figure- Have students sketch 1-2 figures at the beginning or end of each lesson to break up history lectures. Consider using Think Pair Share- or Google Classroom Discussion pages.
These figures represent spirits of powerful ancestors, forces of nature, and an overall magical entity.
-Because of the unpredictability of nature, these forms often show severity, fear, or terror.
-depicted abstractly, rigid, and mostly symmetrical.
When studying the figure- Have students sketch 1-2 figures at the beginning or end of each lesson to break up history lectures. Consider using Think Pair Share- or Google Classroom Discussion pages.
Students will select 4-5 new works that represent the figure and cultivate appreciation for another time or place. Students will analyze and select artworks. Then students will create descriptions for each work including title, artist, medium, date, as well as a statement explaining 1-2 reasons for its selection.
Analysis is VERY important
Describe each source/site available to students. Describe the selecting process
Browse, create a large collection of images to select from.
Students will select a figure in art history to inspire an original artwork created with drawing supplies.
Geurnica Pablo Picasso
3rd of May Francisco Goya
The Green Heart Ellen Lanyon
Meeting between Emperor Wen and Fisherman Lu Shang Kano Takanobu Japanese
Memory Board (Lukasa) 19-20th Century Democratic Republic of Congo
Geurnica Pablo Picasso
3rd of May Francisco Goya
The Green Heart Ellen Lanyon
Meeting between Emperor Wen and Fisherman Lu Shang Kano Takanobu Japanese
Memory Board (Lukasa) 19-20th Century Democratic Republic of Congo
What things remain the same in all 3 paintings?
What are the family members doing in each?
What is humorous about the contents of these paintings?
Artwork on the left by Vik Muiz communicates a social issue- Poverty, Disparity between classes
Artwork on the Right connects to environmental issues.
Students will select and analyze 3 artworks or artists that connect to social, cultural, and political history. Students will create descriptions for each work explaining the artist/works role in history. Each student will consider alternative perspectives in planning their presentation. Students will present their selections to the class. Students and teacher will evaluate each student presentation and pose questions to prompt students to justify selections.
Engage in constructive critique with peers, then reflect on, re- engage, revise, and refine works of art and design in response to personal artistic vision.
Students can identify a theme of contemporary society, culture, or politics to inspire an artwork. Students will use various news sources including Newspapers, Internet, TV, and Podcasts. Students will research current events that connect to contemporary social issues, cultural norms or changes, and political news. Students will identify an issue or article to inspire a still life. Students will select 3-4 objects to symbolize their issue or event. Students will arrange still life and use pencils to create a drawing.
Students will consider the issues inspiring the artworks.
Depicts 2.3 million folded prison uniforms, equal to the number of Americans incarcerated in 2005. The U.S. has the largest prison population of any country in the world.
Depicts 200,000 packs of cigarettes, equal to the number of Americans who die from cigarette smoking every six months. Based on a painting by Van Gogh.
For Ai, sunflower seeds – a common street snack shared by friends – carry personal associations with Mao Zedong’s brutal Cultural Revolution (1966–76). While individuals were stripped of personal freedom, propaganda images depicted Chairman Mao as the sun and the mass of people as sunflowers turning towards him. Yet Ai remembers the sharing of sunflower seeds as a gesture of human compassion, providing a space for pleasure, friendship and kindness during a time of extreme poverty, repression and uncertainty.
In June 2008, Yang Jia carried a knife, a hammer, a gas mask, pepper spray, gloves and Molotov cocktails to the Zhabei Public Security Branch Bureau and killed six police officers. 6 Months later he was on trial and his Mother mysteriously disappeared.
Imran Qureshi, And They Still Seek the Traces of Blood, 2014. Commissioned by the Eli and Edythe Broad Art Museum at Michigan State University, courtesy the artist and Corvi-Mora, London. Photo courtesy Aaron Word.
