http://www.mylemon.it/en/cosafacciamomylemonsitiwebportaliaccessibili.php Art as a Form of Communication Introduction: • For thousands of years art has been used to communicate ideas through visual form. • As viewers we look at art and try to decipher the message of the artist. As artists we are trying to send a message to the viewer. • Art serves to send messages without saying a word. This can be done through the use of elements and principles of art, through the abstract expressionist techniques or can be viewed in the messages the church was trying to send in it’s art works in the middle ages. Enduring idea: • The arts are inherently communicative and actively engage learners in the processes of creating, expressing, interpreting, and responding to art. Overarching Understandings: • Communication is the conveying or sharing of ideas or feelings. • Communication can be achieved through various ways: verbally, visually, musically, artistically etc • Works of art throughout history have communicated different messages, ideas and feelings • Art can communicate different ideas to the viewer and artists can make art to communicate their ideas.
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
http://www.mylemon.it/en/cosa-‐facciamo-‐mylemon-‐siti-‐web-‐portali-‐accessibili.php
Art as a Form of Communication
Introduction:
• For thousands of years art has been used to communicate ideas through visual form.
• As viewers we look at art and try to decipher the message of the artist. As artists we are trying to send a message to the viewer.
• Art serves to send messages without saying a word. This can be done through the use of elements and principles of art, through the abstract expressionist techniques or can be viewed in the messages the church was trying to send in it’s art works in the middle ages.
Enduring idea:
• The arts are inherently communicative and actively engage learners in the processes of creating, expressing, interpreting, and responding to art.
Overarching Understandings:
• Communication is the conveying or sharing of ideas or feelings. • Communication can be achieved through various ways: verbally, visually, musically, artistically etc
• Works of art throughout history have communicated different messages, ideas and feelings
• Art can communicate different ideas to the viewer and artists can make art to communicate their ideas.
Essential Questions:
• What does it mean to communicate? • How is art a form of communication? • How can art send messages without saying a word? • How do artists communicate their ideas through their work? • How can we communicate our ideas through art? • Why is communication vital to the success of a painting?
Understandings and Outcomes
• Art can be used as a form of communication. • Art is a visual message, idea or feeling. • Artists use art to communicate to viewers what their thoughts are.
Evidence:
• Students will recall and explore the idea of communication and how art is used to communicate ideas
• Students will use the elements to create an art work that communicates a principle
• Students will describe, analyze, interpret, and evaluate works of art from the middle ages and detail how art was used to communicate the church’s power
• Students will identify and research artists and artworks of the middle ages and be able to synthesize through the creating of a grammatically correct and organized essay about them
• Students will comprehend the life of abstract expressionist artists through the viewing of a film and the creation of a communal painting
Assessments:
• Art work projects • Essay
• notes • discussions
The Language of Art
• Students will be introduced to the idea of communication and why art serves as a visual form of communication.
• The instructor will review the elements and principles of art and explain how visual symbols are used to create ideas and feelings.
Unit Questions:
• How is art a form of communication? • How can the elements of art be used in an art work to communicate principles? • How are the elements used as visual symbols to communicate the ideas and messages of the
principles? Florida Standards
• VA.912.S.1.1 Use innovative means and perceptual understanding to communicate through varied content, media, and art techniques
• VA.912.O.1.1 Use the structural elements of art and the organizational principles of design in works of art to establish an interpretive and technical foundation for visual coherence.
• VA.912.C.1.2 Use critical-thinking skills for various contexts to develop, refine, and reflect on an artistic theme.
• VA.912.C.1.4 Apply art knowledge and contextual information to analyze how content and ideas are used in works of art.
Evidence: • Students will recall and explore the idea of communication and how art is used to communicate
ideas through discussion and synthesis of an art work project • Students will recall and comprehend the language of art by using the elements to create an art
work that communicates a principle Materials Needed:
• Canvas paper, heavy paper • Paint, markers, crayons, etc • Power point presentation • Internet • Smart board • Sketchbook • Paper • Pen/pencil • Paint brushes • All art media
Resources:
• Art Talk Textbook, Mc Graw Hill Education, 2004, Rosalind Ragans • www.Pinterest.com
Activity 1:
Presentation: • Instructor will give a presentation on communication and how art has symbols and ideas to
communicate through the artwork. This will serve as a basis for the idea of communication in art.
• Instructor will go over the elements and principles of art and talk about symbols, ideas and techniques used to create messages in artworks.
• Instructor will also present the class with contemporary artists and their artworks to help understand how to build a composition that communicates principles using the elements:
• Andy Warhol, Mark Rothko, Banksy, Mr. Brainwash (Thierry Guetta), Yayoi Kusama (see pinterest page)
• Students will take notes and participate in discussion (formative). • This presentation will be given over one class period of 45 minutes.
Activity 2:
Classwork Assignment: • Students will be given a classwork assignment to understand how elements can be used to
communicate principles in an art work. They will complete a chart where each element intersects with each principle and they are to complete the chart in their sketchbook.
• Formative assessment • Students will need to complete at least 90% of the chart • This assignment will take place over one 90 minute class period
•
Activity 3:
Elements and Principles Project: • Students will be given a project using the elements and principles to create an art work
that communicates an idea. • The teacher will meet with each student. The student will randomly choose (from a
bucket of filled out papers) two elements and one principle. The student will then have to create a composition using the primary two elements chosen to communicate the one principle chosen.
• Summative assessment. • This project will take two class periods, each 90 minutes. • A rubric will be used to grade the project:
Name: POINTS> CRITERIA \/
0-‐5 POINTS: NOT DONE, DONE INCORRECTLY
6-‐10 POINTS: DONE MEDIOCRELY OR AVERAGE EFFORT USED
11-‐15 POINTS: ABOVE AVERAGE OR EXCELLENTLY EXECUTED
2 CHOSEN ELEMENTS WERE USED PROMINENTLY IN ART WORK
PRINCIPLE CHOSEN DESRIBES THE ART WORK
THE TWO ELEMENTS COMMUNICATE THE PRINCIPLE
Student artwork example: Student randomly chose the elements color and space to communicate the idea of unity.
Art History
• The idea of how power and wealth were communicated to the people of society through elaborate artworks and cathedrals in the middle ages will be discussed.
• Students will be introduced to the art period of the Middle Ages. • The instructor will present art works from the time period. • The students will write an art criticism essay.
Unit Questions:
• How did Middle Ages art work communicate the idea of power of the church? • How did art used in churches communicate power? • How can Art Criticism steps be used to understand ideas that art works communicate?
Standards:
• VA.912.C.2.4 Classify artworks, using accurate art vocabulary and knowledge of art history to identify and categorize movements, styles, techniques, and materials.
• VA.912.C.1.2 Use critical-thinking skills for various contexts to develop, refine, and reflect on an artistic theme.
• VA.912.C.3.1 Use descriptive terms and varied approaches in art analysis to explain the meaning or purpose of an artwork.
• VA.912.C.3.3 Examine relationships among social, historical, literary, and/or other references to explain how they are assimilated into artworks.
Evidence: o Students will understand the art criticism steps by describing, analyzing, interpreting, and
evaluating works of art from the middle ages and detail how art was used to communicate the church’s power
o Students will identify and research artists and artworks of the middle ages and be able to synthesize through the creating of a grammatically correct and organized essay about them
Materials Needed:
• Power point presentation • Internet • Smart board • Paper • Pen/pencil
Resources:
• Book: Medieval Art by Veronica Sekules • http://www.metmuseum.org/toah/hd/litu/hd_litu.htm
Activity 1:
Presentation: o Students will be given a presentation on the Middle Ages. o They will be introduced to art works made and cathedrals built during the time. The
teacher will explain how the church was an important figure during the Middle Ages and how they used their wealth to commission artists to make art works for the church out of gold, precious metals and stones, and cloissone to communicate to the people how powerful the church was in that society.
o Church oriented gold and ornate art works from various middle ages artists will be looked at.
o Students will also be probed to participate in looking at and discussing middle age artworks.
o The instructor will also review in depth the four steps of art criticism: Describe, analyze,
interpret, evaluate. The students will use this information for the activity.
o Instructor will verbally practice (with the students) the 4 art criticism steps with an art work to make sure the students are ready for the next activity
o Students will take notes and participate in discussion. o Formative assessment. o One 45 minute class period.
Activity 2:
Essay Assignment: Art Critique Through Essay • Students will use their ipads and the internet to choose an artwork from the middle ages.
They will provide the credit line for the art work along with a picture. They will proceed in giving a detailed description of all four steps of art criticism in their essay. After this is done they will conclude their essay by describing how that particular middle ages art piece serves to communicate the idea of power by the church.
• The essay should be four to five paragraphs, should include an introduction, body paragraph of art criticism and proof of communication of power, and end with a conclusion.
• Students will use one 90 minute class period to choose their artwork and commence the essay. The essay will be finished for homework and turned in the next class.
• Summative Assessment • A rubric will be used to grade the essay:
0-‐10 POINTS: NOT
DONE, NOT USED, DONE INCORRECTLY
11-‐20 POINTS: DONE MEDIOCRELY OR AVERAGE EFFORT USED
21-‐30 POINTS: ABOVE AVERAGE OR EXCELLENTLY EXECUTED
INTRODUCTION PARAGRAPGH: Credit line Picture
ART CRITICISM PARAGRAPH: Describe, analyze, interpret, evaluate
HOW IS POWER COMMUNICATED THROUGH THIS ART
CONCLUSION PARAGRAPH
GRAMMAR
Abstract Expressionism
• Students will learn how abstract expressionist art is used as a tool to communicate feelings,
personal expressions, ideas and messages through abstract marks in an art work. • Students will be introduced to Abstract Expressionist art. • Students will learn about abstract expressionist artist Jackson Pollock and study his drip
method paintings and techniques. • Students will use the method of verbal communication to complete a communal drip method
painting group project Unit Questions:
• How can abstract expressionist art be used to communicate an idea? • What were abstract expressionist artists like Pollock, Rothko, and Krasner trying to
communicate in their artworks? • How can the visual personal expression of abstract expressionist artists be considered a form of
communication in their art works? • How are the visual symbols in these art works indicative of the ideas or messages these artists
were trying to impart? • Why is communication vital to the success of a painting?
Standards:
• VA.912.C.3.1 Use descriptive terms and varied approaches in art analysis to explain the meaning or purpose of an artwork.
• VA.912.S.1.6 Describe processes and techniques used to record visual imagery.
• VA.912.C.2.4 Classify artworks, using accurate art vocabulary and knowledge of art history to identify and categorize movements, styles, techniques, and materials.
Evidence: • Students will be able to recall, comprehend and discuss the life, techniques and art works of
Jackson Pollock and Lee Krasner by hearing a presentation, watching a film and creating a painting
• Students will comprehend through discussion the notion of what abstract expressionist art is • Students will create a communal abstract expressionist art work (using the drip method)
through the use of verbal communication • Students will be able to effectively communicate amongst each other through the creation of a
communal painting Materials Needed:
• Paint • Canvas • Paint brushes • sticks • Pollock the movie • Power point presentation
• Smart board • Paper • Pencil
Resources:
• http://www.metmuseum.org/toah/hd/abex/hd_abex.htm • http://www.merriam-‐webster.com/dictionary/abstract%20expressionism
Activity 1: Presentation:
• Instructor will present the art movement of abstract expressionism. • Student will learn about artists Jackson Pollock, Lee Krasner and Mark Rothko. Their art works
will also be looked at. • The idea of communication will be discussed in relation to the artworks being presented. • Formative assessment. Students will participate in discussion and take notes. 45 minutes.
White Center, Mark Rothko, 1950 One: Number 31, Jackson Pollock, 1950
Shellflower, Lee Krasner, 1947
Activity 2:
Film: • Students will watch the Jackson Pollock film, Pollock, starring Ed Harris. It depicts a close to
accurate tale of the life, art and death of Jackson Pollock and his wife Lee Krasner. • Students will take notes.
• One 90 minute class period. • Students will take notes during and participate in discussion and review after the movie. • Formative assessment.
Activity 3:
Project: Communal Painting: • Instructor will introduce and demo the technique of the drip method of Jackson
Pollock • Students will take the learned techniques of Jackson Pollock Drip Method and apply it
to a canvas as a painting that involves the entire class • Students will use the technique of communicating with each other to make decisions and effectively apply the paint to the canvas; everyone will participate in this painting
• Summative assessment. • This project will take one 90 minute class to complete. • A rubric will be used to grade this assignment.
Name: 1 point: incorrect, poor
2 points: mediocre, average
3 points: executed well, above average
Communicated effectively
Painting used the drip method successfully
Participation
Related Documents
