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Art 1 Presentation: Banksy
Transcript of Art 1 Presentation: Banksy
Banksy used an unsigned oil painting, across the canvas he stenciled blue and white police tape
Message conveyed: "defacing such an idyllic scene reflects the way our nation has been vandelised by its obsession with crime and pedophilia"
Displayed at the Tate gallery in London by Banksy himself
The artwork lasted 2.5 hours
“Art should comfort the disturbed and disturb the comfortable.”
― - Banksy
WALT (We are lEARNING TO):
Appreciate ALL forms of art
Understand the use of stencils within society
Design a stencil with bridges and islands
WILF (What I'm looking for):
You have designed a stencil which evokes curiosity and a message about issues on a contemporary society.
Critique your own artwork and reflect on how art can affect the viewer.
Students select a popular art piece (photograph or painting) created or taken from a different era.
Do some research about the artwork to gain a deep understanding of the message the artist was trying to convey.
Create a stencil which represents the difference between the modern world and the era in which the art piece was created.
Students create a stencil which depicts a message about a social issue affecting the world.
Students can experiment with multi-coloured stenciling.
Understand Stenciling is the ability to convey a message to people and evoke thought to those who view their art.
VAS3.3 Acknowledges that audiences respond in different ways to artworks and that there are different opinions about the value of artworks.
VAS3.4 Communicates about the ways in which subject matter is represented in artworks.
Art Appreciation Activity – Questioning in Learning and Teaching
The following questions may help you appreciate and interpret works of art. In a classroom in response to an artwork;
- Title of the work and name of the artist
- When and where the work was created
- The media used
- Mode of presentation
– How to classify the works (Impressionism? Graffiti? Abstract?)
Structure of stencils: Students need to understand the parts of a stencil before designing their own.
Plan and Draft: Students will choose a world topic they find is an issue that they can relate to or they are passionate about.
Drawing: Students will then draw their stencil draft onto a piece of A4 art paper or cardboard. They will use a black texta and shade in parts they will cut out.
Cutting: Using a pair of scissors, students will but the black shaded area.
Painting using a roller: Using sticky tape, students will tape down their stencil on top of a thick cardboard. With a roller, they will roll over their stencil with paint. When using the paint, they need to make sure they DO NOT use a lot of paint as it can run over the edges.
Reflection: After the art session, students will be required to reflect on what they have done.
'Crimewatch UK has ruined the countryside for all of us' -Banksy, 2003
Identity remains unknown
Street graffiti artist
Born in Bristol, 1974
Began his career around 1989- early 90's
Gained widespread notoriety around 2003
Predominantly uses paint and stencils, and occasionally pencil drawing
First solo exhibition held at the London Gallery Cargo in 2001
Banksy uses predominantly stencils
Stencils are hand drawn himself or designed on the computer and printed onto sheets of acetate paper or card
Cut out by hand
Uses paint spray cans
Sprays the paint sparingly onto the stencil from a distance of 8 inches
Banksy placing the artwork in the Tate Gallery London
"People often ask whether graffiti is art, well it must be now- it's been hanging in the Tate.
Have students go on an excursion to visit a natural landscape environment. Have the students discuss the effects that human changes can have on an environment, evaluating the positive and negative aspects of these changes (ENS3.5)
Banksy. (2006). Wall and Piece. London, United Kingdom: Century, The Random House Group Limited.
Morris, S. (2003, 18 October). Graffiti artist cuts out middle man to get his work hanging in the Tate . The Guardian .
Net Industries. (2013). Banksy - Artist, Career, Sidelights. Retrieved November 2, 2013, from Online Encyclopedia: http://encyclopedia.jrank.org/articles/pages/3908/Banksy.html
Parker, S. (2012, May 30). Banksy: The Man Behind The Wall. The Huffington Post
I am unable to comment on who may or may not be Banksy, but anyone described as being 'good at drawing' doesn't sound like Banksy to me.
It is important to remember:
Debate: Students can have a debate or write an exposition about whether or not graffiti should be considered art.
Creative Writing: This artwork can also be a stimulus for creative writing, in which they write a narrative based on this Banksy artwork.
Ratio/ scaling: learning about scaling images/ stencils according to the proportion of the chosen artwork.
Measurement/ estimating: measuring the size of the surface area and estimating how much paint may be required or how big the stencil should be.
Then, the students may participate in several art appreciation activities, including literal description, comprehensive feeling, formal analysis, interpretation of meanings and value judgment.
Students should be encouraged to carefully observe and describe the features of artworks.
- Describe the image / object / people / event that you see.
- What is the artwork about? What is your assumption of the artist’s intention?
The students should be encouraged to express their own feelings and views while appreciating the artwork.
- Does it arouse any mood / feeling you have experienced?
-Can you imagine artist’s feeling at the time of creation?
- Is the work noisy, quiet, upsetting, sad, relaxing or shocking? How does the work move you?
- Identify the materials, techniques and processes used for creating the work;
- Explore any signs and symbols used; and
- What colour scheme (harmony, contrast, etc.) is used?
- How is the work produced? What materials are used?
- What stages has the work undergone from start to end?
- Has the artist used research, sketch, photograph, collage, or a stencil?
- Was the work created quickly or over a long time?
- What skills does the artist need to create the work?
Interpretation of meaning
The students reflect, discuss and interpret the meanings and underlying message of the artwork in the specific context with reference to their personal experiences, information obtained through literal description and formal analysis, and contextual knowledge about appreciation and creation of artwork.
- Is the artwork spontaneous expression of the artist? What is the view
of the artist.
After literal description, comprehensive feeling, formal analysis and interpretation of meaning, the students may make rational, emotional and general judgment about the underlying message and value of the artwork.
- Do you think it a good work? Why yes? / Why no?
After participating in the above appreciation activities, the students will have understood the basic principles of appreciation activities and may further compare and contrast other artwork, and explore the influence of the works of art on their own creation.
Learning to Look or Listen: The Four Basic Relationships of a Work of Art-By MARJUEVE M. PALENCIA
THE ARTIST, WRITER, OR CREATOR
It is an admitted fact that knowing something about the artist may have influenced the creation of the artwork. Knowing this places us in a better position to interpret and evaluate the work. While the possession of such knowledge certainly enhances our appreciation, modern critics emphasize that it’s unnecessary. They question in judging its aesthetic value, we must not take into account its relationship to its creator. Moreover, in passing judgment on the aesthetic merit of an artwork, we must not be influenced by our personal regard for its creator or his reputation. But because of certain aesthetic qualities which make it worthy of appreciation for its own sake, regardless of who composed it or what sort of man he was.
But Just for fun… who would the artist be? Who do you think Banksy is?