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ART is a WAY of KNOWING

Art is a way of Knowing - For this semester plan, I'd like to focus on art as a way of knowing. A way of knowing yourself and how you see and describe the world around you as an artist.
by

Nikki Martens

on 25 April 2011

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Transcript of ART is a WAY of KNOWING

ART is a WAY of KNOWING For this semester plan, I'd like to focus on art as a way of knowing. A way of knowing yourself and how you see and describe the world around you as an artist.
The Class Unit 1 What is ART, what is GOOD, and who gets to DECIDE? Objectives ENCOUNTERS
Sources of Images - consider the natural environment as a source of imagery through time and and across cultures
Transformation through Time - identify thematic and stylistic variations of works as characteristics of certain artistic periods
Impact of Images - become aware of the importance society places upon various works of art Projects 1. Good Art (Activity) 2. Make a case In groups students recieve 7 pieces of art which they must organize from best to worst and question why they made these choices Each student must now adopt a piece of art and find people from other groups who've adopted the same. In these groups they will be given a list of pre-research questions such as: describe the work, why was it made, when, out of what? They will go on research the work/artist and 'make a case' for where it should be placed on the class wide value scale. Unit 2 Who are you and who are they? (Faces of Portraiture) Objectives DRAWING
Record - Students will record objects alone and in composition
Investigate - Students will employ and arrange elements and principles to make compositions
Communicate - students will use expressiveness in their use of elements in the making of images
Articulate and Evaluate - Students will use the techniques and of art criticism for analysis and comparison of artworks
COMPOSITION
Component(s) - Students will create compositions in both two and three dimensions
Relationship(s) - Students will experiment with the principles of dominance, emphasis and concentration in the creation of compositions
Students will use the techniques of art criticism for analysis and comparison of art works Projects 1. Drawing Warm ups Each day during the unit will start with 10-20 minutes of different drawing warm ups, such as 20 sec - 5 min drawings with a random member of the class/ or group as a model. This model may choose to hold an object or arrange themselves in any composition. One day will be focused on blind and contour drawings. 2. Faces of Portraiture This project will require that 2 portraits are made: one will be a self portrait and one will be the portrait of someone 'other' than the self. One portrait will be a 'realistic-ish' depiction and the other will be a representation through an alternative interpretation (e.g. an assembly of objects related to the subject). Students may choose which portrait will be done using which technique. Unit 3 Where are we and what's happening here?
DRAWING
Record - Students will record objects alone and in composition
Investigate - Students will employ and arrange elements and principles to make compositions.
B. Repetition of shape in nature can suggest patterns and motif.
Communicate - students will use expressiveness in their use of elements in the making of images.
B. Mood and feeling as perceived by the individual student can be expressed in colour drawings.
Articulate and Evaluate - Students will use the techniques and of art criticism for analysis and comparison of artworks COMPOSITION
Component(s) - Students will create compositions in both two and three dimensions. Students will become familiar with the use of transparency and opacity in the creation of compositions.
Component 3-Students will investigate the effects of controlling colour, space and form in response to selected visual problems.
Relationship(s) - Students will experiment with the principles of dominance, emphasis and concentration in the creation of compositions
Students will use the techniques of art criticism for analysis and comparison of art works.
Organizations - Students will investigate the effects of modifying colour, space and form to change pictorial style. ENCOUNTERS
Sources of Images - consider the natural environment as a source of imagery through time and and across cultures
Transformation through Time - identify thematic and stylistic variations of works as characteristics of certain artistic periods
Impact of Images - become aware of the importance society places upon various works of art Objectives 1. Natural colour wheel Students will collect/find/bring in items from nature to create a colour wheel. They will the look at work by Andy Goldworthy and Norval Morrisseau and create compositions with items found in nature. 2. Trash Treasures This project will focus on nigerian artists (El Anatsui, Kainebi Osahenye) who use collected garbage as a way to create sculptural weavings. Students will investigate why garbage is a problem in this region and how this form of 're-cycling' hails back to traditional nigerian craft. Projects Unit 4 What are you going to do about it? DRAWING
Record- B. Concepts of positive and negative space can be employed when drawing people in groups.
C. The illusion of depth is created partly by the kinds of lines and marks used in creating an image.
Investigate - A. A consideration of balance and contrast may be applied to drawings that depict forms in nature
C. A changing point of view can allow a more thourough analysis of the subject matter of drawing.
Communicate - C. Exaggeration of mood characteristics in drawings of nature and people can help to emphasize a personal point of view.
Articulate and Evaluate - Students will use the techniques and of art criticism for analysis and comparison of artworks COMPOSITIONS
Component 1 - B. Organic shapes derived from natural objects can be developed into three-dimensional forms (and vise versa)
Relationships - Students will experiment with the principles of dominance, emphasis and concentration in the creation of compositions
Students will use the techniques of art criticism for analysis of one's own and others' work
Organizations - Students will investigate the effects of modifying colour, space and form to change pictorial style. ENCOUNTERS
Transformation through Time - identify thematic and stylistic variations of works as characteristics of certain artistic periods
Impact of Images - become aware of the importance society places upon various works of art
B. Society has various ways of preserving and displaying public and private works. Objectives 1. Silhouette Stories Students will look at and discuss the silhouettes narratives created by Kara Walker. They will then create their own life size silhouette narratives in groups of 5, deriving from articles/stories in the news (or other sources). They will identify what signifying markers in the story can be translated to visual imagery. They must figure out how they will create the silhouettes by arranging objects and people, tracing shadows or creating large collages. 2. JR Challenge Students will be exposed to the JR challenge and asked to discuss and take up a cause/issue through photography. This project will be extremely open and students may choose to work as a class, small groups, or individuals. If space cannot be secured outside the school, students can find room inside the school or use google map streets as a stand in for a public art space. Projects september october november december january february march april may june the point as an introduction to art (as a general subject) we will explore its scope, uses, aesthetics,and the values we and society project onto it grade 9 art
full year option
1h 40mins/ period
approx. 3-5 classes/ mo. key artists key artists will link to artists studied in coming units and may include (but are not limited to):
Van gogh
albrecht durer
erwin blumenfeld
duchamp
elizabeth peyton
chuck close
kara walker
michael johansson
el anatsui
andy goldsworthy
norval morriseau
rob raushenberg
lisa benshop
ai weiwei
banksy
candy chang the point In this unit we will explore how we perceive ourselves and how that relatesto our perception of the 'other'. We will continue to challenge our perceptions of art and representation. key artists elizabeth peyton
albrecht durer
chuck close
micheal jacobsen
rob rauschenberg
norval morriseau
evan penny the point after exploring ourselves and the 'other' we begin to locate ourselves in our environments. Being aware of both natural and fabricated elements, and noticing how they reflect and contrast from each aesthetically and conceptually. How are those ideas expressed? key artists norval morisseau
andy goldsworthy
el anatsui
kainebi osahenye the point this final unit encourages students to take up what they've learned in art and use it as methodology to express themselves on issues regarding social justice. they also explore how the domains of art (public, street, museums) enable political messages. Photography will be an important feature as well. The JR project is meant to challenge their sensibilities and launch them into an art + action inquiry. key artists kara walker
candy chang
ai weiwei
JR
banksy
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