Proposal

Report
Art as A Means to Make Meaning:
Art Lessons for the Elementary Level
Deanna Price
November 25th 2014
Final Proposal
ARE6540
Conclusion
What I learned from the work I compiled
• Prior to taking this course and completing this curriculum
project, I was teaching the way I was taught: Producing a
work of art and having students mimic my example.
However, after taking this class, I have an entirely different
perspective and philosophy on what a quality art
curriculum should look like.
• From the work I compiled, I learned that the goal of an art
teacher shouldn’t be to have students necessarily
reproduce masterpieces every time they create a work of
art.
• The objective should be to take students through a journey
that teaches them how to not only use the skills in art, but
know how to make meaningful works of art by using the
skills they have learned.
Conclusions
Implications for teaching, learning, and
curriculum
• I have started to change my curriculum since taking this
course (more focus on meaning making and contemporary
art).
• I’ve realized many art teachers are still using school art and
I don’t know that they even realize it or know what the
term “school art” refers to.
• Quality curriculum= using contemporary art, not worrying
so much about the product and focusing more on the
processes taken to get to the product, and having students
make meaning.
• These lessons can serve as a starting point to make more
meaningful art lessons that incorporate contemporary art
and media critiques.
Introduction
• Art curriculum in several public schools
continues to bear the merely meaningless
style of school art.
• Art classes in many public schools are still
viewed as an opportunity to play and take a
break.
• In order for art education to be taken more
seriously, the curriculum needs to become
more valuable and worthwhile.
Do Ho Suh
Do-Ho Suh, Seoul Home/ L.A. Home, New York Home, 2000
Do-Ho Suh, The Perfect Home II, 2003
Do-Ho Suh, Reflection, 2007
Do-Ho Suh, Doormat: Welcome (Pink), 2000
Do- Ho Suh, Floor; det., 1962-1997-2000
Do-Ho Suh, 348 W.
22nd St., 1962-2000
Biography
• Do Ho Suh was born in Seoul, Korea in 1962
• Received his Bachelor’s Degree in Fine art and Master’s
Degree in Fine Art in Oriental Painting from Seoul National
University. He was in the military as well.
• Moved to New York to finish school.
Critique
• “The translucent organza-like polyester highlights in brilliant
colour the 'invisible memory' of our daily experiences at
home. Suh chose the fabric, a variety once used in traditional
Korean summer wear, 'because it was cheap and readily
available, and I didn't want to give too much value to the
fabric itself', (Shaw, 2013). ”
Why the artist was selected
• After reading about the meaning behind Suh’s
work, I felt that students would be able to
create a diverse body of work. Suh’s work can
give students the opportunity to dig deep
from within to bring a memory back to life
through art.
Significance
Student Work
Student Work
JeongMee Yun
JeongMee Yoong, The Color Project- Lola and Her
Yellow Things, 2006
JeongMee Yoong, The Pink and Blue Project- Jake
and His Blue Things , 2005- Ongoing
JeongMee Yoong, The Pink Project- SeoWoo and
Her Pink Things, 2006
JeongMee Yoong, The Color Project- Steve and his
Red Things, 2006
JeongMee Yoong, The Pink Project- Tess and Her
Pink Things, 2006
JeongMee Yoong, The Blue Project- Woojea and His
Blue Things, 2007
Biography
• From South Korea
• Inspiration from her work comes from,“Her fiveyear-old daughter couldn't get enough candycolored possessions. She photographed her
daughter Seowoo amongst her sea of pink things,
from dolls to dresses to stuffed animals. She then
began photographing little boys and girls
amongst their color-coded belongings in a quest
to better understand how gender shapes our lives
from such a young age,” (Huffington Post [HP],
2012).
Critique
• Yun’s work sparks a keen awareness to the
role gender plays in our society.
• In her work, young girls are surrounded by
domestic items and hot pink, while the boys
are accompanied with science, weapons, and
violence with various blues (HP, 2012).
Why the Artist Was Selected
• I feel that the students in elementary school
can really relate to her images.
• Focuses on girls having pink toys and boys
having blue toys.
• Will force students to be introspective about
the toys they have and want.
Significance
• The art lesson would be for 4th grade students.
• Students would view work by Yun and be required to critique it
using Feldman’s Method.
• Following this, students would be required to generate how the
influence of gender identity in our society has influenced their
decisions and interests. Students would make their comments and
statements using a bubble map.
• Students will take everything they have written and think of images
that could represent their statements.
• Students would draw their images first then create a
monochromatic painting.
• Once students complete their art, they would write an artist
statement explaining how the work they made is significant to
them. A rubric would be used to assess their work and
performance.
Bubble Map
How gender stereotypes in
society have influenced me
Eleanor Antin
Eleanor Antin, Adventures of a Nurse
videotape, 1976
Eleanor Antin, King of Solana Beach:
Performance, 1973
Eleanor Antin, King of Solana Beach Performance,
1973
Eleanor Antin, 100 Boots on Vacation, 1971-73
Eleanor Antin, Judgement of Paris (after Rubens) — Light Helen,
2007
Eleanor Antin,
California Lives: Merrit,
1969, replication 1998
Biography
• Eleanor Antin was born in New York City in 1935.
Her parents were Polish Jews who immigrated to
the United States just before Antin was born.
• She went to Music and Art Highschool in the
Bronx and it was there that she met her husband,
David Antin, who was a poet.
• Eleanor Antin is a performance artist, filmmaker,
and installation artist (Wikipedia, 2014).
Critique
Antin’s work is a reflection of her culture and
heritage as well as myriad other cultures. “Antin
delves into history—whether of ancient Rome,
the Crimean War, the salons of nineteenthcentury Europe, or her own Jewish heritage and
Yiddish culture—as a way to explore the
present. Antin is a cultural chameleon,
masquerading in theatrical or stage roles to
expose her many selves,” (PBS, 2014).
Why the artist was selected
• I feel that her work could set the stage for
students to contemplate where their family
originated from and how their culture influences
their life style on a daily basis.
• Moreover, Eleanor Antin works with various art
mediums that students may find quite unusual
(such as making a movie and performing), which
could open several doors for students to choose
from to create their own works of art.
Significance
• Students would work in groups of four to discuss their culture, where they
are from, and where their families are from.
• Students would be instructed to identify the ways in which culture
influences personal growth, development, and roles in society.
• Following this, students would create a 1 minute performance that
incorporates all of their cultures.
• Each student would have a different role for the performance: 1.) Director
2.) Person who writes the script 3.) Artist, and 4.) The narrator.
• Once students finish, each group would perform in front of the class. I
would use my digital camera to take stills from each performance, just like
Eleanor Antin did. Pictures from the performance would then be turned a
story line that describes their one minute performance, what it’s about,
and how each group views cultures and the way it influences individuals
and our society.
• Students would be graded using the Art Rubric.
Collier Schorr
Collier Schorr, Forests and Fields, Unknown
Collier Schorr, Forests and Fields (3), Unknown
Collier Schorr, Forests and Fields (2), Unknown
Collier Schorr, Forests and Fields (4),
Unknown
Collier Schorr, Two Shirts,
1998
Collier Schorr, American Flag
with Scratch,
1999-2000
Biography
• Collier Schorr was born in New York in 1963.
• She studied art at the School of Visual Arts in
Queens, New York.
• She has been represented by over 303
gallery’s in New York since 1990 and won the
Berlin Prize (Wikipedia, 2014).
• She is best known for her portraits of
adolescent men and women.
Critique
“Best known for her portraits of adolescent men
and women, Schorr’s pictures often blend
photographic realism with elements of fiction
and youthful fantasy,” (PBS, 2014).
Why I selected this artist
I selected this artist because I want to introduce students
to traditional photography. Today, taking a picture is
simple; all you have to do is snap a picture and it appears
immediately on a screen. However, there is an art to
taking photographs and that art has been lost in our
digital age. I want to use Schorr’s work as an introduction
to photography and proceed to teach students about how
only a few years ago, in order to get pictures, you had to
buy film, load the film in the camera, take the pictures,
then take the film to the store and wait for a few days for
an employee to develop the film before picking them up.
Significance
Students would view the works in my presentation by
Schorr and we would use her work to begin a discussion
on photography, where it came from, and what it entails.
Following this, students would be instructed to create a
self-portrait that captures something about their identity
similar to what Schorr’s work illustrates. Following this, in
the background of their self-portrait, students would be
required to come up with two additional images: One
that portrays traditional photography and one that
portrays modern photography. The entirety of this piece
would serve as a biographical narrative and an expression
of their view of traditional and modern photography.
Media Critique- Toy Marketing Based on
Gender Stereotypes Towards Girls
Paul Windle, The New York Times: For an article about gender specific
toys, 2012
“Detrimental: Child
psychologists agree the
stereotyping of toys is
encouraging girls to think it's
only their appearance that
matters.”
Read
more: http://www.dailymail.c
o.uk/femail/article2338976/Too-pink-How-toysalarmingly-genderstereotyped-Seventies--costlittle-girls-selfesteem.html#ixzz3GXw5zAxv
Untitled 1, 2013
“Avalanche of pink: A
comparison by campaign
group Let Toys Be Toys
shows how in the
Seventies, left, toys were in
a variety of colors while
today girls are pushed to
embrace one shade.”
Read
more: http://www.dailymai
l.co.uk/femail/article2338976/Too-pink-Howtoys-alarmingly-genderstereotyped-Seventies-cost-little-girls-selfesteem.html#ixzz3GXwaw
Qmj
Untitled 2, 2013
Untitled 3, 2013
Untitled 4, 2013
“Boys are encouraged to play with mechanical toys and science kits while for
girls it's all about dolls.”
Read more: http://www.dailymail.co.uk/femail/article-2338976/Too-pink-Howtoys-alarmingly-gender-stereotyped-Seventies--cost-little-girls-selfesteem.html#ixzz3GXx6AXMX
Untitled 5, 2013
Untitled 6, 2013
“Strawberry Shortcake: The modern day version, right, has a slimmer figure, longer hair, bigger eyes and a smaller
nose.”
Read more: http://www.dailymail.co.uk/femail/article-2338976/Too-pink-How-toys-alarmingly-gender-stereotypedSeventies--cost-little-girls-self-esteem.html#ixzz3GXxpPt2l
Critique
• You’re walking through a store towards the toy aisle and, alas! There it is!
The brightly colored blue aisles separated by the illuminating pink aisles.
What do these colors resemble? Boy toys and girl toys.
• Are marketing strategies geared towards conditioning girls to be a certain
way (domesticated, proper, and elegant) and boys to be another (big,
strong, and intelligent)? The images in the article, “Too Much Pink! How
Toys Have Become Alarmingly Gender Stereotype Since the Seventies… At
the Cost of Little Girls’ Self Esteem” published by the Daily Mail reveal
gender stereotypes encouraged by toy products.
• In the 1970’s, toy marketing was entirely different; all toys had various
colors so girls might have been buying science kits and boys while boys
were purchasing play washing machines.
• However, now everything is color coded and it can’t be certain that public
consumers realize the startling difference in toy production from the past
to the present.
Why I selected these images
I selected these images because I want to
challenge my students by having them question
the items they are interested in and find
themselves desiring to purchase. It would be so
interesting to display one of these images and
have my students critique it. I am interested in
seeing if they can figure out the dilemma with
modern toys all on their own.
Significance
• Students would view two different images: One
would be of a comparison of toys from the 1970s
and the other would be of a toy aisle today.
Students would use a Double Bubble Map to
compare and contrast these two images.
• Following this, students would create a Frame of
Reference to write a statement about what they
think the overall message of these images
conveys.
Double Bubble Map
Toys
from
1970s
Toys
from
Today
I believe the overall message of these
images conveys…
Significance (continued)
• Next, students will be asked to think of their favorite toy
and illustrate it to the best of their ability to make it look
realistic.
• After students draw their favorite toy, students will color it
with color pencil.
• Afterwards, students will look at their double bubble maps,
statement, and their illustration all at once. We will discuss
what all of them have in common.
• At the end of the lesson, we will talk about how toys today
are geared towards gender stereotypes and students will
be asked to look at the toy they illustrated to see if they
believe it is an example of a gender stereotype.
World War II Posters
Critique
Many posters from WWII served as propaganda.
“Persuading the American public became a
wartime industry, almost as important as the
manufacturing of bullets and planes. The
Government launched an aggressive
propaganda campaign to galvanize public
support, and some of the nation's foremost
intellectuals, artists, and film makers became
warriors on that front,” (National Archives).
Why this work was selected
I selected this work because I think advertising
for war during WWII and advertising for war
today is entirely different. I want students to
look at WWII posters and todays
advertisements, consider the various tactics that
are used to try and get individuals to recruit,
and understand how advertising was different
and similar then compared to now.
Significance
• Before telling students what the WWII posters are, I would
select one of the posters and have students do an art
critique using Feldman’s Method.
• Following this, we would begin a discussion about WWII
posters and how they compare to the advertising for war
today. Following this, students would be instructed to
create their own poster that either, 1.) Shows support for
war or 2.) Does not show support for war. Students will
have to come up with reasons that they are for or against
war.
• Once all students finish, their posters will be hung up and
as a class, we will have a discussion about whether or not
the posters are convincing of their opinion and how their
posters could affect our communities view on war.
Method of Assessment
All students, grades K-5, would be assessed using a
rubric I created. Students would be graded on three criteria:
Behavior (50% of their grade), Effort (25% of their grade), and
Assignments (25% of their grade). Behavior is worth the most
because at the school I currently teach at, I feel that there are
quite a few students who exhibit behavior problems. In my
opinion, if I can help students regulate their behavior with rules,
consequences, and procedures, eventually, most or all of the
behavior problems will diminish. When behavior problems
cease to exist, inevitably, the Effort and Assignment grade
should be at a passing or exceptional rate. I feel that classroom
management is the key to success and if rules procedures, and
consequences are established and consistent, most students will
be successful in the art class room most of the time.
Rubric for Art
Behavior
Art Rubric
Effort
Assignments
O (Outstanding)
S (Satisfactory)
N (Needs Improvement)
U (Unsatisfactory)
Behavior (50%)
Student follows all of the rules
and procedures for the art
room at all times.
Student follows most of the
rules and procedures for the
art room. Student may have
received a warning, time out,
or had to complete a think it
through sheet.
Student has difficulty
following all of the art room
rules and procedures. Student
may have received an Oops in
Art Card or had to have had
some sort of parental contact
due to behavior problems.
Student does not follow most
of the art room rules and
procedures. Student may have
received a referral.
Effort (25%)
Student always has
outstanding effort, tries their
best on all work and is always
focused in class.
Student displays good effort
and is usually focused in class.
Student is frequently
distracted and not using and
does not complete their work
in a mannerly time.
Student is not completing
their work to their full
potential.
Assignments (25%)
Student displays excellent
craftsmanship and creativity
in all of their work.
Student displays good
craftsmanship and creativity
in their work.
Student rushes to get their art
work finished.
Student is not completing
their work.
References
Anderson, T., & Milbrandt, M. (1998). Authentic instruction in art: Why and how to dump the school
style. Visual Arts Research, 24(1), 13-20. Retrieved from
http://www.jstor.org.ezproxy.net.ucf.edu/stable/20715931
Antin, E. (1976). Adventures from a nurse videotape. Retrieved November 3rd, 2014 from
http://www.artnet.com/Magazine/news/warrobinson/Images/warrobinson5-5-30.jpg
Antin, E. (1969, replication 1998). California Lives: Merrit. Retrieved October 18th, 2014 from
www.artstor.org
Antin, E. (1973). King of Solana Beach: Performance. Retrieved October 18th, 2014 from www.artstor.org
Antin, E. (1973). King of Solana Beach Performance. Retrieved October 18th, 2014 from www.artstor.org
Antin, E. (2007). Judgement of Paris (after Rubens) — Light Helen. Retrieved October 18th, 2014 from
http://www.art21.org/images/eleanor-antin/judgement-of-paris-after-rubens-light-helen2007?slideshow=1
Antin, E. (1971-73). 100 Boots on Vacation. Retrieved October 18th, 2014 from www.artstor.org
Genreal Electric Company. (1942). Are you doing all you can? Retrieved November 3rd, 2013 from
www.artstor.org
GUDE, O.,. (2013). New school art styles: The project of art education. Art Education, 66(1), 6-15.
Huffington Post. (2012, April 17). JeongMee Yoon explores color and gender in “Pink and Blue .”
Retrieved from http://www.huffingtonpost.com/2012/04/17/jeongmeeyoon_n_1432203.html
National Archives (2014). Teaching With Documents: Powers of Persuasion - Poster Art of World War II.
Retrieved from http://www.archives.gov/education/lessons/wwii-posters/
The Public Broad Casting Service, Art 21. (2014). Eleanor Antin. Retrieved from
http://www.pbs.org/art21/artists/eleanor-antin
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http://www.pbs.org/art21/artists/collier-schorr
The Public Broadcasting Service, Art 21 (2014). Do Ho Suh. Retrieved from
http://www.pbs.org/art21/artists/do-ho-suh
Schorr, C. (Unknown). Forests and Fields. Retrieved November 3rd, 2014 from
http://coincidences.typepad.com/still_images_and_moving_o/
2004/02/emerging_photog.html
Schorr, C. (Unknown) Forests and Fields (2). Retrieved November 3rd, 2014
http://www.vincentborrelli.com/vbb/images/items/400x20000/101946b.jpg
Schorr, C. (Unknown) Forests and Fields (3). Retrieved November 3rd, 2014 from
http://slamxhype.com/wp-content/uploads/2011/04/stussy-deluxe-spring-summer-2011collection-collier-schorr-2.jpg
Schorr, C. (Unknown) Forests and Fields (4). Retrieved November 3rd, 2014 from
http://www.art21.org/files/images/schorr-photo3-003.jpg
Schorr, C. (1998) Two Shirts. Retrieved November 3rd, 2014 http://www.art21.org/images/collierschorr/two-shirts-1998?slideshow=1
Schorr, C. (1999- 2000) American Flag with Scratch. Retrieved November 3rd, 2014
http://www.art21.org/images/collier-schorr/america-flag-with-scratch-1999-2000?slideshow=1
Shaw, C. (2013, November 15). Sheer will: Artist Do Ho Suh’s ghostly fabric sculptures explore the meaning
of home. Retrieved from http://www.wallpaper.com/art/sheer-will-artist-do- ho-suhs-ghostlyfabric-sculptures-explore-the-meaning-of-home/6960
Suh, D.H. (2000). Doormat: Welcome (Pink). Retrieved October 18th, 2014 from www.artstor.org
Suh, D.H. (1962-1997-2000). Floor; det. Retrieved October 18th, 2014 from www.artstor.org
Suh, D.H. (2007). Reflection. Retrieved October 18th, 2014 from www.artstor.org
Suh, D.H. (2000). Seoul Home/ L.A. Home, New York Home. Retrieved October 18th, 2014 from
www.artstor.org
Suh, D.H. (2003). The Perfect Home II. Retrieved October 18th, 2014 from www.artstor.org
Suh, D.H. (1962-2000). 348 W. 22nd St. Retrieved October 18th, 2014 from www.artstor.org
Untitled. (2013). Untitled 1, 2, 3, 4, 5, and 6. Retrieved October 18th, 2014 from
http://www.dailymail.co.uk/femail/article-2338976/Too-pink-How-toys-alarmingly-genderstereotyped-Seventies--cost-little-girls-self-esteem.html
United States Army. (1939/45). “I serve… be an army nurse.” Retrieved November 3rd, 2014 from
www.artstor.org
Windle, P. (2012). The New York Times: For an article about gender specific toys. Retrieved October 18th,
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Wikipedia (2014, November 22). Eleanor Antin. Retrieved from http://en.wikipedia.org/wiki/Eleanor_Antin
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http://en.wikipedia.org/wiki/Collier_Schorr
World War II Poster. (Date Unknown). Do the job he left behind. Retrieved November 3rd, 2014 from
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http://digital.lib.umn.edu/IMAGES/reference/mswp/MPW00067.jpg
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http://worldwar2headquarters.com/images/posters/British/factories.jpg
World War II Poster. (Date unknown). He volunteered for the submarine service. Retrieved November 3rd,
2014 from http://www.barricksinsurance.com/WorldWar098.jpg
Yoon, J. (2005-present). Artworks. Retrieved November 22nd, 2014 from
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