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Goal:
Students will begin to understand the connection between an
artist's work and the social influences of his/her life. They will
understand how current technology can be utilized as an effective
instructional tool
Project: 5th grade students will research the life and career of an artist. They will present their research in the form of a Hyper studio presentation. Information gathered during the research component will be the basis for a chair and table setting representative of their selected artist. Students will learn to distinguish differences in art that classify the work as realistic, abstract, or nonobjective; this understanding will be reflected in their finished art project. Finally, students will view their work both as an individual artwork and as an essential part of a group collaboration that will be displayed as an "installation" gathering.
The student used a variety of different media including plastic pieces from an old box of math manipulatives, contact paper donated from a sign company, photo copies and magazine photos of buildings, and model magic. It is best to have as many "odd" materials available as possible for students to work with.
This project was presented at the Colorado State Gifted and Talented Conference and the Colorado Art Education Association Conference
Hyper studio:
Art project:
Integration with History:
Include the classroom teacher in this project by having them supervise a Hyper studio page chronicling significant historical/social events that occurred during the lifetime of the selected artist.
Timeline:
Schedule Art Teacher Technology/Media Teacher Week 1 Introduce Hyper studio
program Week 2 Introduce project. Discuss terms:
realism, abstract, nonobjective, collaboration, and
installation. Select artist. Fill in information on
student
worksheet. Begin Hyper studio
research Week 3 "Warm-up" projects might include:
collage, colored pencil techniques, watercolor techniques,
fibers, etc. Research continues Week 4 Work on intermediate "warm-up"
project while students continue to gather artist
information. Research continues Week 5 Finish "warm-up"
project. Research continues. Students should
be ready to organize information. Week 6 Cut out chairs and tables. DO NOT
tape into 3D shape. Organize information in word
processing program. Week 7 Begin decorating chairs &
tables. Once information is completely
organized, begin designing slides. Week 8 Decorate chairs &
tables Continue working on Hyper
studio Week 9 Decorate chairs &
tables Finish Hyper studio Week 10 Finish decorating chairs &
tables, final assembly. Projects completed Week 11 Assemble as an
"installation." If possible display chairs and
Hyper studio presentations together.
Standards addressed:
Communication: Students were introduced to how an artist uses research references in their artwork (i.e. how Judy Chicago gave visual form to her feelings, thoughts, and ideas about the Holocaust). They Selected, organized and used visual images to create an artwork that reflected their own artist research.
Perception: Students were introduced to the manner in which Judy Chicago used the elements and principles of design to visually describe and idea. They then used the elements and principles of design to express their own ideas (formed during their research) about an artist. They had to be able to verbally express why they chose to use the elements and principles illustrated in their work.
Application/Creation: Students were introduced to Judy Chicago and discussed her selection of materials in The Dinner Party. They were introduced to the concept that an artist selects materials according to what they want to "say" with an artwork. They were introduced to the concept that form reinforces content. Students selected and used materials, techniques, and processes that would appropriately convey the personality or life story of their artist. Students were allowed to use any material available, but were required to explain how their choice of materials was appropriate.
Heritage: Students created artworks based on their personal interpretation of the historical and cultural context in which their selected artist lived and worked.
Aesthetics/Art Criticism: Students discussed the selection of materials in various artworks in relation to the content of the work. They formulated a personal opinion of the artwork of Judy Chicago from a personal and critical point of view. They had to identify and discuss the reasons for creating their own artwork that reflected their selected artist.
www.tfaoi.com/distingu/alvarez.htm - indexed site featuring links for images and information on deceased American artists.
www.artcyclopedia.com/ - indexed site featuring links for images and information on more than 6,000 artists. Searches can be done by name, style, movement, etc.
www.nga.gov/ -- home page for the National Gallery of Art, good site to be aware of for many reasons beyond just research.
www.museumca.org/usa/art.html - alphabetized list of art museums in the U.S.
A Ansel Adams, John James Audubon, Milton Avery B Romare Bearden, Cecelia Beaux, Geroge Bellows, Thomas
Hart Benton, Albert Bierstadt, John Biggers, Geroge Caleb
Bingham, Charles Burchfield C George Caitlin, Alexander Calder, Mary Cassatt, Edward
Arcenio Chavez, Frederick Edwin Church, Chuck Close,
Thomas
