OverviewModule Twenty: |
Time Frame: 20 hours This unit focuses on change and how recent styles and trends in visual art reflect changes in society. Students experiment with innovation of their own after studying a variety of art forms. |
| Foundational Objectives | Vocabulary and Concepts |
The students will:
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| Common Essential Learnings | Resources |
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| Instruction | Assessment |
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Student assessment in visual art is based on the foundational objectives. Teachers should take into account students' perceptual development, procedural and conceptual understanding, and personal expression. Assessment should be ongoing and include a wide range of assessment techniques focusing on the students' creative and responsive processes, as well as on any culminating product. In visual art, teachers must rely to a great extent on their observation and record-keeping abilities. Students should be encouraged to take an active role in their own assessment.
The teacher should:
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Visual art is never stagnant. It is about change, development and discovery. In this module, students explore some of the changes that are reshaping ideas about what art is. Students research the work of artists who have gone beyond accepted conventions or ideas about art. They study conceptual art, installation, performance, projections, etc.
Whenever possible, teachers and students should view works of this nature in their own communities, write critiques on what they have observed and read what the artists and others have written about the works. Students also work individually or in groups to experiment with some of these art forms and stretch their own limits when developing new works
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| Introduction
The students will:
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| Students should begin this module by forming groups and discussing the question, "What is art?". Following this discussion, students can begin researching innovations in art, including any art forms that challenge their ideas about art, such as Abstract Expressionism, Minimalism, conceptual art, process art, environmental art, installations, etc. Refer to "Viewing Art Works" as a guide to help students organize information and explore unfamiliar art forms. Have students present their findings to the class at a predetermined date. | Art history books, magazines, films and videos, etc. with information on innovations in visual art |
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| Abstract Expressionism
The students will:
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| Sometimes known as action painting, Abstract Expressionism was concerned not just with the product, but also the process of creating it. Many artists challenged the traditions of art by creating works that were spontaneous and non-representational. These works were based on instinct and communicated a strong sense of emotion. The act of painting became important in itself. Have students view and analyze works from this group. Students will enjoy creating paintings using the process of action painting. Have them consider the connections between their "actions" in painting and particular emotions. Have them consider also the relationships between colour, line, texture, etc. and particular emotions. | Information and examples of abstract expressionism |
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| Installations
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| Students who researched installations as an art form will discover that installations are exciting works of art that activate the gallery space to communicate the artist's intent. Some artists using this art form incorporate found objects and manipulate or juxtapose them within the space to create a mood or feeling. Others create a space that is activated by the presence and personal response of the viewer, like a shrine might be. Others incorporate technology such as video. The ideas and the use of the space are most important in the creation of the works. | Books, catalogues, magazines, etc. with information about installations |
| Have each student create an installation or a model for an installation. Students may first want to talk about the installations they have seen in the past or in resources such as Ideas and Inspiration: Contemporary Canadian Art. Students should discuss ideas and how their ideas will be reflected in the way they design the space and the materials or objects they choose to put in the space. If students are having difficulty with their ideas, suggest a theme such as racism, independence or the environment. Have each student explore the theme and arrive at some personal associations or points of view. Students will find that, as their project progresses, their ideas may change. This is to be expected.
On completion of the project, students should reflect upon how their works and processes changed as they manipulated the materials, and how effective they were in communicating their ideas within a given space. How effective were their installations in relation to their intentions? |
Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #3A, 9A, 10A, 29A, 33A, 3B, 18B, 35B, 40B |
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| Performance art
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| Performance art can be engaging and provocative. It developed as artists consciously worked to move art out of the studio and art gallery into a more public forum. (Performance art can happen anywhere -- the street, the park, a public building, etc.) Performance artists also wished to make art less object-oriented and focus more on the personal relationship between the artist and the work. Through performance art, artists could speak directly to society about society and express ideas about change.
Read about examples of performance art works. Discuss differences between performance art and theatre. Have students determine an idea or an issue that they would like to explore through performance art. Have them create short performance pieces, individually or in small groups. |
Books, catalogues, magazines, etc. with information on performance art
Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slide #1A |
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| Environmental Art
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| Some artists moved out into the environment to explore large-scale projects where many observers would see the art and be challenged by it. As with many contemporary forms, the participation of the individual viewer is important to the work. Observers see the work in different ways, depending on their individual perspectives. Look at the works of R. Smithson, Christo, K. Wodiczko, W. de Maria, E. Roth, etc. How do the artists fund their works, which can be very expensive to create? Discuss the permanency of art works and the concept of documentation of impermanent art works. Students may be interested in creating plans for a work in the natural or constructed environment and initiating the project in their community. | Valley Curtain (video)
Ideas and Inspirations: Contemporary Canadian Art (slide set and CD-ROM) slides #10A, 36A, 37A, 50A, 25B, 26B Krzysztof Wodiczko: Projections (video) |
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| Process Art
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| Examine the work of E. Cameron in Ideas and Inspiration: Contemporary Canadian Art. Cameron is a process artist. The process of creating the work is the work, and the making of each work develops or shapes the meaning. Look at other works where the making of the work is fundamental to the concept of the piece.
Many of these process pieces deal with the passage of time and the effects of time on objects. Have the students brainstorm ideas for a process piece and undertake to construct it over the time remaining in the class. Reflect upon the works in a final critique at the end of the class. Have students describe their processes and their products. Are the works complete or are they still "in process"? |
Information on process art
Ideas and Inspiration: Contemporary Canadian Art (side set and CD-ROM) slides #8A, 7B |
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| Architecture
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| Architects are constantly experimenting with new ideas, technology and materials. Examine some of the works by architects of the past and present. How has architecture changed over time? How do available materials and technology affect architectural style? What are some of the challenges of architects in their assignments?
View M. Safdie's "Habitat". This is an architect's alternative to high-rise apartments. His work or solution provides living spaces which are inexpensive, open and bright. He provides safe access to each unit and provides for ease in applying additional units. Look at architecture in the community and have students determine how effective it is in providing solutions to the problems or requirements of their community. Have students design a building to meet a need or requirement of their own community. |
Books, slides, videos, magazines with information on architecture Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slide #41A |
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| The Future
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Where will art go from here? Discuss how technology has influenced the arts and the possibilities for the future. Will paint and paper be media of the past? Brainstorm ideas for new media and techniques in art. Use some of the ideas in the module to create a group work focusing on "new directions". |