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9 Contemporary Art as Public Pedagogy Curricula

April 10, 2011

PART I: UNIT OVERVIEW

Unit Title: Performance Art – Making a Classic Modern

Enduring Idea: Communication through Performance Art

Key Concepts about the Enduring Idea:

Using objects, actions, words, sounds, smells to communicate an idea.  List is not exclusive and can be used in combinations.

Key Concepts about Contemporary Art as Public Pedagogy:

1. Performance Art involves one (or more) artist’s body.

2. Art is performed over a specific amount of time.

3. Art is performed for an audience.

4. Art is performed in intentional setting(s).

Essential Questions:

1. What do I want the students to know about Performance Art?

2. What do I want the students to learn about the classic artworks?

3. What do I want the students to understand about this new means of communication?

4. How do I ensure that they have learned it?

Rationale:

The students will become familiar with classical artworks while discovering a new form of art and means of communication.

Unit Objectives:

1. Students will acquire key concepts of what performance art is.

2. Students will select and become familiar with a classic artwork.

3. As a group, students will create, develop, and execute a performance piece based on the selected work.

4. Students will reflect on their performance and other performances through verbal and written critique.


Standards:

Perceiving and Responding: Aesthetic Education: Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art.

Creative Expression and Production: Students will demonstrate the ability to organize knowledge and ideas for expression in the production of art.

End of Unit Assessment:

EVIDENCE:

Students will have created/executed a performance art piece in a group based on a classical artwork.

Students will orally reflect on others’ performances as a class and reflect on their own project through written questioning.

RUBRIC/LEVELS and CRITERIA:

A rubric will be discussed and hung on the back wall of my room.

PART II: OVERVIEW OF LESSONS

1. How will you help students connect the enduring idea/theme to the students’ lives? 

Television, movies, and concerts will be discussed as a sense of performance art. 

2. How will you build the students’ knowledge base about enduring idea/them as it relates to life?

The ideas of circus, sports, air shows, mimes, gymnasts, live theater, and poetry slams as performance art will be discussed on top of television, movies, and concerts.

3. How will you build the students’ knowledge base about the enduring idea/theme as it occurs in art (art criticism, art history, aesthetics)? 

I will show the students examples of performance art.  (Dan Dunn, James Franco on Display)

4. How will you engage students with exploring, questioning, and problematizing the enduring idea/theme through artmaking?

I will pose the following questions:

a) How will you make sure that your artwork is unique and memorable?

b) How will you ensure that you are successfully portraying the classic artwork?

c) How will you communicate what the artwork is saying/showing?

LESSON 1: Selecting an artwork

What will students DO?  In a group, the students will agree on an artwork to creat into a performance piece.  They will search for the meaning of the piece.

What will students LEARN from this? They will learn that artwork has value and there are multiple ways of showing that value.

LESSON 2: Creating the Performance Piece

What will students DO? The students will collaborate to create a performance that shows the meaning of their selected work.

What will students LEARN from this? Anything from an artwork to another idea can be transmitted through art-based action.

LESSON 3: Performing the piece

What will students DO? The groups will display their performance piece for the class in the selected location.

What will students LEARN from this? The students will learn what a performance piece entails from start to finish.  They will learn what it is like to perform in the piece.  They will learn what it is like to observe a performance piece.

  • · ARTMAKING PROBLEM / CONCEPTUAL STRATEGY

What is the classic artwork trying to say?  What is it showing?  How can that be shown through using your body over time?  With the addition of props?  Think about location.

How will these things express the idea behind the classic artwork?

  • · PERSONAL CONNECTIONS / ARTMAKING BOUNDARIES

The performance piece must be done inside the school.  No school or personal property can be irreversibly damaged or altered.  The piece must fit within a 45 minute time limit.

  • · TECHNICAL KNOWLEDGE

Use of the Promethean Board (I will help them)

  •   · ARTWORKS, ARTISTS, ARTIFACTS

 Picasso, Van Gogh, Matisse, O’Keeffe, Rivera, Magritte, Monet, Cassatt, Seurat, Khalo, Munch

  • · INTERDISCIPLINARY CONNECTIONS:

How can artwork show the history and what is important in different cultures?  How is this different than telling us in a history book?

  • · MATERIALS AND RESOURCES:

Stack of classic artworks (Picasso, Van Gogh, Matisse, O’Keeffe, Rivera, Magritte, Monet, Cassatt, Seurat)

The students will bring in props, objects, and costumes as homework.  I will provide them with art supplies and still life props that are already present.  (papers, glue, scissors, yarns/strings, wire, tools, tape, boards, clay)

Promethean Board to display internet clips/slides

Youtube.com clip “James Franco on Display” http://www.youtube.com/watch?v=Trw9vYV_g6c

PART II: PLANNING INDIVIDUAL LESSON WITHIN THE UNIT

UNIT TITLE: Making a Classic Modern

ENDURING IDEA/THEME: Communication through Performance Art

LESSON NUMBER: 1

LESSON TITLE: Selecting a Classic Artwork

GRADE OR CLASS: Foundations of Art

TIME ALLOTMENT: 45 minutes

LESSON SUMMARY:

1. “James Franco on Display” clip shown

2. Performance art discussion with examples discussed

3. Explanation of assignment

4. My demonstration of a performance piece based on Picasso’s Harlequin

5. Students are assigned groups

6. Groups select an artwork

7. Groups search for meaning within the work

8. Groups begin discussing what their performance piece will look like

ARTWORKS, ARTISTS and/or ARTIFACTS:

James Franco on display clip, Picasso’s Harlequin, stack of classic artworks

Key Concepts Addressed in this lesson:

1. Performance Art involves one (or more) artist’s body.

2. Art is performed over a specific amount of time.

3. Art is performed for an audience.

4. Art is performed in intentional setting(s).

Essential Questions Addressed in this lesson:

1. I would like students to understand that performance art involves the artist’s body, a time allotment, an audience, and an intentional setting for the piece.

2. I would like the students to search for meaning within their selected artwork.

STANDARDS

INTERDISCIPLINARY CONNECTIONS

Drama class, History (depending on the work)

LESSON OBJECTIVES:

1. Students will understand what performance art is.

2. Students will select, become familiar, and search for meaning in a classic artwork.

3. As a group, students will develop a performance piece based on the selected work.

How will students demonstrate:

  • · Knowledge? As the students work in their groups, they will discuss the four key concepts as they relate to their performance piece.
  • · Skills? Students will begin to prepare who will do what for their performance.  Those with different skills will contribute what they are good and be successful.
  • · Dispositions? Leaders will emerge in the group if jobs are not assigned.  The group will have to find a way to work together to complete the task.

ASSESSMENT:

  • · What objects or performances will count as evidence of student learning as stated in your objectives for this lesson?

The students will perform their performance pieces for the class based on a classic artwork.

  • · How will you measure student achievement?

As the students are working, I will take note of who is working and who is not.  During the performance, I will do the same thing.  I will also ask them to write down who did what.

  • · How will you sequence instruction to facilitate learning?

The unit will be broken up into small sections.  First I will discuss, then demonstrate.  They will create their performance piece; then they will perform their piece.

PREPARATION

1. Teacher Research and Preparation: 

Search the internet for examples of performance artworks.  Select an artwork, and prepare a performance piece of my own for an example.  Find papers, adhesives, materials that I will use for my example.

2. Teaching Resources:

Classic artworks, internet clips, art supplies, props

3. Student Supplies:

Classic artworks, art supplies, props/materials brought in as a homework assignment

One Comment leave one →
  1. April 11, 2011 2:17 am

    At this URL is a role-play art assignment that students told me was embodied learning about artworks, artists, art theory, and art critics. This might provide some ideas for your unit.

    http://www.personal.psu.edu/ktk2/syllabi/3365%20s2001/assign.html#anchor460262

    What do you mean by classical artworks? Do you mean Classical Greek & Roman sculptures? Or Classical Chinese paintings from Tang, Song, Yuan, Ming, Qing Dynasties to the 20th Century (e.g., http://www.chinapage.com/paint1.html). Or Classical Toltec-Maya culture art (see http://www.google.com/search?q=Classical+Mexican+art&hl=en&client=safari&rls=en&prmd=ivns&tbm=isch&tbo=u&source=univ&sa=X&ei=amSiTbuMEeGH0QH-xvmKBQ&ved=0CD8QsAQ&biw=1077&bih=809)? Or …

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