> Date: Mon, 23 Nov 1998 16:04:13 -0700 > From: "Kerin Allen" <kallen.edu> > Subject: ID:UA/ Criticism & Aesthetics 2nd Activities > > Kerin Allen > Art and Ecology Lesson > Additional Criticism and Aesthetics Activities > Student level: Intermediate > > Criticism Activity : FINDERS / SEEKERS > > The activity is based on the cooperative learning skill, pair > check, where the one student instructs and the second responds. The two > switch at a prescribed interval so each child has an opportunity to be > the coach' and the learner'. This is a follow-up activity to the > Criticism segment, introducing Lynne Hull and her artwork. > > Location: Inside a classroom followed by an outside setting (ie:Sabino > Canyon) > > Objective: Students will find' similarities between the artwork > design, the functional concept and discoveries they located both in the > classroom and a natural environment setting. Students will relate their > findings and defend their selection after each event. On completion of > both events, they will compare and discuss the findings from the > classroom and the natural environment in relation to the artwork. > > Preparation: In both settings, the instructor provides the artwork, > pencils and a container with individual slips of paper. Each slip has > one find' instruction related to the criticism questions. The > following are possible examples. > Find: > ... something that might have been used to make this design. > ... an item that resembles a shape (your choice) in the artwork. > ... other shapes that the artist might have used in this artwork. > ... a location that is similar to the one in the artwork. > ... an item that functions in a similar manner to the artwork. > ... one thing that could also be an abstraction of an element in > nature. > > Event: In the classroom setting, students pair up. Each student > selects a find' slip and a pencil. One student reads their find' > slip outloud to their partner, providing encouragement but no > assistance. The partner analyzes the artwork then seeks' that which is > requested on the slip. They may retrieve the item (if possible), draw > or note the location on the back of the slip. When that student > completes their find', the partners switch roles. The activity > repeats. When all have performed the activity, they gather as a > group. Each pair reads their instruction slip, shows their find' or > their notes and discusses their selection. > After the second event takes place in the natural environment, the > group gathers again to compare findings from the different locations. > They discuss how their different findings relate (compare/contrast) to > the design and function of the artwork. > > Options: Students may use their finds' to design their own > functional artwork. This may lead into a studio project. > > ******************************************************************* > > Aesthetics Activity : WHAT ART THOU? > > This is a role-playing activity that takes place over a series of > class meetings. This activity requires time for the students to > research, discuss, write and perform their assigned parts. Teacher and > students may discuss the Aesthetics Puzzle: Nature as Inspiration for > Artists prior to this event. > > Objective: In the course of their role playing, the students will > determine what criteria defines a work of art versus an artifact. They > will decide how (if at all) the artwork in question fits within their > criteria. > > Premise: A distinguished gray-haired gentleman makes an > appointment with the curator of the art museum. He wishes to show the > director an object he found in the root cellar on his newly acquired > property. At the appointed time, the gentleman arrives with a landscape > painted on the surface of a thin clay slab. The painting has partially > deteriorated due to moisture and the signature in evidence, is difficult > to read. The gentleman wants to know who the artist is. The curator > decides that deciphering would not be too difficult and assigns a team. > During the process of deciphering, the team discovers the name T. > Cole. However, the team also discovers marks under the peeling surface > that appear to be petroglyphs. The curator is notified and calls in a > team of archeologists. The archeological team eagerly investigate the > marks. They all convene in a meeting of the minds to determine if the > piece is a work of art or a petroglyph of an ancient civilization. > > Players: A distinguished gray-haired gentleman > An art museum curator > A team of art specialists > A team of archeologists > > Preparation: The students will write a dialog or prepare a speech to > fit the roles selected. Students of each team may research the work > of Thomas Cole and / or the petroglyphs to assist in their debate. > > Event: The students will play the individual scenes as written. > All will meet to determine how to classify the landscape painting on the > slab. The art specialists will debate the merits of the work as fine > art. The archeological team will debate the merits of the work as a > petroglyph. The distinguished gentleman and the curator will be swayed > to either side depending on the persuasive arguments. Each team will > draw their own conclusion based on their findings but the final > determination will be made by the distinguished gentleman and curator. > > Option: The artwork in question may be changed as needed to suite > the knowledge level of the students. Additionally, more research may be > required if this event is a prelude to an art history segment.