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Beginner Through class discussion, investigate the mean- ing of "responding." Give students examples of different ways of responding and ask them to share some of their own. Next, ask, "How might we respond with art?" Show students Horse and Installation for the 8th International Istanbul Biennial. Explain that each artwork represents a different kind of response. Ask, "What might the artist be responding to?" Intermediate Place students in small groups and ask them to brainstorm what it means to respond to some- thing. Their list or mind map should include different types of responses (spoken, written, gestural, etc.), as well as possible characteristics of those responses (friendly, honest, rude, etc.). Show Horse and Installation for the 8th Interna- tional Istanbul Biennial. Ask students to guess what each artist might be responding to. After some discussion, share background information on Butterfield, Salcedo, and their work. Advanced Before class begins, post a provocative question, such as, "What is wrong with today's teenag- ers?" in a prominent place in your classroom. Ask students to write or draw the "correct" response in their sketchbooks or journals. Have them share some of their responses, then transition to a discussion of the many ways of responding. Ask students to list situations that require responses, as well as modes of respond- ing (written, oral, drawn, gestural, etc.). Share Horse and Installation for the 8th International Istanbul Biennial and ask students to analyze each artwork as a response. Finally, share the ideas and contextual information behind each artwork. Explore Create Beginner Inform students that they will investigate the concept of responding by creating a series of drawings, each of which will represent a differ- ent kind of response. To help students concentrate on the content of their drawings, allow them to choose a dry media that they feel most comfortable with, avoiding those that they have not yet experienced. Ask students to draw their response to the following prompts: (1) Respond to a given emotion, such as "sad" or "happy." (2) Respond to a photograph of a person or animal. (3) Respond to a short video of a current natural event, such as a news segment about a snowstorm or hurricane. (4) Respond to a short story or poem. (5) Respond to music. (6) Respond to artwork created by an artist. Intermediate Place a wide variety of images, including photographs and reproduc- tions of artwork, into a large paper bag or container. In another bag, place scraps of paper containing some of the adjectives students cre- ated in their lists of modes of responding. Using the same groups as the brainstorm activity, have each group randomly select one image from the first bag and three adjectives from the second. Explain to students that they should create three artworks, each responding to one of the modes of response they selected. For example, they might create artworks that respond humorously, fearfully, and honestly to the image they selected. When completed, each group should present their work to the class, explaining their selections and creative decisions. Consider asking each student to create a written or recorded (video or audio) reflection on his or her works. Advanced Write a variety of provocative questions and statements on scraps of paper (or print them out) and place them in a large container or bag. Next, ask each student to randomly select three or four of them. Explain that they should consider how to create an artwork that responds to each question or statement. They should refer to the lists of ways and modes of responses, then explore several possibilities for each question. This exploration might be done through sketching, creating a mock-up, or simply contemplating. After exploring their ideas, ask students to create two or more artworks. They might create two different responses to a single question/statement or a single response to two different questions. Explain that their response artwork can be created in the media of their choice—two or three-dimensional, digital, performance, or even collaborative. Allow flexible time parameters and encourage students to engage deeply with their work. Written by Karl Cole, curator of images at Davis Publications; and Robb Sandagata, digital product manager at Davis Publications. Looking & Learning Responding Resources Deborah Butterfield www.gregkucera.com/butterfield.htm Doris Salcedo www.pbs.org/art21/artists/doris-salcedo "I first used the horse images as a metaphorical substitute for myself—it was a way of doing a self-portrait one step removed from the specificity of Deborah Butterfield." —Deborah Butterfield 32 March 2014 SchoolArts A_pages_3_14.indd 32 1/28/14 8:34 AM