AGES
Targeted toward: Grade 12
Estimated completion: 2 weeks
Overview
This lesson will build on the knowledge gleaned from lesson one.
Applying the understanding that perception and knowledge can
affect one's concept of time, the students will then look at art from
different time periods in relation to the knowledge and technology
of those ages and eras. Students will consider the idea of a
paradigm shift and what its relationship is to innovation in art
and how they can embrace it in their own art work.
Applying the understanding that perception and knowledge can
affect one's concept of time, the students will then look at art from
different time periods in relation to the knowledge and technology
of those ages and eras. Students will consider the idea of a
paradigm shift and what its relationship is to innovation in art
and how they can embrace it in their own art work.
Big Ideas/Essential Questions
◊ How has our view of time changed over the ages?
◊ How does knowledge affect people's concept of their era?
◊ How does art reflect the technology of the time?
◊ How does technology influence the work you do?
◊ How does knowledge affect people's concept of their era?
◊ How does art reflect the technology of the time?
◊ How does technology influence the work you do?
Standards
1. Media Techniques and Processes:
1.4.4 Plan and produce effective application of media, techniques,
and process used to solve visual art problems.
2. Structures and Functions:
2.4.4 Design visual concepts with subjects, themes, or symbols
to improve communication of intended meaning in a work of art.
3. Historical and Cultural Relationships:
4.3.4 Create a work of art that reflects an understanding of
how history or culture influences a work of art.
4. Reflecting and Assessing:
5.3.4 Debate the meaning of the artworks using a variety of
criteria and techniques.
5. Interdisciplinary Connections:
6.2.4 Create a work of art using concepts that are common
to visual art and another discipline.
1.4.4 Plan and produce effective application of media, techniques,
and process used to solve visual art problems.
2. Structures and Functions:
2.4.4 Design visual concepts with subjects, themes, or symbols
to improve communication of intended meaning in a work of art.
3. Historical and Cultural Relationships:
4.3.4 Create a work of art that reflects an understanding of
how history or culture influences a work of art.
4. Reflecting and Assessing:
5.3.4 Debate the meaning of the artworks using a variety of
criteria and techniques.
5. Interdisciplinary Connections:
6.2.4 Create a work of art using concepts that are common
to visual art and another discipline.
Lesson Objectives
The students will:
◊ Demonstrate an understanding of paradigm shifts in relation
to knowledge, perception, invention, and history through research,
discussion, and comparison.
◊ Be able to interpret and evaluate the concept of time as represented
through art works.
◊ Apply the concept of paradigm shifts to their own work.
◊ Demonstrate an understanding of paradigm shifts in relation
to knowledge, perception, invention, and history through research,
discussion, and comparison.
◊ Be able to interpret and evaluate the concept of time as represented
through art works.
◊ Apply the concept of paradigm shifts to their own work.
Tools and Materials
paper, scissors, yarn, pencils, pens, markers, lampshade frames,
plastic mirrors, bicycle wheel, video, access to library and internet
plastic mirrors, bicycle wheel, video, access to library and internet
Introduction
The class will begin with a discussion along the following lines:
How has our conception of time changed over the ages? Stone age?
Egyptian? Greek? Roman? Medieval? Renaissance? Age of
Enlightenment? Nineteenth century? Twentieth century? Why do we
compartmentalize history in this way? What inventions took place in
these time periods that transformed each of these ages? How did
this change the way they perceived the world around themselves?
What indications can this alert us to about time frames, knowledge,
and perception? How does art from these various eras address the
issue of time? Iconography? Materials? Meaning? What is meant by
the term paradigm shift? Related art from these time periods will
be incorporated into the discussion
Students will choose an invention from a specific time period or era
that they feel caused a paradigm shift. They will discuss their findings
in terms of what the invention was and how they feel it changed the
society of that time period. Questions that will be posed: What is the
invention? What time period is it from? Why do you think it was
invented? What did it do? How did it change the society? How did it
change the way people perceived their world? What way did it change
their knowledge? Sometimes inventions lie dormant and are used later
or for different purposes in another era, e.g. gunpowder. How does
this reassessment reflect an age, record keeping, and the value of
time? In what way does artwork reflect these changes? Notes will be
taken during the discussion and organized into an accordion fold
booklet and placed in the sketchbook.
The students will be asked to explore the following questions in their
sketchbooks: What kind of paradigm shift would they like to see in the
world today? What kind of invention would cause this to happen? What
would it look like? Multiple (50) brainstorming ideas and sketches
should be depicted.
There will be a group discussion about the various ideas. They will be
looked at in terms of how they would change the way people perceive
and know the world, also how it would affect the way people interact
within the world.
Students will take the idea of their invention transforming and reshaping
the world and translate it into a moving picture. They will create and use
thaumatropes, zoetropes, and praxinoscopes to represent their ideas.
The concept of how humans use time to make meaning from separate
and isolated events will be discussed both from the point of view of
perception and knowledge.
How has our conception of time changed over the ages? Stone age?
Egyptian? Greek? Roman? Medieval? Renaissance? Age of
Enlightenment? Nineteenth century? Twentieth century? Why do we
compartmentalize history in this way? What inventions took place in
these time periods that transformed each of these ages? How did
this change the way they perceived the world around themselves?
What indications can this alert us to about time frames, knowledge,
and perception? How does art from these various eras address the
issue of time? Iconography? Materials? Meaning? What is meant by
the term paradigm shift? Related art from these time periods will
be incorporated into the discussion
Students will choose an invention from a specific time period or era
that they feel caused a paradigm shift. They will discuss their findings
in terms of what the invention was and how they feel it changed the
society of that time period. Questions that will be posed: What is the
invention? What time period is it from? Why do you think it was
invented? What did it do? How did it change the society? How did it
change the way people perceived their world? What way did it change
their knowledge? Sometimes inventions lie dormant and are used later
or for different purposes in another era, e.g. gunpowder. How does
this reassessment reflect an age, record keeping, and the value of
time? In what way does artwork reflect these changes? Notes will be
taken during the discussion and organized into an accordion fold
booklet and placed in the sketchbook.
The students will be asked to explore the following questions in their
sketchbooks: What kind of paradigm shift would they like to see in the
world today? What kind of invention would cause this to happen? What
would it look like? Multiple (50) brainstorming ideas and sketches
should be depicted.
There will be a group discussion about the various ideas. They will be
looked at in terms of how they would change the way people perceive
and know the world, also how it would affect the way people interact
within the world.
Students will take the idea of their invention transforming and reshaping
the world and translate it into a moving picture. They will create and use
thaumatropes, zoetropes, and praxinoscopes to represent their ideas.
The concept of how humans use time to make meaning from separate
and isolated events will be discussed both from the point of view of
perception and knowledge.
Process
1.Students will discuss the different ages of mankind in relationship to art.
They will consider changes that sparked the development, and evolution
from one age to another. The concept of paradigm shift will be central.
2. Students will brainstorm inventions from different eras that they feel
had the impact of causing a paradigm shift for that time.
3. The students will gather together and share their findings with one
another.
4. The students will brainstorm 50 thumbnail images/word ideas for
their own invention that they would consider as life/world changing.
5. The students will create thaumatropes and either a praxinoscope or a
zoetrope as a mode for representing their ideas. They will videotape their
constructions and upload them to either vimeo or youtube.
6. As a conclusion the class will reflect as a whole on how humans make
meaning from separate and isolated events.
They will consider changes that sparked the development, and evolution
from one age to another. The concept of paradigm shift will be central.
2. Students will brainstorm inventions from different eras that they feel
had the impact of causing a paradigm shift for that time.
3. The students will gather together and share their findings with one
another.
4. The students will brainstorm 50 thumbnail images/word ideas for
their own invention that they would consider as life/world changing.
5. The students will create thaumatropes and either a praxinoscope or a
zoetrope as a mode for representing their ideas. They will videotape their
constructions and upload them to either vimeo or youtube.
6. As a conclusion the class will reflect as a whole on how humans make
meaning from separate and isolated events.
Assessment
The rubric will again be discussed as a reminder of the expectations
desired for the students. In addition, a list of items to be included in
the students' sketchbooks during the lesson will be handed to them
at the beginning of the lesson. The students will be expected to
paste this in the book. The handout can be viewed in the appendix
and is titled appendix2.docx.
1. Formative
◊K-W-L assessment
◊Students participation, effort, and contributions will be assessed
during the discussions.
2. Summative
◊The students' sketchbooks will be assessed for comprehensiveness
at the end of the lesson.
◊The thaumatropes and zoetropes/praxinoscopes will be assessed at
the end of the lesson for how well the idea integrated with the visual
solution.
desired for the students. In addition, a list of items to be included in
the students' sketchbooks during the lesson will be handed to them
at the beginning of the lesson. The students will be expected to
paste this in the book. The handout can be viewed in the appendix
and is titled appendix2.docx.
1. Formative
◊K-W-L assessment
◊Students participation, effort, and contributions will be assessed
during the discussions.
2. Summative
◊The students' sketchbooks will be assessed for comprehensiveness
at the end of the lesson.
◊The thaumatropes and zoetropes/praxinoscopes will be assessed at
the end of the lesson for how well the idea integrated with the visual
solution.
Artists
Book of the Dead, Book of Hours, Rembrandt, Claude Monet, Bill Brand,
Theo Jansen, U-Ram Choe, Rivane Neuenschwander
Theo Jansen, U-Ram Choe, Rivane Neuenschwander
References
AnimationIL. (n.d.). Pixar's Zoetrope. In Youtube. Retrieved October 3, 2011 http://www.youtube.com/watch?v=5khDGKGv088
Bulliet, R., Crossley, P., Headrick, D., Hirsch, S., Johnson, & Northrup, L. (2011). The earth and its peoples: A global history (5th ed.). Boston: Wadsworth, Cengage Learning.
Cuza, B. (2009, January, 17). Restored MTA art installation delights straphangers. NY1: Your City, Your News: NYC's 24-Hour Newschannel on the Web. Retrieved September 29, 2011, from http://tinyurl.com/6fwn7rp
Esaoa. (n.d.). Snake and Flower Illusion. In Youtube. Retrieved October 3, 2011 from http://tinyurl.com/3js3cmu
Kokeshi. Praxinoscope. In Youtube. Retrieved October 3, 2011 http://www.youtube.com/watch?v=9QAGt-qKiT4
Paradigm Shift. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved September 30, 2011 from http://en.wikipedia.org/wiki/Paradigm_shift
Petephuduh. (n.d.). Sisyphish—pedal powered zoetrope v 1.0. In Youtube. Retrieved October 3, 2011 http://tinyurl.com/3qpfsk2
Praxinoscope. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 3, 2011 from http://en.wikipedia.org/wiki/Praxinoscope
Smith, W.S. The art and architecture of ancient Egypt. New Haven: Yale University Press.
Tennessee Department of Education. Fine Arts: dance, music, theatre, visual art. Retrieved September 29, 2011 from http://www.tn.gov/education/ci/arts/index.shtml
Thaumatrope. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 3, 2011 from http://en.wikipedia.org/wiki/Thaumatrope
Zoetrope. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 3, 2011 from http://en.wikipedia.org/wiki/Zoetrope
Bulliet, R., Crossley, P., Headrick, D., Hirsch, S., Johnson, & Northrup, L. (2011). The earth and its peoples: A global history (5th ed.). Boston: Wadsworth, Cengage Learning.
Cuza, B. (2009, January, 17). Restored MTA art installation delights straphangers. NY1: Your City, Your News: NYC's 24-Hour Newschannel on the Web. Retrieved September 29, 2011, from http://tinyurl.com/6fwn7rp
Esaoa. (n.d.). Snake and Flower Illusion. In Youtube. Retrieved October 3, 2011 from http://tinyurl.com/3js3cmu
Kokeshi. Praxinoscope. In Youtube. Retrieved October 3, 2011 http://www.youtube.com/watch?v=9QAGt-qKiT4
Paradigm Shift. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved September 30, 2011 from http://en.wikipedia.org/wiki/Paradigm_shift
Petephuduh. (n.d.). Sisyphish—pedal powered zoetrope v 1.0. In Youtube. Retrieved October 3, 2011 http://tinyurl.com/3qpfsk2
Praxinoscope. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 3, 2011 from http://en.wikipedia.org/wiki/Praxinoscope
Smith, W.S. The art and architecture of ancient Egypt. New Haven: Yale University Press.
Tennessee Department of Education. Fine Arts: dance, music, theatre, visual art. Retrieved September 29, 2011 from http://www.tn.gov/education/ci/arts/index.shtml
Thaumatrope. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 3, 2011 from http://en.wikipedia.org/wiki/Thaumatrope
Zoetrope. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 3, 2011 from http://en.wikipedia.org/wiki/Zoetrope
Appendix
appendix2.docx | |
File Size: | 173 kb |
File Type: | docx |
tnstatestandards.pdf | |
File Size: | 45 kb |
File Type: |