CULTURES
Targeted toward: Grade 12
Estimated completion: 2 weeks
Overview
Being open to the concept of paradigm shifts from the previous
lesson, students will now look at art work from different cultures.
They will examine the different perspectives this art work brings
to our whole body of artwork as human beings. They will also
examine how western art has influenced, and been influenced by,
art in other cultures. Globalization will also be scrutinized. Students
will work collaboratively to create a mandala that represents the
world. Elements of design will symbolize the different cultures that
they've studied. The design will be temporary, reflecting a more
ephemeral viewpoint of time.
lesson, students will now look at art work from different cultures.
They will examine the different perspectives this art work brings
to our whole body of artwork as human beings. They will also
examine how western art has influenced, and been influenced by,
art in other cultures. Globalization will also be scrutinized. Students
will work collaboratively to create a mandala that represents the
world. Elements of design will symbolize the different cultures that
they've studied. The design will be temporary, reflecting a more
ephemeral viewpoint of time.
Big Ideas/Essential Questions
◊ How does art reflect a culture's understanding of time?
◊ Do people from different cultures perceive time in different ways?
◊ How has globalization standardized our concept of time?
◊ Do people from different cultures perceive time in different ways?
◊ How has globalization standardized our concept of time?
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 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 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 that different cultures may
have different concepts of time through discussions, research,
and presentations.
◊ Demonstrate an understanding of ephemeral art in relation to
the concept of time by working on a sand art mandala.
◊ Be able to work together cooperatively toward a common goal.
◊ Demonstrate an understanding that different cultures may
have different concepts of time through discussions, research,
and presentations.
◊ Demonstrate an understanding of ephemeral art in relation to
the concept of time by working on a sand art mandala.
◊ Be able to work together cooperatively toward a common goal.
Tools and Materials
Masonite, chalk, sand, bird seed, food dye, flour, grain, access to
library and internet
library and internet
Introduction
The class will commence discussing the concept of the global village.
A series of questions will follow: How different are other cultures? Has
anyone traveled to another country and had to wait longer at a
restaurant than in America? How do people think of time in cultures
where they don't wear wristwatches or have to commute in rush hour
traffic to work? On the other hand, how similar are big cosmopolitan
cities throughout the world? Are cultures being redefined? Are cultures
being lost as the world shrinks? If everyone spoke the same language
and had the same concept of time, what impact would that have on
humanity?
Students will choose a culture to research. They will write a short
synopsis of their findings and share it with the class. Every class
member will ask the presenter a question about their topic and take
notes in their sketchbooks while the person presents. Questions such
as: Does the language have tenses? Is there a word for time? How
many words for time are there? Does their belief system incorporate
time in any way? How does their artwork reflect their concept of time?
Engaging in reflective thought, students will design a mandala that
incorporates all the cultures studied by themselves and their classmates.
This will include brainstorming thumbnails in their sketchbooks, as well
as a more developed mock-up design. Each will have the opportunity to
propose their conception before the class. The students will then vote
on the design that they find most appealing.
The students will work cooperatively on the group mandala. The process
will be videotaped. On the final day there will be a sweeping away ceremony.
Metaphor, meaning and the ephemeral nature of art will be discussed in
relation to time.
A series of questions will follow: How different are other cultures? Has
anyone traveled to another country and had to wait longer at a
restaurant than in America? How do people think of time in cultures
where they don't wear wristwatches or have to commute in rush hour
traffic to work? On the other hand, how similar are big cosmopolitan
cities throughout the world? Are cultures being redefined? Are cultures
being lost as the world shrinks? If everyone spoke the same language
and had the same concept of time, what impact would that have on
humanity?
Students will choose a culture to research. They will write a short
synopsis of their findings and share it with the class. Every class
member will ask the presenter a question about their topic and take
notes in their sketchbooks while the person presents. Questions such
as: Does the language have tenses? Is there a word for time? How
many words for time are there? Does their belief system incorporate
time in any way? How does their artwork reflect their concept of time?
Engaging in reflective thought, students will design a mandala that
incorporates all the cultures studied by themselves and their classmates.
This will include brainstorming thumbnails in their sketchbooks, as well
as a more developed mock-up design. Each will have the opportunity to
propose their conception before the class. The students will then vote
on the design that they find most appealing.
The students will work cooperatively on the group mandala. The process
will be videotaped. On the final day there will be a sweeping away ceremony.
Metaphor, meaning and the ephemeral nature of art will be discussed in
relation to time.
Process
1. Students participate in an initial discussion about different cultures'
concepts of time and a general discussion on metaphysics, religion,
and also tenses used in the languages of other cultures.
2. Students will choose a culture and do research on that culture in
relation to their concept of time.
3. Students will write a short synopsis on their chosen culture and
present it to the class.
4. Students will design a mandala that will take into account all the
cultures studied.
5. Students will then make a formal proposition before their classmates
to promote their design.
6. Students will vote on the one they feel will work the best.
7. Students will collaborate on the design. All cultures that they've
studied will be represented.
8. The mandala will be videotaped as it is constructed as a record.
9. The mandala will be swept away.
concepts of time and a general discussion on metaphysics, religion,
and also tenses used in the languages of other cultures.
2. Students will choose a culture and do research on that culture in
relation to their concept of time.
3. Students will write a short synopsis on their chosen culture and
present it to the class.
4. Students will design a mandala that will take into account all the
cultures studied.
5. Students will then make a formal proposition before their classmates
to promote their design.
6. Students will vote on the one they feel will work the best.
7. Students will collaborate on the design. All cultures that they've
studied will be represented.
8. The mandala will be videotaped as it is constructed as a record.
9. The mandala will be swept away.
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 appendix3.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 students will be expected to submit a peer review as an assessment
of their classmates participation in the collaborative mandala.
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 appendix3.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 students will be expected to submit a peer review as an assessment
of their classmates participation in the collaborative mandala.
Artists
References
Bryant, B. (1992). Wheel of time sand mandala: Visual scripture of Tibetan Buddhism. Ithaca: Snow Lion Publications.
Dreamtime. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved September 30, 2011 from http://en.wikipedia.org/wiki/Dreamtime
Face-Painting Fun. (n.d.). Cultural face painting. Retrieved October4, 2011 from http://tinyurl.com/2bhhvp8
Indigenous Australian Art. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved September 30, 2011 from http://en.wikipedia.org/wiki/Indigenous_Australian_art
Mandala. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved September 30, 2011 from http://en.wikipedia.org/wiki/Mandala
Metaphysics. (September, 2007). In Stanford Encyclopedia of Philosophy. Retrieved September 30, 2011 from http://plato.stanford.edu/entries/metaphysics/
Penfield Gallery of Indian Arts. (n.d.). Navajo sandpaintings. Retrieved October4, 2011 from http://www.penfieldgallery.com/sand.shtml
Smithsonian Institution. Tibetan Healing Mandala. Retrieved October4, 2011 from http://tinyurl.com/2mxwp6
Songlines Aboriginal Art. Retrieved September 30, 2011 from http://www.aboriginal-art.com/index.html
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
University of Minnesota. CARLA Center for Advanced Research on Language Acquisition. Evaluation: Process: Creating rubrics. Retrieved October 3, 2011 from http://tinyurl.com/3m5mq8y
Dreamtime. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved September 30, 2011 from http://en.wikipedia.org/wiki/Dreamtime
Face-Painting Fun. (n.d.). Cultural face painting. Retrieved October4, 2011 from http://tinyurl.com/2bhhvp8
Indigenous Australian Art. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved September 30, 2011 from http://en.wikipedia.org/wiki/Indigenous_Australian_art
Mandala. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved September 30, 2011 from http://en.wikipedia.org/wiki/Mandala
Metaphysics. (September, 2007). In Stanford Encyclopedia of Philosophy. Retrieved September 30, 2011 from http://plato.stanford.edu/entries/metaphysics/
Penfield Gallery of Indian Arts. (n.d.). Navajo sandpaintings. Retrieved October4, 2011 from http://www.penfieldgallery.com/sand.shtml
Smithsonian Institution. Tibetan Healing Mandala. Retrieved October4, 2011 from http://tinyurl.com/2mxwp6
Songlines Aboriginal Art. Retrieved September 30, 2011 from http://www.aboriginal-art.com/index.html
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
University of Minnesota. CARLA Center for Advanced Research on Language Acquisition. Evaluation: Process: Creating rubrics. Retrieved October 3, 2011 from http://tinyurl.com/3m5mq8y
Appendix
appendix3.docx | |
File Size: | 175 kb |
File Type: | docx |
peerreview.pdf | |
File Size: | 46 kb |
File Type: |
tnstatestandards.pdf | |
File Size: | 45 kb |
File Type: |