ELEMENTS
Targeted toward: Grade 12
Estimated completion: 3 weeks
Overview
This lesson will be focused on how we construct the idea of
time. It will be interdisciplinary and will touch on subjects
such as physics, philosophy, and literature. The students will
compare and contrast how time is viewed within and between
these bodies of knowledge. They will then reflect on this
knowledge by creating a short poem that explores a concept
of time. Finally they will create a flip-book that generates a
unique understanding and interpretation of their poem. The
students will be given a sketchbook to maintain throughout
the unit. This will be viewed as a form of record keeping and
memory repository, both of whose importance may be
measured as relative to time.
time. It will be interdisciplinary and will touch on subjects
such as physics, philosophy, and literature. The students will
compare and contrast how time is viewed within and between
these bodies of knowledge. They will then reflect on this
knowledge by creating a short poem that explores a concept
of time. Finally they will create a flip-book that generates a
unique understanding and interpretation of their poem. The
students will be given a sketchbook to maintain throughout
the unit. This will be viewed as a form of record keeping and
memory repository, both of whose importance may be
measured as relative to time.
Big Ideas/Essential Questions
◊ How would you define time?
◊ Why should time be considered an element of art?
◊ How does knowledge affect our idea of time?
◊ Why should time be considered an element of art?
◊ How does knowledge affect our idea 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. Reflecting and Assessing:
5.3.4 Debate the meaning of artworks using a variety of criteria
and techniques.
4. 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. Reflecting and Assessing:
5.3.4 Debate the meaning of artworks using a variety of criteria
and techniques.
4. 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:
◊ Compare and contrast how time is viewed in subjects ranging
from physics and philosophy to literature through discussion,
research, oral presentations, and the creation of a collaborative
time-line.
◊ Demonstrate an understanding of time by writing a short poem
that explores a concept of time.
◊ Create a flip-book that generates a typographic interpretation
of the poem.
◊ Compare and contrast how time is viewed in subjects ranging
from physics and philosophy to literature through discussion,
research, oral presentations, and the creation of a collaborative
time-line.
◊ Demonstrate an understanding of time by writing a short poem
that explores a concept of time.
◊ Create a flip-book that generates a typographic interpretation
of the poem.
Tools and Materials
paper, scissors, pens, sharpies, flip-books (index cards and bull clips),
video, access to library and internet
video, access to library and internet
Introduction
The lesson will begin with a discussion of time, guided by questions
such as these: How would you define time? Why should time be
considered an element of art? What other disciplines reference time?
How is time acknowledged in grammar and vocabulary? Is time universal?
How does knowledge affect our experience of time? How do you construct
an idea of time? What does time mean to you? How do you experience
time? Is time sometimes fast/slow? Is time a subjective experience? Is
time merely measurement? What does duration/motion have to do with
time? Can anything exist outside of time? Is time symbolic/metaphoric/
analogous? Does it mean the same thing for various people and across
the ages?
The students will research various bodies of knowledge that reference
time. This will be compared and contrasted as a group, ultimately in the
form of a time-line. The students will not be able to use a conventional
time-line. Questions to provoke alternative solutions will be: How do
cosmologists/dendrologists/archaeologists/geologists measure time?
Is time unidirectional?
In order to engage the students in reflective thought, they will write a
short poem that references an idea of time. Some questions that might
stimulate them could be: What is more important to you: yesterday,
today, or tomorrow? If you had a time machine where would you go?
Is time unidirectional? Is there a place outside of time? Is time a trap?
Do times change?
Finally the students will be introduced to artists that have used flip-books
in their art making practices. They will view these artists' work on vimeo
or youtube. Students will think about how they can interpret their own poem
in a symbolic way using typographic elements. Typography will be discussed
in its relation to the formal properties of art. A handout will be given to
remind them of the elements they need to take into consideration. The
students will then view motion type videos and discuss what art elements
were incorporated into the works. Texture, form, and color will be eliminated
from consideration in their own work and replaced with the element of time.
In order to stimulate new thought in this area, questions will be asked, such
as: How does sequence relate to time? How can meaning change depending
on the sequence? How can duration affect meaning? Students will be expected
to brainstorm ideas in their sketchbooks before committing their ideas to the
flip-books. They will videotape their flip-books and upload them to either
vimeo or youtube. They will have a screening party to which the parents will
be invited.
such as these: How would you define time? Why should time be
considered an element of art? What other disciplines reference time?
How is time acknowledged in grammar and vocabulary? Is time universal?
How does knowledge affect our experience of time? How do you construct
an idea of time? What does time mean to you? How do you experience
time? Is time sometimes fast/slow? Is time a subjective experience? Is
time merely measurement? What does duration/motion have to do with
time? Can anything exist outside of time? Is time symbolic/metaphoric/
analogous? Does it mean the same thing for various people and across
the ages?
The students will research various bodies of knowledge that reference
time. This will be compared and contrasted as a group, ultimately in the
form of a time-line. The students will not be able to use a conventional
time-line. Questions to provoke alternative solutions will be: How do
cosmologists/dendrologists/archaeologists/geologists measure time?
Is time unidirectional?
In order to engage the students in reflective thought, they will write a
short poem that references an idea of time. Some questions that might
stimulate them could be: What is more important to you: yesterday,
today, or tomorrow? If you had a time machine where would you go?
Is time unidirectional? Is there a place outside of time? Is time a trap?
Do times change?
Finally the students will be introduced to artists that have used flip-books
in their art making practices. They will view these artists' work on vimeo
or youtube. Students will think about how they can interpret their own poem
in a symbolic way using typographic elements. Typography will be discussed
in its relation to the formal properties of art. A handout will be given to
remind them of the elements they need to take into consideration. The
students will then view motion type videos and discuss what art elements
were incorporated into the works. Texture, form, and color will be eliminated
from consideration in their own work and replaced with the element of time.
In order to stimulate new thought in this area, questions will be asked, such
as: How does sequence relate to time? How can meaning change depending
on the sequence? How can duration affect meaning? Students will be expected
to brainstorm ideas in their sketchbooks before committing their ideas to the
flip-books. They will videotape their flip-books and upload them to either
vimeo or youtube. They will have a screening party to which the parents will
be invited.
Process
1. An introduction to time as an element in art will revolve around a
discussion of time and what it means.
2. Students will be given a list of resources from which to choose to
do research, which will be from books or the web. They will write a
five sentence précis on each of the research items they choose and
orally share their findings with the rest of the class. Students will
need to take notes during this process to prepare them for the
following discussion.
3. Another discussion will proceed from the research, different ideas
of time will be compared and contrasted with one another.
4. Students will then collaboratively work together creating a time-line
from the information they have gathered. They can then present it to
the physics class or astronomy club.
5. Students will engage in reflective thought while they write a poem
that addresses the concept of time.
6. Students will watch videos by artists who have used flip-books in
their art making practices
7. Students will then watch videos on type motion and analyze them
according to the art elements that were used.
8. Students will then create their own typographically inspired flip-books
based on an interpretation of their poetry.
9. The flip-books will be videotaped and uploaded to either vimeo or
youtube. Parents will be invited to a viewing session.
discussion of time and what it means.
2. Students will be given a list of resources from which to choose to
do research, which will be from books or the web. They will write a
five sentence précis on each of the research items they choose and
orally share their findings with the rest of the class. Students will
need to take notes during this process to prepare them for the
following discussion.
3. Another discussion will proceed from the research, different ideas
of time will be compared and contrasted with one another.
4. Students will then collaboratively work together creating a time-line
from the information they have gathered. They can then present it to
the physics class or astronomy club.
5. Students will engage in reflective thought while they write a poem
that addresses the concept of time.
6. Students will watch videos by artists who have used flip-books in
their art making practices
7. Students will then watch videos on type motion and analyze them
according to the art elements that were used.
8. Students will then create their own typographically inspired flip-books
based on an interpretation of their poetry.
9. The flip-books will be videotaped and uploaded to either vimeo or
youtube. Parents will be invited to a viewing session.
Assessment
A rubric will be handed out at the inception of the unit and the
expectations for the unit will be discussed openly with 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 each
lesson. The students will be expected to paste this in the book, as
well as the rubric. The handout can be viewed in the appendix and is
titled appendix.docx.
1. Formative
◊K-W-L assessment
◊Students participation, effort, and contributions will be assessed
during the discussions, presentations, and the creation of the time-line.
2. Summative
◊The students' sketchbooks will be assessed for comprehensiveness at
the end of each lesson in the unit.
◊The flip-books will be assessed at the end of Lesson One for how well
the idea integrated with the visual solution.
expectations for the unit will be discussed openly with 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 each
lesson. The students will be expected to paste this in the book, as
well as the rubric. The handout can be viewed in the appendix and is
titled appendix.docx.
1. Formative
◊K-W-L assessment
◊Students participation, effort, and contributions will be assessed
during the discussions, presentations, and the creation of the time-line.
2. Summative
◊The students' sketchbooks will be assessed for comprehensiveness at
the end of each lesson in the unit.
◊The flip-books will be assessed at the end of Lesson One for how well
the idea integrated with the visual solution.
Artists
References
Art Radar Asia: Contemporary art trends and news from Asia and beyond. (August, 2011). Japanese artist Hirotoshi Iwasaki draws time with video-picture feast. Retrieved September 29, 2011, from http://tinyurl.com/62hb6dg
Azrienoch. Minimalism—Kinetic Typography Poem. In YouTube. Retrieved September 29, 2011, from http://www.youtube.com/watch?v=t3lSSp-3068
Kilboyoung. Motion Graphic Typo Motion. In YouTube. Retrieved September 29, 2011, from http://tinyurl.com/3u832tc
Krasner, J. (2008). Motion graphic design: Applied history and aesthetics. Amsterdam: Elsevier.
Laybourne, K. (1998). The animation book: A complete guide to animated filmmaking—from flip-books to sound cartoons to 3-D animation. New York: Three Rivers Press.
Museum of Contemporary Art, Los Angeles. To Illustrate and Multiply: An open book. Retrieved September 29, 2011, from http://www.moca.org/openbook/index.php
Danhq2000. Professor Obsessive and his Two Compulsions, Janet Zweig. In YouTube. Retrieved September 29, 2011, from http://www.youtube.com/watch?v=rqScdsTTB0U
Saravlinder. Robert Breer, "Blazes" (1961). In Youtube. Retrieved September 29, 2011, from http://www.youtube.com/watch?v=fHvYoaP5Od4
Stewart, M.G., & Walker, S.R. (2005). Rethinking curriculum in art. Worcester, Massachusetts: Davis Publications, Inc.
Subtours. Flipwheels by Ralph Kistler. In Youtube. Retrieved September 29, 2011, from http://www.youtube.com/watch?v=myUAciT0Q6o
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
Trullsline. Typomotion/Star Wars. In YouTube. Retrieved September 29, 2011, from http://tinyurl.com/67w8egk
University of Minnesota. CARLA Center for Advanced Research on Language Acquisition. Evaluation: Process: Creating rubrics. Retrieved October 3, 2011 from http://tinyurl.com/3m5mq8y
Zweig, J. (2011). Pedestrian Drama. In Vimeo. Retrieved September 29, 2011, from http://vimeo.com/27788062
Zweig, J. (2011). Janet Zweig. Retrieved September 29, 2011, from http://www.janetzweig.com/
Azrienoch. Minimalism—Kinetic Typography Poem. In YouTube. Retrieved September 29, 2011, from http://www.youtube.com/watch?v=t3lSSp-3068
Kilboyoung. Motion Graphic Typo Motion. In YouTube. Retrieved September 29, 2011, from http://tinyurl.com/3u832tc
Krasner, J. (2008). Motion graphic design: Applied history and aesthetics. Amsterdam: Elsevier.
Laybourne, K. (1998). The animation book: A complete guide to animated filmmaking—from flip-books to sound cartoons to 3-D animation. New York: Three Rivers Press.
Museum of Contemporary Art, Los Angeles. To Illustrate and Multiply: An open book. Retrieved September 29, 2011, from http://www.moca.org/openbook/index.php
Danhq2000. Professor Obsessive and his Two Compulsions, Janet Zweig. In YouTube. Retrieved September 29, 2011, from http://www.youtube.com/watch?v=rqScdsTTB0U
Saravlinder. Robert Breer, "Blazes" (1961). In Youtube. Retrieved September 29, 2011, from http://www.youtube.com/watch?v=fHvYoaP5Od4
Stewart, M.G., & Walker, S.R. (2005). Rethinking curriculum in art. Worcester, Massachusetts: Davis Publications, Inc.
Subtours. Flipwheels by Ralph Kistler. In Youtube. Retrieved September 29, 2011, from http://www.youtube.com/watch?v=myUAciT0Q6o
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
Trullsline. Typomotion/Star Wars. In YouTube. Retrieved September 29, 2011, from http://tinyurl.com/67w8egk
University of Minnesota. CARLA Center for Advanced Research on Language Acquisition. Evaluation: Process: Creating rubrics. Retrieved October 3, 2011 from http://tinyurl.com/3m5mq8y
Zweig, J. (2011). Pedestrian Drama. In Vimeo. Retrieved September 29, 2011, from http://vimeo.com/27788062
Zweig, J. (2011). Janet Zweig. Retrieved September 29, 2011, from http://www.janetzweig.com/
Appendix
appendix.docx | |
File Size: | 238 kb |
File Type: | docx |
rubric.pdf | |
File Size: | 119 kb |
File Type: |
tnstatestandards.pdf | |
File Size: | 45 kb |
File Type: |