SYNCHRONICITY
Targeted toward: Grade 12
Estimated completion: 2 weeks
Overview
An understanding that the concept of time can be viewed in
multifarious ways has been gained thus far. This lesson will
appraise the many ways that contemporary artists can make
us reexamine our concept of time. Students will create original
art work that acknowledges time in some form. They will have
to take into consideration the audience's response.
multifarious ways has been gained thus far. This lesson will
appraise the many ways that contemporary artists can make
us reexamine our concept of time. Students will create original
art work that acknowledges time in some form. They will have
to take into consideration the audience's response.
Big Ideas/Essential Questions
How can artists make us think of time in new ways ?
How does perception affect our experience of time?
How can you include time in your own art making practices?
How does perception affect our experience of time?
How can you include time in your own art making practices?
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:
◊ Gain an understanding of the many ways that artists
communicate different ideas of time, through research,
presentations, and discussions.
◊ Explore the idea of the audience or viewers as being part of the
artwork by creating artwork that requires the viewer to complete
the art piece.
◊ Create an artwork that utilizes time as an element.
◊ Gain an understanding of the many ways that artists
communicate different ideas of time, through research,
presentations, and discussions.
◊ Explore the idea of the audience or viewers as being part of the
artwork by creating artwork that requires the viewer to complete
the art piece.
◊ Create an artwork that utilizes time as an element.
Tools and Materials
video camera, imovie/final cut pro/express software, computers,
access to library and internet
access to library and internet
Introduction
The class will begin with discussions: How do artists make us
think of time in new ways? How do we experience time? How
does perception affect our experience of time? If we lost one
of our senses would that affect our sense of time? How can we
reflect time in our art works? How do we want the viewer to
experience/understand/perceive time? Videos of contemporary
artists will be viewed and discussed as to how they made us
look at time.
Each student will choose a contemporary artist to research in
terms of how they think about, use, and communicate time to
viewers. They will present their findings to the class. Everyone
will take notes during the presentations and pose questions to
the presenters. At the conclusion, further discussions will be
encouraged. Questions such as: How innovative were these
artists? How successful were they in communicating a sense of
time? Was time an overt message or was it subliminal or
incidental? How does their sense of time reflect the way we see
time in our world today?
Students will then brainstorm ideas for how they would like to
represent time in their own artwork. Part of the assignment will
be to take cognizance of the viewer as being an integral aspect
of the artwork. They will take into account all the work that they
have done thus far. They will have access to these previous videos
and will be able to use them in this assignment, but they will have
to be totally transformed. They can use an editing program to do
this. They will be encouraged to take risks, make mistakes, and
be experimental. Questions to trigger creative thinking will be
posed: How do you define time? How do you perceive time? How
do you know what time is? Do these three factors differ in any
way? What philosophy or philosopher do you have the most
affinity to? How do you think other people perceive time? Do
you think you can change others' perception about time? What
has been the most appealing idea about time? Why?
On completion of the project, the parents will be invited to a
viewing night and will be given a questionnaire about their
responses to the artwork. The viewing will be videotaped and
edited with the responses being interpolated and superimposed
with the artwork.
The final class will be a viewing of the video, discussion of the
projects, and a discussion of how the viewers interacted and
responded to the artwork. The students will also discuss how
their concept of time might or might not have changed over
the course of the unit. In addition, they will say how they plan
to incorporate time, as an element in their future work.
think of time in new ways? How do we experience time? How
does perception affect our experience of time? If we lost one
of our senses would that affect our sense of time? How can we
reflect time in our art works? How do we want the viewer to
experience/understand/perceive time? Videos of contemporary
artists will be viewed and discussed as to how they made us
look at time.
Each student will choose a contemporary artist to research in
terms of how they think about, use, and communicate time to
viewers. They will present their findings to the class. Everyone
will take notes during the presentations and pose questions to
the presenters. At the conclusion, further discussions will be
encouraged. Questions such as: How innovative were these
artists? How successful were they in communicating a sense of
time? Was time an overt message or was it subliminal or
incidental? How does their sense of time reflect the way we see
time in our world today?
Students will then brainstorm ideas for how they would like to
represent time in their own artwork. Part of the assignment will
be to take cognizance of the viewer as being an integral aspect
of the artwork. They will take into account all the work that they
have done thus far. They will have access to these previous videos
and will be able to use them in this assignment, but they will have
to be totally transformed. They can use an editing program to do
this. They will be encouraged to take risks, make mistakes, and
be experimental. Questions to trigger creative thinking will be
posed: How do you define time? How do you perceive time? How
do you know what time is? Do these three factors differ in any
way? What philosophy or philosopher do you have the most
affinity to? How do you think other people perceive time? Do
you think you can change others' perception about time? What
has been the most appealing idea about time? Why?
On completion of the project, the parents will be invited to a
viewing night and will be given a questionnaire about their
responses to the artwork. The viewing will be videotaped and
edited with the responses being interpolated and superimposed
with the artwork.
The final class will be a viewing of the video, discussion of the
projects, and a discussion of how the viewers interacted and
responded to the artwork. The students will also discuss how
their concept of time might or might not have changed over
the course of the unit. In addition, they will say how they plan
to incorporate time, as an element in their future work.
Process
1. Students will participate in a discussion about how artists can
make us view time in new ways.
2. Students will conduct research on a contemporary artist.
3. Students will present their chosen artist before the class. They
will take notes and pose questions during the presentations.
4. Students will brainstorm ideas for their own artwork.
5. The students will complete their own projects and invite their
parents to attend a viewing session.
6. The parents will be asked to write responses to the artwork.
7. A video will be made of the final viewing session along with
the responses. It will be uploaded to vimeo or youtube.
8. The final class will take the the form of a reflective discussion.
make us view time in new ways.
2. Students will conduct research on a contemporary artist.
3. Students will present their chosen artist before the class. They
will take notes and pose questions during the presentations.
4. Students will brainstorm ideas for their own artwork.
5. The students will complete their own projects and invite their
parents to attend a viewing session.
6. The parents will be asked to write responses to the artwork.
7. A video will be made of the final viewing session along with
the responses. It will be uploaded to vimeo or youtube.
8. The final class will take the the form of a reflective discussion.
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 appendix4.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 final work will be assessed for how well the students
ideas were articulated through the artwork .
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 appendix4.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 final work will be assessed for how well the students
ideas were articulated through the artwork .
Artists
References
Computer Art. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 4, 2011 from http://en.wikipedia.org/wiki/Computer_art
Environmental Art. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 3, 2011 from http://en.wikipedia.org/wiki/Environmental_art
Fluxus. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 3, 2011 from http://en.wikipedia.org/wiki/Fluxus
Graffiti. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 4, 2011 from http://en.wikipedia.org/wiki/Graffiti
Graham, B. & Cook, S. (2010). Rethinking curating: Art after new media. Cambridge: The MIT Press.
Installation Art. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 3, 2011 from http://en.wikipedia.org/wiki/Installation_art
Interactive Art. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 3, 2011 from http://en.wikipedia.org/wiki/Interactive_art
Kinetic Art. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 3, 2011 from http://en.wikipedia.org/wiki/Kinetic_art
New Media Art. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 4, 2011 from http://en.wikipedia.org/wiki/New_media_art
Op Art. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 3, 2011 from http://en.wikipedia.org/wiki/Op_art
Performance Art. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 3, 2011 from http://en.wikipedia.org/wiki/Performance_art
Relational Art. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 3, 2011 from http://en.wikipedia.org/wiki/Relational_art
Street Art. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 4, 2011 from http://en.wikipedia.org/wiki/Street_art
Tate. Time-based Media Conservation. Retrieved October 4, 2011 from http://www.tinyurl.com/d99xk4
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
Video Art. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 3, 2011 from http://en.wikipedia.org/wiki/Video_art
Environmental Art. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 3, 2011 from http://en.wikipedia.org/wiki/Environmental_art
Fluxus. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 3, 2011 from http://en.wikipedia.org/wiki/Fluxus
Graffiti. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 4, 2011 from http://en.wikipedia.org/wiki/Graffiti
Graham, B. & Cook, S. (2010). Rethinking curating: Art after new media. Cambridge: The MIT Press.
Installation Art. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 3, 2011 from http://en.wikipedia.org/wiki/Installation_art
Interactive Art. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 3, 2011 from http://en.wikipedia.org/wiki/Interactive_art
Kinetic Art. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 3, 2011 from http://en.wikipedia.org/wiki/Kinetic_art
New Media Art. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 4, 2011 from http://en.wikipedia.org/wiki/New_media_art
Op Art. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 3, 2011 from http://en.wikipedia.org/wiki/Op_art
Performance Art. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 3, 2011 from http://en.wikipedia.org/wiki/Performance_art
Relational Art. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 3, 2011 from http://en.wikipedia.org/wiki/Relational_art
Street Art. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 4, 2011 from http://en.wikipedia.org/wiki/Street_art
Tate. Time-based Media Conservation. Retrieved October 4, 2011 from http://www.tinyurl.com/d99xk4
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
Video Art. (n.d.). In Wikipedia, the Free Encyclopedia. Retrieved October 3, 2011 from http://en.wikipedia.org/wiki/Video_art
Appendix
appendix4.docx | |
File Size: | 166 kb |
File Type: | docx |
tnstatestandards.pdf | |
File Size: | 45 kb |
File Type: |