Why Make Art?: A Lesson To Live By
By Miss Molly Kars
Prologue: Lev Tolstoi, the Russian author, explained that the activity of art is intended “to evoke in oneself a feeling one has experienced, and having evoked it in oneself, then by means of movements, lines, colors, sounds, or forms expressed in words, so to transmit that feeling that others may experience the same feeling.” Do you agree? Can something as seemingly simple as art, transcend geographical and cultural boundaries and serve as a universal form of communication? In a way, artists are like children—they use art to communicate a growing awareness of themselves and their expanding universe. Unfortunately, after childhood many individuals lose their willingness to reflect upon their environment through art and instead amass their feelings and ideas, never sharing with the rest of the world invaluable thoughts that could potentially create positive change. Let’s not be selfish; Let us share, discover, reflect, create, and change.
Lesson Subject: Responding to life through Art
Learner’s Grade Level: 9-12
Lesson Topic: Why Make Art?
Planned Lesson Duration: at least 3 full class periods, plus individual work at home for research and planning.
Introduction: The purpose of Why Make Art? is to expand the student’s frame of mind, to look beyond their usual and immediate environment to better understand and reflect upon other cultures’ current events, be it political, economic, religious or the like. Through research, analysis, and reflection, students will choose a controversial and/or moving topic from a country outside of the United States and use it as the foundation for an acrylic painting on canvas. The painting is intended to evoke a feeling or emotion that the student has regarding their topic and will thusly be communicated to the audience through the use of color, line and form. Why Make Art? will inevitably produce a more worldly student—someone who has a new perspective on life and other people in different parts of the world. In addition, the student will discover innovative ways to express ideas and feelings through the plastic elements of art. In other words, their painting serves as a portal to identify and transmit emotion, while spreading cultural awareness.
Rationale/Overview: The motivation behind this particular assignment is to instill in the students a sense of awareness, as well as to become familiar with the elements of art in an effort to communicate their responsiveness to others who would otherwise be unaware. In a way, the student assumes a teaching role by exploring unchartered territory in the news or online, teaching themselves about life in another country, discovering a new perspective on life, and digesting the newfound knowledge to create a piece of art that reflects what they have learned and how it makes them feel.
California Academic Content Standards: The objective of this lesson is directly related to the California state standards. Students will gain an understanding of the historical contributions and cultural dimensions of the visual arts. They will also analyze the role and development of the visual arts in present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.
Objective: Students will be able to understand how art is closely connected to the environment, be it directly or indirectly. Through research and critical thought, each student will produce a painting that stresses the use of color, form and line to evoke a particular emotion about a particular current event from another country. A successful finished product will be judged based on the student’s ability to convey their feelings with the appropriate materials, while demonstrating their ascertainment of a new world view.
Instructional Strategies: The teacher’s role in Why Make Art? is to introduce the activity, explain what is to be expected of the students, give examples of previous paintings, and aid in the process and production from the initial research to the ensuing painting and presentation.
SDAIE: In an effort to teach each student about cultural awareness and the use of art as a mode of expressing the latter, Why Make Art? can be adapted to fit the individual needs of English Learners and those who are artistically inept due to physical or emotional barriers. The teacher will modify instruction by restating and paraphrasing to assist non-native speakers, as well as check comprehension frequently. This specific lesson is designed in a manner that actually accommodates the second language learner by means of visual imagery to communicate personal ideas, coupled with the use of the multilingual internet to easily unearth current events from other parts of the world. For those who are physically or mentally unable to partake in the assignment, arrangements will be made to adapt the lesson in a way that fits the student’s needs. Every student has the potential to create something great.
Procedures and Activity Sequence:
Day 1
1. Introduction: Along with a written explanation of the assignment, the students will receive an verbal description, and a reminder that all assignments are posted on the class website. (10 minutes)
2. An example of the assignment will be presented and discussed. (5 minutes)
3. Comments and questions will be encouraged, as well as a student-centered dialogue for potential ideas for the initial research and potential outcomes in relation to the chosen current events. Open class discussion to follow. (20 min)
4. Review of student expectations and evaluation rubric. (5 min)
5. Allow time for in-class research. (10-15 min)
Day 2:
6. Teacher reviews (approves or disapproves) students’ individual research topics and accompanying ideas/emotions to communicate (to be done in student sketchbooks) (20-30 min)
7. Allocation of essential materials (ongoing)
8. In-class individual work: prepping canvas, drawing, painting. (once they are approved, they can begin to work for the entire period)
9. Clean up. (10 min)
Day 3:
10. In-class individual work: painting (45 min)
11. Remind students that the painting is due at the beginning of class on Day 4.
12. Clean-up (10 min)
Closure:
Day 4:
13. Why Make Art? due at the beginning of class.
14. Students give brief presentations of their paintings—describing their current event, their response to the event, and how their response is communicated through color, form and line. (30 min)
15. Open class discussion: What was learned? Which paintings were exceptionally successful in expressing emotion and why? Which topic/current event was the most stimulating and why? How has individual perception of the world changed through simple research and self-reflection? Was the assignment enjoyable? Valuable? A waste of time? (15 min)
Evaluation/ Assessment:
16. A self-evaluation form is passed out and completed immediately by each student and handed in for the teacher’s consideration. (5 min)
17. Teacher evaluates student’s work based on stated objectives, student’s overall willingness and receptiveness to the assignment, and their ability to communicate to their peers about their topic through art. (to be completed after class)
Materials:
· Internet, news articles or periodicals regarding world issues/current events
· Canvas (size ranges from 10 inches by 12 inches to 24 inches by 36 inches), gesso, pencils, rulers, brushes, acrylic paint, water, sketchbook
· Books and magazines for visual reference
· Self-evaluation rubric
· A zealousness to learn and create art!
