| Lesson 1
Iconology and its Power and Presence in our Culture
GRADE LEVEL AND DURATION:
4th grade – 6th grade
2 class periods (50minutes each) and one field trip day to the museum exhibition.
LESSON THEME:
Iconology
GENERAL UNIT GOALS:
It is important for students to understand and become aware of their present day societal issues and the meanings of our culture’s iconic representations. To develop this awareness, students will study photographer, David Levinthal, and his use of social iconology, toy/playset, as representations within his artworks, which depict our cultures stereotypes, values, beliefs, and 20th century history. Students will contemplate and argue whether these icons actually create society’s attitudes or indicate and characterize periods of time and culture within our society. Through discussions, activities, and projects, students will reflect on historical and present day events, our country’s values, and the various roles of different genders/races within our society. Students will acquire an understanding of iconology and attain a meaningful, multifaceted look at present day icons and their current representations of society.
Students will take methods and techniques used by David Levinthal and apply and create their own selected photographic representations of various present day issues, circumstances, or events that affect their society and everyday lives. After their artworks have been completed, students will be required to write an essay defining their topic. Included in this essay, should be reason(s) why the topic was selected and explanations on how they can help change, heal, or enhance their future society. Essays will be attached to completed projects and students will be required to exchange with another student and present his/her project to the class. In addition, each student will then address their peers’ theme and add their personal theories on how to promote change and/or improvements to our present day society.
GENERAL LESSON OBJECTIVES:
After viewing specific works from David Levinthal’s World’s of Wonder exhibition, students will discuss and reflect on the topics Levinthal is addressing and the tools/techniques he applies to express these issues. Students will provide their opinions to the discussions and determine their own personal conclusions on the subject matter. The class will also partake in in-depth discussions and activities, which define icons in our present day society.
The students will be required to search and present icons from magazines which represent our culture. Classroom discussions will elaborate on what each icon reveals about our culture. .
MATERIALS:
Teacher Materials:
1. Slides and/or reproductions of D. Levinthal’s artworks: Wagon Trail Set series (cowboy on horse) compared to real photo of cowboy on horse, World of War series (soldiers carrying stretcher) compared with real war scene photo of soldiers carrying stretcher, selected photos depicting women’s role in the 1950s, photo of rocket missile launcher in Cape Canaveral series.
2. Historical and factual information on all above topics.
3. Various types of magazines.
4. Paper for students to glue magazine images on.
5. 20 pieces of cut paper with a cultural icon written on it.
6. 1 box for cut paper to be selected from.
Student Materials:
1. 20 cement glue bottles
2. 20 pieces of paper
3. 20 pairs of scissors
4. 30 magazines
VOCABULARY:
Icons: 1. i·con or i·kon RELIGION image of holy person: a holy picture, carving, or statue of Jesus Christ, the Virgin Mary, or a saint, especially an oil painting on a wooden panel, used in worship in the Eastern Orthodox churches
2. Somebody famous for something: somebody or something widely and uncritically admired, especially somebody or something symbolizing a movement or field of activity the all-time rock 'n' roll icon
Iconology: The study of the meaning within the subject matter in a particular work of art. Iconology examines the subjects on more than it’s outward appearance. It finds meaning by placing it within its historical context and with the artist’s body of works.
Social Iconology: The study of the meaning within the subject matter in a particular work of art that directly reflects the particular society it was created in. Iconology examines the subjects on more than it’s outward appearance. It finds meaning by placing it within its social context.
Representation: A manner of expression by the artist in which the subject matter is presented so that visual elements seen by the observer are reminiscent of actual forms previously perceived.
Theme: subject of discussion or composition: a subject of a discourse, discussion, piece of writing, or artistic composition
Photography: 1. Producing pictures with a camera: the art, hobby, or profession of taking photographs, and developing and printing the film or processing the digitized array image
2. Using light to make pictures: the process of recording images by exposing light-sensitive film or array to light or other forms of radiation
Reality: real existence: actual being or existence, as opposed to an imaginary, idealized, or false nature. 2. All that actually exists or happens: everything that actually does or could exist or happen in real life. 3. Something that exists or happens: something that has real existence and must be dealt with in real life
Fantasy: 1. Imaginative power: the creative power of the imagination. 2. Mental image or dream: an image or dream created by the imagination
Perception: The act of taking notice; recognition of an object, quality, or idea through the use of the physical and/or mental faculties.
Culture: shared beliefs and values of a group: the beliefs, customs, practices, and social behavior of a particular nation or people. People with shared beliefs and practices: a group of people whose shared beliefs and practices identify the particular place, class, or time to which they belong Shared attitudes: a particular set of attitudes that characterizes a group of people
Society: Structured community of people: a structured community of people bound together by similar traditions, institutions, or nationality. 3. Customs of a community: the customs of a community and the way it is organized, for example, its class structure
Sign: 1. Something representing something else: something that indicates or expresses the existence of something else not immediately apparent a sign of wealth . 2. Something conveying idea: an action or gesture used to convey an idea, information, a wish, or a command His kick under the table was a sign that we should leave.
Symbol: Representation of a quality of situation through the use of an intermediate agent; the word is not the thing itself but a sign of the thing (for example, the owl represents wisdom); indirect understanding as opposed to direct understanding through form-meaning.
Image: A mentally envisioned thing or plan given concrete appearance through the use of an art medium.
SPECIFIC LEARNING OBJECTIVES (SLO):
In this, the first lesson, students will explore reproductions by artist, David Levinthal. Fourth thru sixth grade students will learn and discuss the use of toys as iconological representations and the messages they confront. After a in-depth look at these issues within our society, students will establish their own convictions and have the opportunity to argue them with their fellow classmates. Students will be asked to state other iconological representations that exist in our society today. Representational lists will be created, along with the meanings behind them.
Taking the terminology and knowledge learned in the first lesson, students will apply this knowledge to their own art production piece. The students will be required to use toys, as Levinthal, and photograph them in such a way that they send a message or societal theme. The most successful student will select a known theme or issue in today’s society and create this message within his/her photograph. The student will also be able to defend their work and be confident on his/her intent and contextual message.
Specific Learning Objective #1: The students will learn what iconology is and how it represents the society from which they live.
Specific Learning Objective #2: Students will acquire knowledge on exploring art to find the contextual message or artist’s intent. Students will be able to have in-depth conversations regarding iconic representations in art.
Specific Learning Objective #3: Students will apply what they have learned to create a successful piece of artwork, one that conveys intent and thematic representation.
STANDARDS OF LEARNING:
National Visual Art Standards of Learning
4.1 Content Standard #1: Understanding and applying media, techniques, and processes.
Achievement Standard:
Students describe how different materials, techniques, and processes cause different responses
Students use different media, techniques, and processes to communicate ideas, experiences, and stories
Students use art materials and tools in a safe and responsible manner
4.2: Using knowledge of structures and functions. Achievement Standard:
Students know the differences among visual characteristics and purposes of art in order to convey ideas
Students describe how different expressive features and organizational principles cause different responses
Students use visual structures and functions of art to communicate ideas
4.3: Choosing and evaluating a range of subject matter, symbols, and ideas.
Achievement Standard:
Students explore and understand prospective content for works of art
Students select and use subject matter, symbols, and ideas to communicate meaning
4.4 Understanding the visual arts in relation to history and cultures.
Achievement Standard:
Students know that the visual arts have both a history and specific relationships to various cultures
Students identify specific works of art as belonging to particular cultures, times, and places
Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art
Standard:
Students understand there are various purposes for creating works of visual art
Students understand there are different responses to specific artworks
4.6. Making connections between visual arts and other disciplines.
Achievement Standard:
Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines
Students identify connections between the visual arts and other disciplines in the curriculum
Grades 5-8
1. Understanding and applying media, techniques, and processes. Achievement Standard:
Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices
Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
2. Using knowledge of structures and functions. Achievement Standard:
Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work
Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas
Students select and use the qualities of structures and functions of art to improve communication of their ideas
3. Choosing and evaluating a range of subject matter, symbols, and ideas. Achievement Standard:
Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks
4. Understanding the visual arts in relation to history and cultures. Achievement Standard:
Students know and compare the characteristics of artworks in various eras and cultures
Students describe and place a variety of art objects in historical and cultural contexts
Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others. Achievement Standard:
Students compare multiple purposes for creating works of art
Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry
Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures
6. Making connections between visual arts and other disciplines. Achievement Standard:
Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context
Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts
Virginia Visual Art Standards of Learning
Grade 4
4.1. The student will generate ideas for works of art through discussion.
4.12. The student will identify the characteristics of cultural diversity in works of contemporary art.
4.16. The student will analyze works of art based on visual properties.
4.18. The student will identify and investigate ways that works of art from popular culture reflect the past and how they influence the present.
4.19. The student will support the selection of a work of art using appropriate art vocabulary.
4.21. The student will discuss how personal beliefs influence responses to works of art.
4.22. The student will formulate questions about works of art from past or present cultures.
Grade 5
5.1 The student will synthesize information to produce works of art.
5.5. The student will collaborate with others to produce a work of art that characterizes a historical time period.
5.4. The student will defend a position regarding a historical or contemporary issue through the production of a work of art.
5.5. The student will demonstrate an understanding of symbolic meanings by incorporating symbols in a work of art.
5.16. The student will identify the influences of historic events, subject matter, and media in works of art.
5.17. The student will research artists from a variety of cultures and the works of art they have produced.
5.21. The student will discuss an artist’s point of view based on evidence perceived in works of art.
5.23. The student will discuss how a criterion used to value art varies over time within the same cultures.
Grade 6:
6.8. The student will utilize fantasy as a means of expression in works of art.
6.10. The student will identify the components of an artist’s style, including materials, design, methods, and subject matter.
6.12. The student will identify the contributions of artists to society.
6.13. The student will discuss the ways that art can be persuasive.
6.15. The student will demonstrate inquiry skills and appropriate art vocabulary for
1. describing works of art
2. responding to works of art
3. interpreting works of art; and
4. evaluating works of art
6.16. The student will discuss the ideas and emotions expressed in works of art using appropriate art vocabulary.
6.17. The student will identify the relationship between art processes and final solutions.
6.20. The student will generate philosophical questions regarding meanings in works of art.
6.21. The student will describe the manner in which the belief systems of a viewer may influence contemplation of works of art.
ADVANCED ORGANIZER:
The following must be completed before the students are to begin the lesson: appropriate reproductions and slides must be available. The field trip to the Contemporary Art Center must be planned and incorporated at the end of the lesson. Twenty cultural icons must be written on small pieces of paper in a box for students to select from.
MOTIVATIONAL ACTIVITY:
Have the names of cultural icons, such as Elvis, Madonna, President Bush, Mother Theresa, etc. on separate slips of paper in a box. Have each student select one piece of paper and instruct them not to look at it until you give them further instructions. Once each student has selected their own paper with a cultural icon on it, instruct each student to stand up one at a time and make one statement identifying their icon. Students observing must try to guess which icon is being described.
Lesson objective: This activity will demonstrate how icons are ever present in our culture. The power of icons will be demonstrated and the students will understand how they are affected by icons everyday. This activity will be the beginning phase of the study of David Levinthal and his portrayal of Social Iconology through the use of toys. Students should obtain the understanding of how iconology works to depict a cultures social setting, history, values, etc.
LESSON SEQUENCE:
1. Following the motivational activity, a series of Levinthal’s reproductions will be shown to the class.
2. Place the students in small groups and provide each group with one of the questions below (on paper).
Let each group discuss their thoughts before opening up the discussion to the class. Go around the classroom and have each group present their responses to the questions.
Display this statement on the board so every student can see it. Read this statement to the class before they begin their discussions.
In David Levinthal photographs, he uses toys to comment and perhaps criticizes our society and historical events.
What is David Levinthal exhibiting in this series of photographs?
What do you think David Levinthal is trying to express with the use of toys?
What social statement is articulated in this series?
What about the photograph leads you to David Levinthal’s theme?
Even though Levinthal’s concepts reflect past events, how does this work influence or reflect your present day society?
What changes have occurred since the time depicted in his works?
Can you give examples of present day situations in our society that may still connect to these themes?
What type of toy figures would you use to represent those themes?
Think of the toys on the market today. What do they tell about our present day society?
3. At this time show slides of Levinthal’s work alongside real photos of the events that took place. (See photos at end of lesson plan.) Go through the slides and discuss the similarities between the fantasy work and the reality. Is there really much difference?
4. Discuss how Levinthal uses toys and icons to portray real life.
5. Have the students go through magazines and cut out several icons in today’s society. Have them glue the images to paper and hang in front of class. Let each student discuss their selection and what each image reveals about our culture.
6. Following this lesson, students will go to the David Levinthal exhibition at the Contemporary Art Center.
CLOSURE:
Each student will be required to clean up his or her own area and dispose of scrap paper. Two selected students will collect all scissors and glue. Following the class trip to the exhibition, teacher will begin Lesson #2.
TRANSITION:
In this lesson, we define cultural iconology and become familiar with David Levinthal’s works. Students will grasp Levinthal’s themes and how he uses toy icons to express them. The students will become aware of the many cultural icons that influence them each day. The students will obtain a greater knowledge of what iconology is and some of the themes and issues within their society.
With this knowledge, students will be transitioned into Lesson #2, where they will be instructed to create their own artwork, referring to the techniques of Levinthal.
EVALUATION:
Student evaluation: Students will be evaluated on (1.). how well they demonstrate understanding on iconology and thematic representations; (2). Their personal ability to communicate and provide arguments during class discussions on David Levinthal’s intent. (3). If the students demonstrates, understanding, participation, ideas, and arguments into the themes being discussed. (4). Students will be graded on the completion of their magazine cutouts and craftsmanship. (5). Students will be graded on their behavior during the museum tour.
Lesson evaluation: The teacher will need to show at least 4 samples of David Levinthal’s work and provide a good foundation as to his intent. The teacher must also provide the students will good examples and definitions of iconology. The teacher needs to let a lot of the discussion unfold by the students’ comments and exploration. The students should be allowed to develop their understanding through classroom-based discussions and their selection of magazine images reflecting iconology.
MODIFICATIONS:
If this lesson will not be taught in an art room, the teacher must bring paper, reproductions, and glue with her in the art cart.
REFERENCES, BIBLIOGRAPHY, RESOURCES
"American Scene, Small Wonder, Worlds in a Box" book.
REPRODUCTIONS:
David Levinthal's
Wagon Trail Set series (cowboy on horse)
World of War series (soldiers carrying stretcher)
Selected photos depicting women’s role in the 1950s
Rocket missile launcher in Cape Canaveral series
All photographic images located in "American Scene, Small Wonder, Worlds in a Box" book.
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