| Lesson 2
Iconology Reinforces Popular Culture, Beliefs, and Stereotypes of America
GRADE LEVEL AND DURATION:
4th grade – 6th grade
6-9 weeks: 6-9 class periods
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, applying Levinthals’ techniques, media, methods, and intent in his artworks, will complete their own photography studio project using David Levinthal’s applications. Each student will be required to select a meaningful iconological theme. With the use of toy figures, painted backdrops, and a camera, students will be required to create representations expressing their theme. They will also be required to write an essay on the theme providing information and intent to their work.
MATERIALS:
Teacher Materials:
1. Slides and/or reproductions of D. Levinthals 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.
1. Historical and factual information on all above topics.
1. Digital camera or Polaroid camera
1. Various types of magazines for students to refer to as they determine their theme.
257. A box full of plastic toy soldiers, cowboys & Indians, astronauts, people, animals, etc.
1. Mat board for mounting the photographs at time of completion.
1. Access to a scanner/printer to create approximately 5X7 or 8X10 sized photos of students work.
2. Cement glue for mounting.
3. Paints – watercolor or acrylics for backdrop painting.
4. 35 mm film
5. Large poster board to post criteria and theme.
Student Materials:
1. 20 cement glue bottles
2. 20 pieces of mat board
3. 20 pairs of scissors
4. 60 toys – 3 for each
5. Watercolor paints/acrylics
6. Sketches/ideas to be discussed with teacher prior to photo shots.
7. 5 roles of film at 24 exposure
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 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 which 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
4.5 Reflecting upon and assessing the characteristics and merits of their work and the work of others. Achievement Standard:
Students understand there are various purposes for creating works of visual art
Students describe how people's experiences influence the development of specific artworks
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
The student will generate ideas for works of art through discussion.
0.0 The student will create a work of art that uses themes, ideas, and art forms from the past.
4.3 The student will identify and use the characteristics of color, including hue, tint, shade, and intensity.
4.12. The student will identify the characteristics of cultural diversity in works of contemporary art.
1.0. The student will use research tools and procedures to investigate artists and their work.
4.15. 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.
1.0. The student will support the selection of a work of art using appropriate art vocabulary.
1.0. The student will categorize works of art by subject matter, including portrait, landscape, still life, narrative, and genre.
1.0. The student will discuss how personal beliefs influence responses to works of art.
1.0. The student will formulate questions about works of art from past or present cultures.
1.0. The student will select a preferred work of art from among others and defend the choice using appropriate art vocabulary.
Grade 5
1.0 The student will synthesize information to produce works of art.
1.0. The student will develop ideas for works of art by conducting research, making preliminary sketches, and constructing models.
1.0. The student will collaborate with others to produce a work of art that characterizes a historical time period.
1.0. The student will defend a position regarding a historical or contemporary issue through the production of a work of art.
1.0. The student will demonstrate an understanding of symbolic meanings by incorporating symbols in a work of art.
1.0. The student will identify the influences of historic events, subject matter, and media in works of art.
1754775295.0. 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.
5.22. The student will compare and contrast natural and constructed environments.
5.23. The student will discuss how a criterion used to value art varies over time within the same cultures.
5.24. The student will describe a valued object within the culture of today in terms of aesthetic preferences.
943274082.0. The student will articulate reasons for establishing preferences among works of art using appropriate art vocabulary.
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
1. responding to works of art
1. interpreting works of art; and
evaluating works of art
6.16. The student will discuss the ideas and emotions expressed in works of art using appropriate art vocabulary.
The student will identify the relationship between art processes and final solutions.
The student will generate philosophical questions regarding meanings in works of art.
The student will describe the manner in which the belief systems of a viewer may influence contemplation of works of art.
The student will explain orally and in writing, the means by which visual art evokes sensory and emotional responses.
ADVANCED ORGANIZER:
The following must be completed before the students are to begin the lesson: tables/desks should be lined up to form one long table, toys must be made available in plastic containers, watercolor paper must be available to create backgrounds, film must be available, all themes must be posted on board.
MOTIVATIONAL ACTIVITY:
Have students line up tables so that they make one long table across room. As they are doing so, place banner ‘Iconology’ on board for students to see. Place laminated descriptive words underneath banner. In hand, have index cards with these same terms on them. Review the terms with the students.
Terms:
War Technology Heroism Patriotism Violence Exploration
Destruction Discrimination Treason Fame
Politics Oppression
Fear Domination Freedom Vanity
Toys Available to Students:
Toy soldiers
War weaponry
Astronauts – Space travel
American Flags
Cowboys/Indians
Action figures
Animals
Furniture, vanity mirror, makeup toys, small doll clothes
Women figures
Men figures
Toy cars
Have students get into paired groups and each group needs to select an index card but not show the other students what they selected.
Once each group has a term, explain to the students they will be using toys to represent/define their word. Instruct the groups to go up to the boxes of toys located in front of the room and select 3 toys per group. The groups have approx. 4 min. to create an arrangement of the toys that would represent their term select. After each group has selected their 3, let the students know they can go up and select additional toys if needed.
Example:
Word: War
Students need to create a scene with the toys that defines war. This can be soldiers fighting, weapons, injured soldiers or hospital insignia.
Once the time is up, have every group circle the table to see the other student’s representations. At this time, instruct the students to try and determine which word their fellow classmates were trying to define.
Go around the room and ask each team to state their guess on the toy construction in question and give one reason why they came to that conclusion. As the teams state their reasons, write them on the board under each word. After each team has guessed, ask the students who created the representation if they are correct. Ask the team to explain their intent.
Lesson objective: this activity will demonstrate how the use of icons (toys) can describe issues within a society/culture. 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:
As a class, we will discuss the issues and events that Levinthal is depicting in his work.
We will analyze his selection of toys and discuss why he selected specific ones.
Students will interpret his works and come to their own conclusion on Levinthal’s intentions.
Students will be instructed to select a theme. They can use one from the Motivational Activity or another of their choice.
Students will be instructed to select up to 5 toys to represent their theme.
Once this is complete, students should paint a background using the same design strategies as Levinthal.
After they have everything set up, students will take photographs using a digital camera or 35 mm. They will be guided on lighting techniques, composition and basic use of the camera.
Photographs will be developed by the teacher and blow up to 5x7 prints.
Students will mount their photo on mat board.
On the bottom of the board, students should write in bold letters (with marker) the theme their artwork represents.
Students will be instructed to write a paragraph about their theme, describing their intent, thought process, and why the toys they selected were good representations of their theme.
Boards will be critiqued by class and displayed in the hall.
CLOSURE:
One student will be chosen to collect all toys not used and put them back in their appropriate box. Two students will be chosen to collect the water from the watercolor paints. Each student one at a time should bring their background painting to the paper dryer and place their art against the window. One student will be selected to collect all watercolor paints. All students should move all tables back to their appropriate spaces. One person from each table will be in charge of wiping down their table and drying it. As students are completing their tasks, students can be asked to discuss their project and compare/contrast to David Levinthals.
TRANSITION:
In this lesson, we explored iconology represented in the use of toy figures. The students have a greater knowledge of what iconology is and some of the themes and issues within their society. Students will be asked to bring in a small object from their home that they don’t want to use anymore. This object will be used to create another object out of added clay. Students will be shown works from Patricia A. Renick, one beign Stegowagenvolkssauraus. This will lead into their next lesson, on how iconology changes from culture to culture and time period to time period. Students will create this change by taking an object of today and creating an object of the past or future.
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 student’s work demonstrates, understanding, craftsmanship, and following the criteria of the lesson. (4)the amount of effort and thought process that went into the work.
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.
MODIFICATIONS:
If this lesson will not be taught in an art room, the teacher must bring toys, paper, reproductions, and glue with her in the art cart.
If the teacher does not have access to a digital camera, a 35mm disposable can be used.
Paint crayons could be substituted for watercolor paints.
Mat board could be substituted with heavy cardstock.
REFERENCES, BIBLIOGRAPHY, RESOURCES
"American Scene, Small Wonder, Worlds in a Box" book.
Dollar Stores to purchase toy figures
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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