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Lesson One
The Viewer Speaks
Essential Questions:
*What is spectatorship?
*What is censorship?
*How does spectatorship affect meaning?
Grade Level and Duration:
9th - 12th grade art level ll: intermediate and art level lll: advanced intermediate
8 60-minute class sessions
Lesson Theme:
spectatorship
Materials:
Teacher’s Materials:
• 2 prints of Ken Aptekars- "Redblk Rembrandt" and "In 1640 The artist May Have Changed The Color Of His Hair"
• handout with parameters of projects
• thumbtacks to hang projects for critique
• print out of short summary of Rembrandt
Student Materials:
• sketchbook for class notes and preliminary sketches
• one object or picture that they enjoy looking at and is small enough to carry into their book bags.(It also has to not violate student regulation.)
• heavy white paper
• paints and pencils, variety of colors
• paintbrushes
• water and containers
• drafting tape
• clear acetate
• letter stencils(optional )
• letter rubs(optional)
Vocabulary:
• continuum- something in which no part can be distinguished from a neighboring part except by arbitrary division.
• opinion- an evaluation based on special knowledge
• reinterpretation- A concept of a work of art as by an individual viewer
• reproduction- a recreation
ü spectatorship- the act or policy of spectating
• spectator- one who views a work of art or event, an observer
• "Talking to Pictures"- an exhibit by Ken Aptekar in which he interprets and recreates works of art with sandblasted text over it; usually reflecting viewers opinions or ideas of the original
• "appropriate response"- what is an appropriate response?
Standards of Learning: (Virginia: Visual Arts)
1. AII.1 The student will expand the use of a sketchbook/journal by adding preliminary sketches, finished drawings, critical writings, and class notes.
2. AII.2 The student will demonstrate effective use of the elements of art and the principles of design in a variety of art media.
3. AII.19 The student will describe symbols present in works of art in relation to historical meaning.
4. AII.21 The student will use an expanded art vocabulary to assess personal works of art in terms of effectiveness in the communication of ideas.
5. AII.24 The student will participate in class critiques and criticisms based on one or more established models(e.g., Feldman, Broudy, Barrett).
6. AII.29 The student will support opinions by reasoned processes using an expanded art vocabulary.
1. AIII.1 The student will maintain a sketchbook/journal that demonstrates research, fluency of ideas, concepts, media, and processes.
2. AIII.3 The student will produce works of art that integrate a consistent knowledge of the elements of art and the principles of design.
3. AIII.6 The student will develop skill, confidence, and craftsmanship in the use of media, techniques, and processes to achieve desired intentions in works of art.
4. AIII.8 The student will demonstrate initiative, originality, fluency, commitment to tasks, and openness to new ideas in the creation of works of art.
5. AIII.13 The student will compare and analyze relationships between styles or cultures using an expanded art vocabulary.
6. AIII.29 The student will describe the effects that works of art have on groups, individuals, and cultures.
Specific learning objective #1
Upon entering the classroom, the arts level II and III students will engage in a motivational activity incorporating the objects they were asked to bring during the previous class. The best students will understand that they give their object one meaning out of a possibility of many.
Specific learning objective #2
After the motivational activity, the students will view the works of Ken Aptekar, as well as a summary of Rembrandt. The students will discuss with the teacher the effectiveness of the artists intentions and their interpretation of his works. The key concepts to remember is spectator, interpretation, and "appropriate response". The most successful student will be able to use an expanded art vocabulary to discuss and analyze works of art and be able to support their ideas.
Specific Learning Objective #3
After the lecture, the students will create portraits in color and utilize their peers verbal interpretations as text overlay. The most successful student will create works of art that meet the required elements and parameters of the project.
Advanced Organizer:
The following must be accomplished before the lesson can begin: images of Ken Aptekar must be hung in manner that all students can view, colored pencils, paint brushes, water and paint must be mixed and on available counter space, two tables must be connected lengthwise for the motivational activity.
Motivational Activity:
The students will have their required objects in hand. I will have the students gather around the connected tables. "This table represents a continuum with the center being neutral and the far right being extremely beautiful and the far left being extremely ugly. I want each of you very carefully and with respect to put your object on the continuum where you feel it belongs." The students will place their objects on table. At this point the teacher will allow several students to respond as to why they feel their object belongs at the point on the continuum that they put it. "This time what I want each of you to do, we will do this one at a time, is to select one item you think is in the wrong place." At this point each student will take turns and move one object. When finished the teacher will allow several students to respond as to why they felt that object was in the wrong place.
Lesson Sequence:
Day I
1. The teacher will present the motivational activity.
2. The teacher will discuss the works of Ken Aptekar and summarize the life of Rembrandt.
3. The teacher will encourage the students to discuss the works and encourage students to support their ideas. What is spectatorship? What is the spectator’s role in art? The teacher wants to get the student to use words like opinion, meaning, interpretation. What is an appropriate response?
4. The teacher will remind students of their daily homework-practicing elements of art and design including but not limited to balance, repetition, primary colors, color combinations, light and shadow, line and texture.
Day 2, 3, and 4
4. The teacher will present the parameters of the first half of the project encouraging originality and initiative. The students will use 11x14 paper and colored pencils and/or color paints. They will create a portrait of themselves, their pet or family member in order to communicate a personal aspect of them.
The student will incorporate at least one color technique learned in previous classes.
5. Then hand out the necessary supplies for the first half of the project.
6. Review various color techniques- chiaroscuro, monochromatic, analogous, and primary colors.
7. The teacher will walk around the room so as to make her/him available to answer questions and make suggestions.
8. the students will have the next two days to complete the project.
9. The teacher will remind students of daily homework.
Day 5 and 6
10. At the beginning of class, the students will hang their finished projects (any unfinished projects will be considered finished) on the wall. Each student will select one work by their peers and write down 1-2 short sentences that represent their verbal interpretation of the artwork. The interpretation will be given the student artist.
11. After the initial critique, each student will be given the supplies for the last half of their project.
12. The teacher will give a short discussion on the use of type and the parameters of the final half of the project. The student will then take a piece of clear acetate 2 inches taller then their portrait and tape the extra 2 inches behind the portrait with drafting tape. Next, they will fold the acetate over creating a clear cover for their portrait. The student using the 1-2 short sentences will create text on the clear acetate using the elements of design. The text could be stamps, stencils or hand painted. Initiative is encouraged.
13. The teacher will walk around the room so as to make her/him available to answer questions and make suggestions.
14. The students will have the following day to complete project.
15. The teacher will remind students of daily homework.
Day 7
16. The students will hang their final projects and view the projects of their peers.
17.The teacher will engage the students in a critique using skills learned in previous classes.
Closure:
At the end of each day, each student will be responsible for cleaning their tables, brushes, areas and returning all supplies to their proper place.
At the end of the lesson, Each student will tell the class about their original image and discuss written response to the image. They should be able to use an expanded art vocabulary discussing their aesthetic decisions, principles and elements. They should be able to discuss whether they thought their own personal work was successful in the communications of their idea. The most successful students will be able to discuss what they see, what it means and be able to support their opinion.
Transition:
In this lesson we discussed spectatorship: how the meaning the artist intended is not necessarily the meaning the spectator interprets which meaning can still be different to another spectator. We talked about the work of Ken Aptekar and how he uses sandblasted glass and text reflecting the viewer’s opinion of the original. We also created an image that we overlayed with text reflecting the opinion of one of your peers. Next time, we will review Ken Aptekar we will look at another image of Ken Aptekar and several others by unknown artists. For the next class, I would like each of you to bring in an object or picture of something you find offensive. This object must not violate the student handbook’s regulations.
Student Evaluations:
Students will be evaluated according to (1) how well they demonstrate their understanding of spectatorship, through discussions; (2) the connection they make between themselves as the viewer and themselves as the artist; (3) their ability to participate in class critique; (4) if student work demonstrates the use of design principles and art elements; and (5) if the student followed the parameters of the project.
Lesson Evaluations:
The teacher will need to provide a clear discussion of the concept of spectatorship and be sure the students have good understanding of themselves as spectator. If this part of the lesson is not accomplished the lesson and following lesson will fail. The teacher should not spend too much time on preliminary sketches but rather encourage the students to do that for their homework.
Modifications:
Oil pastels could be used to replace paints and/or pencils.
If their will be a special needs child, such as special education, the teacher could have ready images with outlines created with dry glue. This would provide the student with tactile edges indicating stop and start areas. The student would use colored pencils or crayons instead of paint as needed.
References, Bibliography, Resources
http://www.ibiblio.org/wm/paint/auth/rembrandt/
http://www.arts.endow.gov/explore/Gallery/Aptekar
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