Artistic Risk
“Only those who risk going too far know how far they can go.” - T.S. Eliot
Introduction
In this unit, we as a class will explore and discuss artistic risk takers and how they affected the world of art. We will also probe into the social/political implications of these artists and their work. Student artists will be asked to generate art in various contemporary styles and develop/propose risks that they would like to take in art. This unit will provide student artists with the spark necessary to explore their own voices as artists by recalling and understanding the risk-taking in their own lives.
Student artists will study a variety of contemporary artists. Through the study of these individuals, student artists will gain the understanding behind taking artistic risks. We will cover topics in personal risk, social risk, physical risk, and artistic risk. In the span of this unit, student artists will gain more comfort with experimentation in their art making. The objective is to instill within them the ability to see art as a means of expressing themselves to a wider world. That in and of itself is a risk. To take a leap outside of the student artists' individual comfort zones is a risk that we will tackle together.
In the making of art throughout this unit, student artists will be asked to use materials and techniques likely foreign to them. In using these media and methods, they will become more willing to attempt new materials on their own. The examples of contemporary artists we will investigate should also drive and inspire the student artists to individual experimentation with art.
Introduction
In this unit, we as a class will explore and discuss artistic risk takers and how they affected the world of art. We will also probe into the social/political implications of these artists and their work. Student artists will be asked to generate art in various contemporary styles and develop/propose risks that they would like to take in art. This unit will provide student artists with the spark necessary to explore their own voices as artists by recalling and understanding the risk-taking in their own lives.
Student artists will study a variety of contemporary artists. Through the study of these individuals, student artists will gain the understanding behind taking artistic risks. We will cover topics in personal risk, social risk, physical risk, and artistic risk. In the span of this unit, student artists will gain more comfort with experimentation in their art making. The objective is to instill within them the ability to see art as a means of expressing themselves to a wider world. That in and of itself is a risk. To take a leap outside of the student artists' individual comfort zones is a risk that we will tackle together.
In the making of art throughout this unit, student artists will be asked to use materials and techniques likely foreign to them. In using these media and methods, they will become more willing to attempt new materials on their own. The examples of contemporary artists we will investigate should also drive and inspire the student artists to individual experimentation with art.
Grade Span Expectations (GSE) based on the Rhode Island Arts Grade Span Expectations K-12 for Visual Arts and Design
VAD 1 (9-12) – 1 b. generating, applying, revising, and evaluating strategies and techniques to address artistic problems
VAD 1 (9-12) – 2 b. demonstrating knowledge of vocabulary of media, techniques, and processes
VAD2 (9-12) –1 Students demonstrate knowledge and understanding of the role of Visual Art and Design in personal, cultural, and historical contexts
VAD2 (9-12) -1 a. Evaluating several unique purposes for making visual art and design (e.g., telling a story; communicating ideas, personal beliefs, and emotions; creating functional objects; making political and social commentary)
VAD2 (9-12) - 1 b. Analyzing the connections between Visual Arts and Design and other disciplines (e.g. ceramics and chemistry, sculpture and physics, designing and engineering)
VAD2 (9-12) - 1 c. Analyzing different cultures’ expectations and appreciation of the role of the artists in society
VAD2 (9-12) - 1 e. Interpreting and evaluating specific qualities about the visual arts and design in two cultures and time periods
VAD3 (9-12) –1 Students demonstrate the ability to communicate in the language of Visual Art and Design b. creating a unique solution for a visual art or design problem
VAD4 (9-12) –1 Students reflect upon, analyze and evaluate the work of self and other e. contributing in individual or group discussions about work in which the student gives and receives constructive criticism
VAD 1 (9-12) – 1 b. generating, applying, revising, and evaluating strategies and techniques to address artistic problems
VAD 1 (9-12) – 2 b. demonstrating knowledge of vocabulary of media, techniques, and processes
VAD2 (9-12) –1 Students demonstrate knowledge and understanding of the role of Visual Art and Design in personal, cultural, and historical contexts
VAD2 (9-12) -1 a. Evaluating several unique purposes for making visual art and design (e.g., telling a story; communicating ideas, personal beliefs, and emotions; creating functional objects; making political and social commentary)
VAD2 (9-12) - 1 b. Analyzing the connections between Visual Arts and Design and other disciplines (e.g. ceramics and chemistry, sculpture and physics, designing and engineering)
VAD2 (9-12) - 1 c. Analyzing different cultures’ expectations and appreciation of the role of the artists in society
VAD2 (9-12) - 1 e. Interpreting and evaluating specific qualities about the visual arts and design in two cultures and time periods
VAD3 (9-12) –1 Students demonstrate the ability to communicate in the language of Visual Art and Design b. creating a unique solution for a visual art or design problem
VAD4 (9-12) –1 Students reflect upon, analyze and evaluate the work of self and other e. contributing in individual or group discussions about work in which the student gives and receives constructive criticism
Big Ideas:
Making art requires taking risks.
Artistic risk is different from any other type of risk.
Risks are taken by artists with skill, precision, and well calculated planning.
Essential Questions:
Why do we take risks in our lives?
What does it mean to take a risk?
Why do artists take risks?
Who in the world of contemporary art takes large artistic risks? Why?
Making art requires taking risks.
Artistic risk is different from any other type of risk.
Risks are taken by artists with skill, precision, and well calculated planning.
Essential Questions:
Why do we take risks in our lives?
What does it mean to take a risk?
Why do artists take risks?
Who in the world of contemporary art takes large artistic risks? Why?
Upon completion of this unit, student artists will have knowledge of the following:
Several artistic risk takers in modern and contemporary art.
The difference between taking an artistic risk and a social or physical risk.
Uses of alternative media and subject matter in art.
Upon completion of this unit, student artists will be able to do the following:
Recall and understand what risks they and their families may have taken.
Decipher the difference between innovative artistic risk and social/political risk in an artwork.
Create works that ask them to take personal artistic risks.
Analyze and synthesize contemporary art movements such as Street Art.
Understand what drives an artist to take risks.
Several artistic risk takers in modern and contemporary art.
The difference between taking an artistic risk and a social or physical risk.
Uses of alternative media and subject matter in art.
Upon completion of this unit, student artists will be able to do the following:
Recall and understand what risks they and their families may have taken.
Decipher the difference between innovative artistic risk and social/political risk in an artwork.
Create works that ask them to take personal artistic risks.
Analyze and synthesize contemporary art movements such as Street Art.
Understand what drives an artist to take risks.
Artists Covered in This Unit:
Takashi Murakami (1962 - ) Japanese Avant Garde Artist
Shepard Fairey (1970 - ) American Street Artist/Graphic Designer
Banksy (unknown) British Street Artist/Social Activist
Jean-Michel Basquait (1960 - 1988) American Painter
Christo and Jean Claude (1935 - ) American duo of Sculptors/Installation Artists
Andy Goldsworthy (1956 - )British Environmental Sculptor
Georgia O’Keeffe (1887 - 1986) American Painter
Cai Guo Qiang (1957 - ) Chinese Avant Garde Artist
Takashi Murakami (1962 - ) Japanese Avant Garde Artist
Shepard Fairey (1970 - ) American Street Artist/Graphic Designer
Banksy (unknown) British Street Artist/Social Activist
Jean-Michel Basquait (1960 - 1988) American Painter
Christo and Jean Claude (1935 - ) American duo of Sculptors/Installation Artists
Andy Goldsworthy (1956 - )British Environmental Sculptor
Georgia O’Keeffe (1887 - 1986) American Painter
Cai Guo Qiang (1957 - ) Chinese Avant Garde Artist
Lessons:
Risky Business - To try and understand art an artist must risk learning who they truly are. This lesson will allow student artists to explore who they are and what risks have defined them as a person and artist.
Risk on the Street - Daring to make a statement can be hazardous. Not making the statement maybe even more so. In this lesson, students will discover how some artists make great social and physical risks to deliver a statement with their art.
Uncovering Risk - People take so many things for granted. We never notice them until they are gone. Studying the concept of calculated risk and altered environments, students will discover how to make others understand the importance of places and monuments.
Nature of Risk - Working with and in an environment does not mean you are confined. The artists and art studied in this lesson will leave a mark on the the world and on the student.
Redefining the "Box" - Forget thinking outside the box, build a new box! The most daring and innovative artist we study in this unit will inspire students to step outside their boxes and work together to create art.
Unit Wrap Up - Reflective essay on the meanings and work of this unit.
Resources for this Unit
Risky Business - To try and understand art an artist must risk learning who they truly are. This lesson will allow student artists to explore who they are and what risks have defined them as a person and artist.
Risk on the Street - Daring to make a statement can be hazardous. Not making the statement maybe even more so. In this lesson, students will discover how some artists make great social and physical risks to deliver a statement with their art.
Uncovering Risk - People take so many things for granted. We never notice them until they are gone. Studying the concept of calculated risk and altered environments, students will discover how to make others understand the importance of places and monuments.
Nature of Risk - Working with and in an environment does not mean you are confined. The artists and art studied in this lesson will leave a mark on the the world and on the student.
Redefining the "Box" - Forget thinking outside the box, build a new box! The most daring and innovative artist we study in this unit will inspire students to step outside their boxes and work together to create art.
Unit Wrap Up - Reflective essay on the meanings and work of this unit.
Resources for this Unit