Building our World - architecture and humanity
Project Description:
When humanity looks to make a mark on the world, we frequently make it permanent. Great works of architecture create and define spaces to either provide shelter or also further our understanding of each other, and our world. In this lesson, we will explore the complexity of shelter and how it effects and affects us as humans. Also how we perceive spacial depth in art as it mimics architecture.
Standards: Rhode Island State Standards
· Learn materials use and management
VAD 1 (9-12) – 1 b. generating, applying, revising, and evaluating strategies and techniques to address artistic problems
· Develop understanding of stylistic experimentation
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
Reinforce critiquing skills
VAD 1 (9-12) – 2 b. demonstrating knowledge of vocabulary of media, techniques, and processes
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
· Incorporate engineering and technology into the study of aesthetic
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)
Core Standards provided by the NAEA National Core Standards for Visual Art
Creating: Conceiving and developing new artistic ideas and work.
Anchor Standards:
1. Generate and conceptualize artistic ideas and work
2. Organize and develop artistic ideas and work.
3. Refine and complete artistic work
Performing: Realizing artistic ideas and work through interpretation and presentation.
Presenting: Interpreting and sharing artistic work.
Producing: Realizing and presenting artistic ideas and work.
Anchor Standards:
4. Select, analyze, and interpret artistic work for presentation.
5. Develop and refine artistic techniques and work for presentation.
6. Convey meaning through the presentation of artistic work.
Responding: Understanding and evaluating how the arts convey meaning.
Anchor Standards:
7. Perceive and analyze artistic work.
8. Interpret intent and meaning in artistic work.
9. Apply criteria to evaluate artistic work.
Connecting: Relating artistic ideas and work with personal meaning and external context.
Anchor Standards:
10. Synthesize and relate knowledge and personal experiences to make art.
11. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Essential Questions: What is shelter? Is shelter permanent or transitory? What is important to you about shelter? Does a shelter need to be made for a certain purpose?
ASSIGNMENT 1 - Tatebanko Considered a child's toy and craft, these puzzle dioramas are traditionally printed upon one sheet of paper which becomes a perspective piece of art. The subjects of these are primarily great works of art translated and broken down to foreground, middleground, background.
Activity 1: Create a set of sketches - one foreground focusing on nature , one middleground that represents you, and a background that represents technology
Due - 11/5/2014
Activity 2: Create thumbnail sketches of how your Tatebanko will lay out and look as a 3D object
Due - 11/6/2014
Activity 3: Draw the final works on pieces of stiff cardstock and cut them out with a utility blade. (be sure to leave attachment tabs).
Due - 11/13/2014
Activity 4: Create the environment for the diorama portion of the piece in paper- create a box for your diorama.
Due - 11/18/2014
Activity 5: Glue the cut drawings to the floor of the box, then place the walls and roof of the box appropriately.
Due - 11/25/2014
ASSIGNMENT 2 - Personal Studios
Activity 1: You will engage in a discussion of the work of architect Moshe Safdie. After watching a video where Safdie describes his work and the motivation for several monuments and community buildings, you will discuss his motivations and what you think in regards to the essential questions above.
Activity 2: Seeing the memorials created by Safdie, you will explore the histories of your home town. After finding an event or demographic that is prevalent in your town, research the history of that event/culture.
Activity 3: Choose a room in the school building - how does the decor and personal items in the room define the subject and/or the teacher? Document what you see. Which are artifacts that could help you define the people and place in which the objects are found.
Activity 4: Design your future studio. Incorporate in this art making space, things that are relevant to you, your cultural heritage, and the aesthetics you enjoy in architecture. Us Trimble SketchUp to aid in creating a 3-D CAD model of your ideal studio.
When humanity looks to make a mark on the world, we frequently make it permanent. Great works of architecture create and define spaces to either provide shelter or also further our understanding of each other, and our world. In this lesson, we will explore the complexity of shelter and how it effects and affects us as humans. Also how we perceive spacial depth in art as it mimics architecture.
Standards: Rhode Island State Standards
· Learn materials use and management
VAD 1 (9-12) – 1 b. generating, applying, revising, and evaluating strategies and techniques to address artistic problems
· Develop understanding of stylistic experimentation
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
Reinforce critiquing skills
VAD 1 (9-12) – 2 b. demonstrating knowledge of vocabulary of media, techniques, and processes
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
· Incorporate engineering and technology into the study of aesthetic
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)
Core Standards provided by the NAEA National Core Standards for Visual Art
Creating: Conceiving and developing new artistic ideas and work.
Anchor Standards:
1. Generate and conceptualize artistic ideas and work
2. Organize and develop artistic ideas and work.
3. Refine and complete artistic work
Performing: Realizing artistic ideas and work through interpretation and presentation.
Presenting: Interpreting and sharing artistic work.
Producing: Realizing and presenting artistic ideas and work.
Anchor Standards:
4. Select, analyze, and interpret artistic work for presentation.
5. Develop and refine artistic techniques and work for presentation.
6. Convey meaning through the presentation of artistic work.
Responding: Understanding and evaluating how the arts convey meaning.
Anchor Standards:
7. Perceive and analyze artistic work.
8. Interpret intent and meaning in artistic work.
9. Apply criteria to evaluate artistic work.
Connecting: Relating artistic ideas and work with personal meaning and external context.
Anchor Standards:
10. Synthesize and relate knowledge and personal experiences to make art.
11. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Essential Questions: What is shelter? Is shelter permanent or transitory? What is important to you about shelter? Does a shelter need to be made for a certain purpose?
ASSIGNMENT 1 - Tatebanko Considered a child's toy and craft, these puzzle dioramas are traditionally printed upon one sheet of paper which becomes a perspective piece of art. The subjects of these are primarily great works of art translated and broken down to foreground, middleground, background.
Activity 1: Create a set of sketches - one foreground focusing on nature , one middleground that represents you, and a background that represents technology
Due - 11/5/2014
Activity 2: Create thumbnail sketches of how your Tatebanko will lay out and look as a 3D object
Due - 11/6/2014
Activity 3: Draw the final works on pieces of stiff cardstock and cut them out with a utility blade. (be sure to leave attachment tabs).
Due - 11/13/2014
Activity 4: Create the environment for the diorama portion of the piece in paper- create a box for your diorama.
Due - 11/18/2014
Activity 5: Glue the cut drawings to the floor of the box, then place the walls and roof of the box appropriately.
Due - 11/25/2014
ASSIGNMENT 2 - Personal Studios
Activity 1: You will engage in a discussion of the work of architect Moshe Safdie. After watching a video where Safdie describes his work and the motivation for several monuments and community buildings, you will discuss his motivations and what you think in regards to the essential questions above.
Activity 2: Seeing the memorials created by Safdie, you will explore the histories of your home town. After finding an event or demographic that is prevalent in your town, research the history of that event/culture.
Activity 3: Choose a room in the school building - how does the decor and personal items in the room define the subject and/or the teacher? Document what you see. Which are artifacts that could help you define the people and place in which the objects are found.
Activity 4: Design your future studio. Incorporate in this art making space, things that are relevant to you, your cultural heritage, and the aesthetics you enjoy in architecture. Us Trimble SketchUp to aid in creating a 3-D CAD model of your ideal studio.
| reflection_visual.docx |
