For this assignment I had students choose an artist to complete a report. The students conducted their own research over the course of a few days and put together a Prezi to present to the class. The assignment was to provide the audience with a unique history of their chosen artist. To complete this, students completed a digital storytelling about the lives of their artist. In the provided example the student conducted research over Vincent Van Gogh. This student’s approach to the assignment was to explain the history of the artist in response to, “If you could have lunch with any artist from history, who would it be and why?”
This example provides the student to understand the history of the artist and begin to hypothesize answers to their proposed questions. The student is required to use the program Audacity to record their sound. The student will then take the audio and insert it into their presentation. The audio should go along with the content on the Prezi. The student may choose to play background music or cut up the audio to link it to the provided paths. This example involves the student cutting the audio to insert on the paths. The student should also provide a reference slide at the end of the presentation. Prezi does not allow for manipulation of text. With that said, the references should be as close to APA format as the program allows. The most important aspect of this lesson is that the student tell a story utilizing audacity and Prezi.
At the end of the lesson the student will present the Prezi to the class. This should be a fun and creative presentation for both the student and the class.
For this lesson I am utilizing the help of a screencast to show students a website that they could utilize during research. For this project the students are researching a period in art history that interests them. This example researches the question, “Should graffiti be considered as a form of art?” This is not a student example, rather I am showing how the website, bubbl.us can help students during their research process.
Bubbl.us is a great tool for researching and organizing information. It is an online word mapping tool that has unlimited space for students to arrange their ideas. In the example provided I show the students what the website is, and how it is used. The instruction for the site is basic. It shows students how to create bubbles, type in words, past content from webpages, and save the material. This website can be saved and accessed at later dates so students can always make additions to the bubbles when need be. Again, this is why this tool is such a great asset for organizing thoughts when researching material.
To the students:
Go ahead and explore the site. It is easy to work with. You may change the color of the text boxes, size of the font, delete, and even connect the boxes after they have been created. To create a new bubble you can hover over one bubble and click on a new box. You may then form a new word bubble. You may also link bubbles by hovering over a bubble and clicking on the bubble with a line attached to it. This shows a direct relation to your original bubble. You can also connect bubbles with an arrow. To do this you hover over a bubble until you see the word “connect” in a tool menu (you should also see an arrow with it), then left click the arrow, holding down, and connect to your desired box. Good luck with the research and have some fun with the program!
Under our History and Art unit, students chose a time period in art history to study. The goal of this unit was to have students explore the relationship between history and art. It included three different lessons. The students compiled their learning artifacts from each lesson and presented the learning at the completion of the entire unit.
The first lesson in this unit included researching a time period in art history. Students were allowed to work alone or in partners and study their chosen period of art. The research included two parts: 1) the art during that time, including artists and artworks, and 2) what is happening in history around the world. They then reflected upon the art from this time and related it to happenings in society. Students were then to compile their research and organize their ideas.
The second lesson of this unit incorporated creating an artwork to accompany their presentation. Students were allowed to choose the media and subject of their artwork. However, the media and subject MUST reflect the artwork produced during their chosen art period.
The third part of this unit involved compiling, organizing, and creating a presentation that reflected their learning on the research project. Students were allowed to choose how they wanted to present their research; some chose PowerPoint presentations, some chose to work with Prezi, and some chose to use posters. Students also presented their completed artwork and described how their artwork is an example of art from this period.
After completion of the unit, students were asked to complete one final assignment; an audio recording. Students interviewed each other regarding their research project and what they learned. During the class period we brainstormed a variety of questions to ask during the interview. Students were allowed to choose from these questions and/or use their own. Students used the computer program, Audacity, to record their responses. We presented these interviews on the final day of the unit plan as a summary reflection. The students really enjoyed using technology in these interviews compared to completing a discussion in the classroom.
Attached is an example of a student interview. (Because I am not yet a teacher it is just an example of what a student could do.)
Upon the completion of our Jackson Pollock lesson plan, we will continue on our learning of Modern Art. We will be studying Mark Rothko and create an abstract painting using his unique painting style. This Youtube video provides background information on the artist and his style of painting. We will be exploring this artist, his paintings, and his technique. After completion of the lesson we will be producing paintings using this technique.
Students: Begin brainstorming about what you want to paint. Think about colors you may use and what those colors mean. In your sketchbook, begin by creating small sketches of possible ideas for this painting. We will be beginning this lesson whenever we learn about color.
Below is a link to the National Gallery of Art. It provides a timeline of the artist. Explore the timeline and view some of his paintings.
NGA Mark Rothko
This was one of my favorite lessons thus far for both the students, and me! We began by studying the artist, Jackson Pollock. We watched a biography about his life and discussed how it played a role in his artworks. He is known for his splatter paintings so as an activity, we created our own splatter paintings with a twist. Rather than splattering paint onto the campus using paintbrushes, we put paint into water balloons, attached the balloons on a canvas, and threw darts at the balloons to make the splatters! The most difficult part was figuring out how to get the paint into the water balloons. (It is more difficult than you would think!) Through experimentation we figured out the best way for all of us and shockingly we kept most of the paint off of ourselves! It was a fun learning activity for everyone. Below are some pictures from the lesson.
The collection of students’ completed splatter paintings.
Found this interesting article, The New World of Net Art, in Artnews magazine. It describes how artists have used new technology to create unique works of art. One might think that technology might affect art in a negative manner; however, these artists have embraced technology and are using websites such as Tumblr, Instagram, Vine, and other platforms to display artworks.
Not only have artists changed due to technology, but museums are beginning to embrace technology and are opening their doors to this new type of web art. As of now, there is not a large amount of purchases for this type of artwork because it can be easily accessed and shared through websites; however, I am sure that there will soon be an answer to this problem.
Hope you find it as interesting as I did.
The New World of Net Art
To the students….
Do you believe that this new form of web art qualifies as “art?” What does this new style of art say about our society? How would you define internet art?