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The Art:21 series introduces
men and women of varied cultural, religious, and geographic backgrounds
who reflect the diversity of the students in our classrooms, the
people in our communities, and the circles of our friends and families.
Artists featured include painters, photographers, sculptors, and
performance and video artists who use a variety of tools and processes
to create their work. Presented as real people, these creative
role models provide a rich range of examples of what it means to
be an artist and an imaginative thinker today.
NATIONAL
STANDARDS |
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looking
at likeness
Topic: Abstraction & Realism
Artists: Antin,
Hamilton, Hancock, Hawkinson, Marshall, Walker
Looking at the practice of portraiture, this lesson looks at how
‘likeness’ is defined and portrayed, as well as the intersections
between real events and fictional imagery in the work of contemporary
artists. Students will convey their own ideas about self-representation
through realistic and abstract portraits in a variety of media including
photography, painting, collage, and cut-paper sillhouettes. |
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model
homes
Topic: Home & Displacement
Artists: Osorio,
Suh, Zittel
This lesson uses the architectural model as a means of exploring
how a home can serve as a metaphor to describe the identity of its
inhabitants. Students will look at artists who have used the structure
of a house to describe their own histories, personalities, and aspirations.
Students are asked to imagine their dream home, explore a makeshift
or temporary home to meet a particular loss or desire, and consider
homes as they exist in urban, suburban, and rural areas. |
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the
alter-ego saves the day
Topic: Individuals & Collectives
Artists: Antin,
Barney, Hancock, Pettibon
Many artists make work that incorporates an alter-ego or stand in
for themselves. In this lesson students will create their own alter-ego
as a heroic, tragic, or sinister protagonist in a story of their
own devising. Students will create a costume as well as a comic
book narrative where the fictional events of their alter-ego are
brought to life. Probing conventions of the self and creativity,
students will create art work as their alter-ego. |
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converging
media
Topic: Labor
& Craftsmanship
Artists:
Antoni, Applebroog, Barney, Cai, Chin, Hamilton, Herring, Murray,
Smith, Wodiczko
Many artists have innovated traditional media to create new and
hybrid art forms. After exploring the connections and distinctions
between different art forms such as painting, sculpture, film,
performance, architecture, and dance, students will create a work
of art that relies on merging different media. Students will also
explore the role of collaboration in realizing large-scale projects
such as installations, films, and performances. (Updated
for Season Three!)
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in
the landscape
Topic: The
Natural World
Artists: Chin,
Lin, Nauman, Orozco, Turrell
Students will use a daily walk to create a work of art. Through
documentation by collecting significant objects, use of a camera,
a journal, or other means, students will represent that route, area,
or experience of walking in visual form. Students will then create
an intervention or work of art in the landscape itself, taking into
consideration the ecological and visual impact of their creative
endeavor. Students will compare the strategies of making art ‘out
of’ vs. ‘in’ the landscape. |
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public
façades, private interiors
Topic: Public & Private
Space
Artists: Lin,
Puryear, Serra, Turrell
Drawing from a discussion of architecture and the way in which both
the public and the private are contained in the design and construction
of a building, this lesson will look at a variety of public and
site specific works of art to explore the public and private elements
of sculpture. This lesson will introduce memorials, site-specific
installations, interventions in the landscape, the relationship
between a work of art and a building, and architecture as a form
of art in it's own right. |
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new
rituals
Topic: Ritual
& Commemoration
Artists:
Antoni, Nauman, Orozco
What are the daily rituals that define who we are and what we
do? Repetition and the performative aspects of our daily lives
are explored in this lesson that asks students to pay attention
to the ways they create their own personal rituals, habits, and
routines. Drawing from artists who incorporate personal rituals
into their work, this lesson will encourage students to record
the rituals they participate in and to develop a new or existing
ritual into a work of art.
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new
tools, new materials
Topic: Technology & Systems
Artists: Antoni,
Barney, Chin, Hamilton, Hawkinson, Lin, Zittel
Many contemporary artists use unconventional tools and materials
in their art making practices, bringing innovative ideas to traditional
methods and forms. By doing so, these artists blur the distinctions
between traditional categories of art, and hence change the public’s
perception of what art can be. In this lesson students will create
several works of their own that incorporate new methods, means,
and resources. |
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confronting
conflict
Topic: War
& Conflict
Artists:
Ford, Sikander, Walker
Critics often say “History is told by the winners.”
This lesson explores that statement, as well as how formal elements
such as contrast, and conceptual elements such as symbolism, graphically
represent and depict historical conflict. Students will look at
different visual narratives that represent historic or fictional
events but at the same time reference current issues or conflicts.
Students will then create their own visual narrative referencing
a personal or social issue.
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National
Standards for
Visual & Performing Arts
The lesson plans are designed to meet the National Education
Standards in Language Arts:
• Students should be able to communicate at a basic level in the four arts
disciplines—dance, music, theatre, and the visual arts. This includes knowledge
and skills in the use of the basic vocabularies, materials, tools, techniques,
and intellectual methods of each arts discipline.
• Students should be able to communicate proficiently in at least one art
form, including the ability to define and solve artistic problems with insight,
reason, and technical proficiency.
• Students should be able to develop and present basic analyses of works
of art from structural, historical, and cultural perspectives, and from combinations
of those perspectives. This includes the ability to understand and evaluate work
in the various arts disciplines.
• Students should have an informed acquaintance with exemplary works of
art from a variety of cultures and historical periods, and a basic understanding
of historical development in the arts disciplines, across the arts as a whole,
and within cultures.
• Students should be able to relate various types of arts knowledge and
skills within and across the arts disciplines. This includes mixing and matching
competencies and understandings in art-making, history and culture, and analysis
in any arts-related project.
For the Visual Arts Standards (Grades 9-12)
this includes:
#1 Understanding and applying media, techniques
and processes
Students apply media, techniques, and processes with sufficient skill, confidence
and sensitivity that their intentions are carried out in their artworks. Students
conceive and create works of visual art that demonstrate an understanding of
how the communication of their ideas relates to the media, techniques and processes
they use.
#2 Using knowledge of structures and functions
Students demonstrate the ability to form and defend judgments about the characteristics
and structures to accomplish commercial, personal, communal, or other purposes
of art. Students evaluate the effectiveness of artworks in terms of organizational
structures and functions. Students create artworks that use the organizational
principles and functions to solve specific visual arts problems.
#3 Choosing and evaluating a range of subject
matter, symbols, and ideas
Students reflect on how artworks differ visually, spatially, temporally, and
functionally, and describe how these are related to history and culture. Students
apply subjects, symbols, and ideas in their artworks and use the skills gained
to solve problems in daily life.
#4 Understanding the visual arts in relation
to history and cultures
Students differentiate among a variety of historical and cultural contexts in
terms of characteristics and purposes of works of art. Students describe the
function and explore the meaning of specific art objects within varied cultures,
times, and places. Students analyze relationships of works of art to one another
in terms of history, aesthetics, and culture, justifying conclusions made in
the analysis and using such conclusions to inform their own art making.
#5 Reflecting upon and assessing the characteristics
and merits of their work and the work of others
Students identify intentions of those creating artworks, explore the implications
of various purposes, and justify their analyses of purposes in particular works.
Students describe meanings of artworks by analyzing how specific works are created
and how they relate to historical and cultural contexts. Students reflect analytically
on various interpretations as a means for understanding and evaluating works
of visual art
#6 Making connections between visual arts
and other disciplines
Students compare the materials, technologies, media, and processes of the visual
arts with those of other arts disciplines as they are used in creation and types
of analysis. Students compare characteristics of visual arts within a particular
historical period or style with ideas, issues, or themes in the humanities or
sciences.
State Standards for
Visual & Performing Arts
Find out if this lesson plan correlates to your state's education
standards! On PBS
TeacherSource do a search for "Art in the 21st Century" and
click on the Standards Match icon. |
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