big ideas. 3 big idea 1 4 artists manipulate materials and ideas to create an aesthetic object, act,...
TRANSCRIPT
BIG IDEAS
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Big Idea 1
4
Big Idea 1
Artists manipulate materials and ideas to create an aesthetic object, act, or event.
Essential Question:
What is art and how is it made?
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Students differentiate the components of
form,
function,
content, and/or
context of a work of art.
Raspberry colored sheet in my workshop materials.
Learning Objective 1.1
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Reordering this list of ideas for clearer student understanding:
1st content
2nd form
3rd context
4th function
Learning Objective 1.1
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►Content
►Form►Context►Function
Learning Objective 1.1
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► Content of a work of art consists of interacting, communicative elements of design, representation, and presentation within a work of art. Content includes subject matter: visible imagery that may be formal depictions (e.g., minimalist or nonobjective works), representative depictions (e.g., portraiture and landscape), and/or symbolic depictions (e.g., emblems and logos). Content may be narrative, symbolic, spiritual, historical, mythological, supernatural, and/or propagandistic (e.g., satirical and/or protest oriented).
Content College Board Definition
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►Interactive communicative elements of the work
►Subject matter – visual imagery►Narrative elements►Symbolic elements-
iconography
Content can be Objective / Non-objective
Content
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Content (what the work of art is about – specifically it’s subject matter) is often related to the function of the work or the intended purpose of the work of art within the culture.
Works of architecture do not have “content” but architects choose architectural styles and building motifs to support the buildings function
Content
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►Content►Form
►Context►Function
Learning Objective 1.1
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Form describes component materials and how they are employed to create
physical and visual elements that coalesce into a work of art. From is investigated by applying design elements and principles to analyze the work’s fundamental visual components and their relationship to the work in its entirety.
Form – College Board Definition
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►Material used
►Techniques employed in the work’s creation
►Elements of art
►Principles of design
►The above visual elements “coalesce” in a work of art = Style
Form / Formal Analysis
Form - ways of analyzing sculpture
Materials / techniquesMaterials / techniquesStance / presentationStance / presentationProportion (figure)Proportion (figure)Anatomical detail / correctnessAnatomical detail / correctnessMovement / gestureMovement / gestureFacial expressionFacial expressionOrganic / geometric formOrganic / geometric formNegative / positive spaceNegative / positive space
in my workshop materials
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►Content►Form►Context
►Function
Learning Objective 1.1
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Characteristics of the artist and audience – including aesthetic, intellectual, religious, political, social, and economic characteristics – are context. Patronage, ownership of a work of art, and other power relationships are also aspects of context. Contextual information includes audience response to a work of art. Contextual information may be provided through records, reports, religious chronicles, personal reflections, manifestos, academic publications, mass media, sociological data, cultural studies, geographic data, artifacts, narrative and/or performance (e.g., oral, written, poetry, music, dance, dramatic productions), documentation, archaeology, and research.
Context College Board Definition
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Four ways to think about “context”
Context
Contextual Analysis
1: Physical location of the
work of art in its original
setting
Where was the work of art originally situated?
Contextual Analysis
2:Artist and patron of the work of art
Who was the patron or
the work?
Who was the artist?
Contextual Analysis
3: Historical events which influence the work of art
What is the subject matter of the work of art and is it historical relevant ?
Contextual Analysis
4: Concepts and ideas which surround the work – ideas and beliefs
What religious, social or philosophical ideas within the culture influence the content or presentation of the work of art?
Context for Sumerian Art
Teaching Context
History: Constant political change in the region due to geography being open to constant invasion (Sumerian > Akkadian > Neo-Sumerian > Babylonian > Hittite > Assyrian > Neo-Babylonian > Persian)
Politics: slow to construct unified communities because of different racial groups and invasion
Religion: king/ ruler was not god-king (as in Egypt) but god’s delegate - patron deities for each city states
Geology: building restricted by available materials, no stone quarries/ forests = sun-baked brick
Art History: Interest in the Ancient Middle East heightened with the discoveries of treasure by Leonard Woolley in 1920 at the Royal Cemetery at Ur
Passage from the Epic of Gilgamesh
Enkidu slept alone in this sickness and he poured out his heart to Gilgamesh.
“Last night I dreamed again, my friend. The heavens moaned and the earth replied; I stood alone before an awful being; his face was somber like the black bird of the storm. He fell upon me with the talons of an eagle and he held me fast, pinioned with his claws, till I smothered; then he transformed me so that my arms became wings covered with feathers. He turned his stare towards me, and he led me away to the palace of Irkalla, the Queen of Darkness, to the house from which none who enters ever returns, down the road from which there is no coming back.>
Passage from the Epic of Gilgamesh (cont.)
There is the house whose people sit in darkness; dust is their food and clay their meat. They are clothed like birds with
wings for covering, they see no light, they sit in darkness. I entered the house of dust and I saw the kings of the earth, their crowns put away for ever; rulers and princes, all those
who once wore kingly crowns, and ruled the
world in the days of old…..O my brother, let some great prince, some other, come when I am dead, or let some god stand at our gate, let
him obliterate my name and write his own
instead”
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►Content►Form►Context
►Function
Learning Objective 1.1
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Function includes the artist’s intended use(s) of the work, which may change according to the context of audience, time, location, and culture. Functions may be for utility, intercession, decoration, communication, and commemoration and may be spiritual, social, political, and/or personally expressive.
Function College Board Definition
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► Context determines function, and plays a significant role in shaping the intended purpose of a work of art or architecture.
► Knowing the patron of the work is essential to knowing it’s function
► Knowing the original location is helpful
► If the work of art has no patron, then knowing about the artist’s life is critical in determining the artist’s intention.
Function
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“Students explain how artistic decisions about art making shape a work of art.”
Materials and techniques –
how they affect form and function of a work of art or architecture
The creative process
Learning Objective 1.2
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“Students describe how context influences artistic decisions about creating a work of art.”
CREATIVE PROCESS
influence by contextual issues such as:
Availability of materials
Original location Scale/size
Intended audience
Geography and cultural traditions
Learning Objective 1.3
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“Students analyze form, function, content, and/or context to infer or explain the possible intentions for creating a specific work of art.”
MEANING
Intentions of the artist or creator
Relevant contextual issues especially the patron’s agenda
Meaning of the work
Learning Objective 1.4
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Big Idea 2
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Big Idea 2
Art making is shaped by tradition and change.
Essential Question:
Why and how does art change?
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Students describe features of tradition and/or change in a single work of art or in a group of related works.
Learning Objective 2.1
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Students explain how and why specific traditions and/or changes are demonstrated in a single work or group of related works.
Learning Objective 2.2
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Students analyze the influence of a single work of art or group of related works on other artistic production.
Learning Objective 2.3
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- two accurate identifiers (in addition to any given in the suggested list of works within the prompt)
- students will not lose credit if additional identifiers provided are incorrect
-student should try to include all four of the following identifiers:
- title or designation, - name of the artist or culture of
origin, - date of creation, and - materials
“Students identify a work of art.”
Learning Objective 3.1
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“Students analyze how formal qualities and/or content of a work of art elicit(s) a response.”
Learning Objective 3.2
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“Students analyze how contextual variables lead to different interpretations of a work of art.”
Meaning of the work of art
Change over time
Audience response
Learning Objective 3.3
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“Students justify attribution of an unknown work of art.”
Stylistic Analysis
Learning Objective 3.4
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Students analyze relationships between works of art based on their similarities and differences.
Comparative analysis
Learning Objective 3.5