Transcript Artist Slide Previews

Joy Leinenbach
ARE 6195
November 18, 2008
http://www.visit4info.com/advert/FebrezeFebreze-Range/16772/2
Objectives
Students will learn how to look critically at advertisements to determine the hidden
messages that are sometimes conveyed to the viewer.
Students will determine how stereotypes and moral values are used in advertising.
Students will develop critical skills that will allow them to be more informed consumers.
Procedures
Show students a thirty second commercial advertisement for Febreze
After showing the commercial lead students in a classroom discussion about the commercial they
just watched.
Discuss aspects of television commercials to focus awareness on the messages and powers of
commercials.
Ask students:
What product is the commercial advertising?
Does the commercial clearly show the function and ability of the product?
Are the characters presented in a stereotypical way? If so, how or what stereotypes?
Is there a message or belief being communicated in addition to the selling of the product ?
Assessment
oStudents will submit a written page naming a commercial of their choice.
oStudents will name:
o the product
owhat time and channel it was viewed on
oa description of the characters, setting, and plot of the commercial.
oThey must note aspects of the commercial that show or reinforce stereotypes and
describe what they are.
oAlso, describe what kind of underlying message can be gotten from the commercial
besides what product is for sale.
Statement of Origin
The purpose of this lesson stems from the assigned readings of excerpts from Rose
K. Goldsen’s book The Show and Tell Machine. That reading emphasized how
television plays such a large role in the life of us all and also points out the power It
has to persuade us to do, think, and buy things. Since commercials are such a large
part of our television viewing time, students need to learn how to look critically at
commercials and determine what messages are being presented either blatantly or
subversively.
Objectives
Students will learn how to apply the Feldman method of art criticism when judging art and
support their judgments using the visual facts.
Students will become aware of how artists’ work reflects social issues like race and attitudes
of the artist.
Procedures
Discuss the background information about the sport of basketball and basketball
stars like Michael Jordan.
Next, show the students Basketball and Chain by Hank Willis Thomas.
Ask students for their first impressions.
Guide the students through the steps of DESRIBE, ANALYZE, INTERPRET, &
JUDGE by looking as a class at the image and ask questions to gather the
information needed to reach a judgment. Did this process change alter their
previous impression of the work?
Students will then be asked to critique Hang Time (Circa 1923) individually using
the steps practiced together.
Assessment
Students will write a critique.
Students will include sections to address each of the steps of the Feldman
method.
Critiques will be assessed using a rubric that outlines the key information
needed for each step.
Statement of Origin
In common with the article by Paul Duncam that discusses Aesthetics and
Ideology in tension with each other, I also felt like the work of this artist
embodies that idea as well. While the images are pleasing to look at you
experience a shock while you are Looking because you know that the subject
of the works address social injustices and hate.
Objectives
Students will become aware of how the skill of art criticism develops through a series
of stages.
Students will learn what the stages are and how they are defined.
Procedures
Students will be shown an image of Mary Proctor’s work. They will be asked to
make statements about the artwork.
I would then show them an example of how people at the 5 different stages might
react to the work they viewed.
Students will identify what stage their comment would be categorized under
After explaining that learning in art would include striving to reach the higher stages,
I would then ask them to look at the 2nd piece by Mary Proctor and attempt to make
observations that would be made by those in the next stage up from where they
were originally.
Assessment
Using their written responses to the artists work, students will
attempt to identify the stage that they are in based on the
descriptions of the 5 stages by Parsons. Assessment will be
based on the completion of the responses and the correct
identification of their stage based on those responses.
Statement of Origin
I chose to use this project as an opportunity to show students
what stage of criticism they are functioning at because of the
Parson’s reading assignment. I think that if the students can be
made more aware of the different levels they will realize what to
strive for. It would work something like a rubric in letting the
students know what high and low level looks like.
Kathleen Holmes
Interpreting stage of the Feldman Method: Determining
Cultural Symbols and their meaning
Objectives
Students will become aware of how cultural symbols are used in artwork
Students will understand the meanings that can be attached to an artwork by
those symbols and how it affects their interpretation.
Procedures
Students will look at the image The Perfect Marriage and list the cultural
symbols that are present in the work and what they stand for.
Students will then view The Girl I Left Behind and discuss how the
meaning is changed by adding different symbols.
Assessment
Students would then create their own plan in their sketchpad for a clothing item
and embellishments that symbolize their “identity”.
Students would then present their drawing and explain to the group their
selections and the meaning that they intended.
Statement of Origin
I was interested in how certain images were used as symbols to represent ideas
of a subgroup within our society
The Perfect Marriage
March 2000
78" x 48" x 36"
Mixed media
Objectives
Students will understand that there are a variety of schools of criticism from which the viewer
may work.
Students will understand the basis and function of Feminist criticism.
Procedures
Give examples of various schools of criticism.
Briefly explain the focus of feminist criticism in particular.
Ask the students to choose one of the two works by Karen Searle and complete the
written assignment (see assessment)
Assessment
Pick three aspects of the work that relate to woman’s roles in society or and tell
how they might give the viewer an insight into the meaning of the work.
Statement of Origin
I wanted to create a lesson to show students how criticism can be done from a
variety of different points of view, and in particular how the feminist point of view
can give insight.
Objectives
Students will learn that the description of an artwork includes titles and
materials used. These aspects can have a great influence on the meaning of
the work.
Procedures
Students will view Strike Anywhere and discuss together how the title and
materials contribute to the meaning of the work.
Students will then view the work 22 Caliber Flag and write their own
description of the work. Students can share parts of their description with the
group to see if anyone came up with points that others missed.
Assessment
Students will turn in completed written descriptions of the work 22 Caliber Flag
Strike Anywhere, 2000
23 x 24 x 8 in.
Leather case,
matches
22 Caliber Flag, 2001
1 x 28.5 x 18 in.
Lead and copper-tipped
bullets
Feldman, E. B. (1994). Practical art criticism. Englewood Cliffs, N J: Prentice Hall.
Goldsen, R. K. (1978). The show and tell machine. New York: Delta Publishing.
Holmes, Kathleen (Artist). (2000). The Perfect Marriage [Image of painting]. Lake Worth, Florida;
Collection of the artist. Retrieved October 22, 2008, from http://www.kathleenholmes.com/galleries.
Holmes, Kathleen (Artist). (2008). The Girl I Left Behind [Image of painting]. Lake Worth, Florida;
Collection of the artist. Retrieved October 22, 2008, from http://www.kathleenholmes.com/galleries.
Parsons, M. (1992). How we understand art. New York: Cambridge University Press.
Proctor, Mary (Artist). (Unknown). We walk by faith not by sight [Image of painting].
Proctor, Mary (Artist). (Unknown). Grandma's Blue Willow [Image of painting].
Searle, Karen (Artist). (unknown). Woman Within II [Image of sculpture].
Minneapolis, Minnesota; Collection of the artist. Retrieved October 15, 2008, from
http://karensearle.com.
Searle, Karen (Artist). (unknown). Essence: Image and Reality [Image of sculpture].
Minneapolis, Minnesota; Collection of the artist. Retrieved October 15, 2008, from
http://karensearle.com.
Salvest , John (Artist). (2000). Strike Anywhere [Image of painting]. New York, New York;
Morgan Lehman Gallery of Contemporary Art. Retrieved October 24, 2008, from
http://www.morganlehmangallery.com.
Salvest , John (Artist). (2001). 22 Caliber Flag [Image of painting]. New York, New York;
Morgan Lehman Gallery of Contemporary Art. Retrieved October 24, 2008, from
http://www.morganlehmangallery.com.
Taunton, M. (1983). Questioning strategies to encourage children to talk about art.
Willis-Thomas, Hank (Artist). (2003). Basketball and Chain [Image of painting]. Atlanta,
Georgia; Wertz Contemporary Art Gallery. Retrieved October 20, 2008, from
http://wertzcontemporary.com/artists.
Willis-Thomas, Hank (Artist). (2008). Hang Time (Circa 1923) [Image of painting]. Atlanta,
Georgia; Wertz Contemporary Art Gallery. Retrieved October 20, 2008, from
http://wertzcontemporary.com/artists.