Art Identity Unit
Lesson 4
In this lesson students will finish their painting or series of paintings and write an artist statement about their work. They will also participate in a critique which will give students the opportunity to share their work and demonstrate their knowledge and understanding of Identity.
Enduring Understandings/ Essential Questions
Enduring Understanding: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects artifacts, and artworks for preservation and presentation.
How are artworks cared for and by whom?
What criteria, methods, and processes are used to select work for preservation or presentation?
Why do people value objects, artifacts, and artworks, and select them for presentation?
Enduring Understanding: People gain insights into meanings of artworks by engaging in the process of art criticism.
What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text?
How does knowing and using visual art vocabularies help us understand and interpret works of art?
Enduring Understanding: People evaluate art based on various criteria.
How does one determine criteria to evaluate a work of art?
How and why might criteria vary?
How is a personal preference different from an evaluation?
National Core Art Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
VA:Pr4.1.IIIa
Critique, justify, and present choices in the process of analyzing, selecting, curating, and presenting artwork for a specific exhibit or event.
Anchor Standard 8: Interpret intent and meaning in artistic work.
VA:Re8.1.IIIa
analyze differing Interpretations of an artwork or collection of works in order to select and defend a plausible critical analysis.
Anchor standard 9: Apply criteria to evaluate artistic work.
VA:Re9.1.IIIa
Construct evaluations of a work of art or collection of works based on differing sets of criteria.
Lesson Objectives
In this lesson the students will: (1) Write an artist statement; and (2) participate in a critique where they will demonstrate their understanding of identity in relation to their final project.
Introduction
As the projects are done or almost complete introduce the
artist statement. All projects should be completed at this time and ready to be spoken about as a class.
Procedure
1. As the projects are done or almost complete distribute the Artist statement handout (Attachment F) Go over different examples of Artist Statements with the class
2. Have students display their Art for a critique.
3. During the critique portion of the class, ask for a volunteer or choose a work displayed to start from. Ask the class what they think the work is about? What is strong in the work? What could they
improve upon?
4. After some civil discussion, have the artist talk about the work and what their intent was and the choices that they made in making the piece in response the prompt. Allow for a few feedback comments from students and add a few of your own. Have the artist choose the next piece and repeat until all works have been discussed.
5. Students should turn in Sketchbooks following the checklist (Attachment C)
Tools and Materials
Teacher:
Distribute Artist Statement Handout (Attachment F)
Student:
Final Work
Sketchbook
Distribution and Clean-Up
Students are responsible for bringing their sketchbooks to every class. At the end of this Unit students will need to turn in their sketchbook and final project for grading
Closure
Final Work will be displayed
Assessment
Formative Assessment:
Critique
Student questionnaire (Attachment G)
Summative Assessment:
Sketchbook Check & Rubric (Attachment C)
Final Project (Attachment D)
Artists Studied
Kim Noble
Cindy Sherman
Andy Warhol
Stephen Hannock
Michael Reeder
Yinka Shonibare
Chuck Close
References
National Visual Arts Standards at a Glance. (n.d.). State Education Agency Directors of Arts Education (SEADAE) on behalf of NCCAS