Art Historical Intervention Project
By Stephanie Ramirez, February 27, 2017
- Middle School
- Design History
For this project, students will develop their own ideas for a painting or drawing they wish to make with the following requirement; their imagery must be their own, based on direct observation. They can use their own photographs taken specifically for this project, or their own invention (or any combination). For the final stage of this art historical intervention project, they will generate a painting or drawing that illustrates their own design “disrupted” by details or fragments from an artist appointed to them from art history.
- Students will be introduced and exposed to keywords appropriate to this project. They will develop an understanding of the definitions by filling in a visual verbal association vocabulary chart.
- Students will first create a thorough sketch for a painting or drawing they wish to make
- While developing their idea and sketch, they will complete the attached experience log (which is the experiential component: other information gathering from observation and other sensory experiences in the physical world)
https://www.artstor.org/index.shtml (This is a digital image library for arts and sciences)
- Experience logs
- Teacher’s Artist List
- Drawing pencils
- Library visit to research appointed artists
- Painting supplies
- Personal photographs
- Copies of selected images of their artist
Juxtaposition: to place side by side for comparison or contrast. Insertion: to join, plant, or insert an element of another artist into your own painting. Disruption: a picture that is introduced and that interrupts the consistency of another painting and is recognizable to the viewer. Experience: direct observation of or participation in events as a basis of knowledge; something personally encountered, undergone, or lived through. Experiential:adj. derived from or relating to experience as opposed to other methods of acquiring knowledge
Define the Problem: After Advanced Art students initially take a trip to the library to research their appointed artist and complete an experience log, students will need to define the problem of how they will “borrow” an element from their appointed artist that they will introduce and “disrupt” in their own composition. Students will be introduced to the project by showing the process of my attempt along with the final painting. I will show them” Pertaining to Yachts and Yachting” by Charles Sheeler done in the year 1922. This is the work I selected to “disrupt” my design. Students will be introduced and exposed to keywords appropriate to this project. They will develop an understanding of the definitions by filling in a visual verbal association vocabulary chart. Brainstorm Ideas: After the problem has been defined, students will create thorough sketches for their painting or drawing. Their preliminary sketching should be of a size that facilitates the working out of their idea, 8.5 x 11” or larger paper. Students will then have to develop 3-4 iterations of how they will make this introduced element, style, or motif in a “disruptive” manner- an intervention, perhaps incongruent to the idea they’ve already sketched. Visualize a Prototype: After students identified their possible solution that demonstrates both their own creativity as well as a borrowed element of an art historical figure, they will then begin their painting or drawing. -As the final stage of this art historical intervention project, they will generate a painting or drawing that illustrates their own design “disrupted” by details or fragments from an artist appointed to them. Test and Evaluate: We will conduct a final critique to view all student artworks with an image of their selected artist’s artwork to see both juxtaposed.
- For this project, they must take their own photography. No borrowed imagery.
- We as a class will take a trip to the library to research appointed artists and an image of one of their works.
- Create a thorough sketch for their painting or drawing. Their preliminary sketching should be of a size that facilitates the working out of their idea, 8.5 x 11” or larger. Students should work a full composition and be thorough enough that me or Mr. Tinker as the viewers can understand their idea by looking at the sketch.
- While developing their idea and sketch, they must complete the attached experience log.
- Students must “borrow” an element from an artwork of this artist that will then be introduced into their own composition.
- Students will be encouraged to make this introduced element “disruptive”—an intervention, perhaps incongruent, in the idea they’ve already created.
- There will be a process work check, including artist research and experience log.
- Students should try to copy selected images/elements as closely as possible in all aspects
- Students should use details/fragments rather than the whole image of their artist
- They could use peripheral or background elements rather than the primary image.
Formative Students will be assessed informally through a process work check of their artist research (selected artwork) and their individual experience logs. Summative: Students will be graded on their final piece. Grading Considerations:
- Does their creation actively address the project- disruption/intervention of their idea with art historical element( should be evident in result). Overall quality of idea.
- Formal (visual/painterly) success using elements and principles of art.
Enrichment Extension Activities
Having explored and created a “combination” painting in which a student’s own ideas and sensibilities intervene in an art historical image provides preparation for the last project of the year- a student’s choice based project called Secret Santa. This project allows a visual idea of a student’s choice, whether 2-d or 3-d, to be executed based on or incorporating elements secretly chosen by another student in the class.