Modern Times: Teaching Modern & Contemporary Art

Students rarely feel blasé about modern and contemporary art. Generally speaking, they are either captivated by it or bemused by it – “Geez, I could do that!” is a common response. Whatever their attitude, student reaction to such art is honest and visceral. One byproduct of the “I could do that” attitude towards modern art is that students often find it more accessible and less intimidating than other types of art that stress realism.  Less intimidating material tends to allow students to approach the subject with less trepidation and with more tolerance regarding mistakes that can occur when creating their own artwork.

Strictly speaking, contemporary art generally refers to art produced since 1945, although the term now includes work done more recently. Modern art usually describes a movement that began in the late 1800s and lasted until the 1970s, and includes types of art such as Surrealism, Cubism, Pop art, Fauvism, and others. Since the contemporary and modern art movements overlap, the terms are sometimes used interchangeably, although contemporary art more often reflects social issues than modern art. Common themes in contemporary art, for example, include human rights, economics, global warming, and politics, which provide great opportunities for cross-curricular instruction. In many schools, art instruction often focuses on more traditional forms of art, where students often imitate the works of various famous artists. While this method certainly has value, students can gain much more from the experience by simultaneously learning about and discussing not only the elements and principles of art & design, but also how to think, respond to, and express new ideas using a visual language.

Art, however, is not simply about ideas. While one component of art education is certainly to highlight and nurture the creative spark in every student, students also learn valuable skills. Students learn how to translate their ideas into a workable piece of art – a complex process that involves planning, making mistakes, regrouping, editing, and execution. In this way, students develop confidence in their abilities to create their own art, and to think of new ways to express themselves through art. In developing these skills, they also begin to learn how to critically approach and appreciate various types of art. This week, I’ve selected three resources on modern and contemporary art for various grade levels; many of the lessons are adaptable to a range of ages. Throughout the week, I’ll also be featuring several new lessons and resources daily on this topic on our Facebook and Twitter pages, so be sure to give those a look.

A Bug’s Journey

http://www.thegateway.org/browse/dcrecord.2011-10-12.2815281589

Subjects: Visual art, Language arts

Grade: 3-5

Students will explore contemporary artist John Baldessari's mixed-media work of art inspired by a 16th-century drawing of a beetle. After writing a story about a bug's journey, each student will create a mixed-media representation of a bug that is inspired by the contemporary artist's work. This lesson was created by the staff at the

J. Paul Getty Museum. The Museum offers a host of resources for K-12 teachers and students, including professional development opportunities, lesson plans, and interactive art features.

Color Scramble

http://www.thegateway.org/browse/dcrecord.2011-10-13.7341215954

Subjects: Visual arts

Grade: 5-12

In the 1960’s, Frank Stella became known for his minimal geometric paintings of concentric squares that used color to create visual movement. Each concentric square of color related to the next, whether they were harmonic or contrasting colors. In this lesson plan, students consider color relations and “paint” a Stella-style work with colored masking tape. This lesson was produced by Dick Blick Art Materials, a supplier of art goods for artists and educators. Dick Blick also provides lesson plans for teachers that meet the National Standards for Visual Art Education.

Introduction to Modern Art: Practice and Principals

http://www.thegateway.org/browse/dcrecord.2011-10-14.9880774739

Subjects: Visual arts, Writing

Grades: 10-11

In this lesson, students learn about several Abstract Expressionists and identify the ways in which they use color, line and form to express themselves. Students will learn about such artists as Red Grooms, Frank Stella, Stuart Davis, and Hans Hoffman. In addition, they will also learn about Stuart Davis, whose color theory may be contrasted with Hofmann’s. This lesson was created by PBS in support of its film Hans Hoffman: Artist/Teacher, Teacher/Artist. PBS provides many preK-12 educational resources and activities for educators tied to PBS programming, many of which are correlated to local and national standards.   

~ Joann's Picks - November 11, 2011~

Unwrapping the Gift(ed)

There is nothing more unequal than the equal treatment of unequal people
-- Thomas Jefferson

There are many hot button issues in education, but one of the most controversial topics is gifted education. Defining “giftedness,” and what to do with gifted students, is often a highly politicized and polarizing process. Education experts often disagree on how to appropriately measure giftedness in students, and those who push for gifted and talented programs in schools are often charged with elitism. Gifted education is not mandated in many states, so those school districts are not required to budget for it. As a result, gifted students are often overlooked; since they are “excelling” in their current programs, they are frequently left to shift for themselves, essentially ignored while human and fiscal resources are diverted elsewhere.

The idea that gifted students need less teaching and school resources is pervasive in American society. Parents and educators who lobby for the creation of gifted and talented programs generally receive little sympathy or support from the parents of non-gifted students, as well as from educators who already face tight school budgets. Yet the problems inherent in under-challenging students are of equal importance to the problems faced by special needs students who require additional support and resources in order to learn the curriculum. Students who are under-challenged in school often exhibit the same behaviors as students who are struggling academically – they become bored, lose interest in school, and may exhibit signs of depression and behavioral problems. Gifted students, because they are academically advanced, are also frequently assumed to be advanced in all areas. Instead, gifted students may struggle socially, desperately wanting to bond with classmates, but often rebuffed because they are perceived as “geeks.” Gifted students can also exhibit an inability to communicate at grade level, causing further isolation from their peers.

Schools that don’t offer formal TAG programs sometimes offer modified work, extra work, or enrichment classes for their gifted students. Teachers can provide modified assignments and/or challenge problems and assignments for their high-level students (or all students), and some schools offer more formalized programs, such as Math Olympiad, Odyssey of the Mind, science fairs, and the like. While enrichment programs sometimes receive criticism for requiring gifted students to do extra work rather than the same amount of work at a higher level, such programs can still fill a gap if the school does not offer other options for gifted kids. If a school allows, gifted students can also engage in independent study programs, or learning sessions comprised of other high-ability classmates with similar interests.

Most public school teachers will experience the pleasures and the challenges of both special needs students and gifted students at some point in their careers, and often in the same class. It’s extremely difficult to meet the needs of all students in a heterogeneous classroom, especially without teaching aides. But teachers should resist, as much as humanly possible, the temptation to just teach to the middle, and leaving both high-achieving students and those who need more support floundering at the periphery. Creating a repository of challenge problems and assignments that require higher-thinking skills ahead of time can help address the gifted students, and keep them engaged and challenged in class. This week I’m featuring three resources written specifically for gifted and talented students. Please be sure to check out our Facebook and Twitter pages as well, as I’ll be featuring several new lessons, activities, and other resources on gifted education each day for the next week.


Not Just for Gods and Goddesses: Greece Enrichment http://www.thegateway.org/browse/dcrecord.2011-04-15.7494003533
Subjects: Language Arts, Geography,
Grade: 2 Gifted
This unit is designed as an extension of a second grade Ancient Greece theme. The students will learn vocabulary using the alphabet and words of Greek origin, enrich their research and creative writing skills, create topographical cookie maps and perform original theatrical monologues. This lesson was produced by the CoreKnowledge Foundation, an independent, nonprofit, and nonpartisan organization that publishes educational books and materials for educators.

The “T” in Art is for Thinking
http://www.thegateway.org/browse/dcrecord.2008-08-03.4431907119/
Subjects: Visual Art, Research skills
Grade: 4-8 Gifted
This lesson provides fourth through eighth grade gifted and talented students with a research-based project, and can also be used with art and language arts students from sixth through ninth grade. Students will design and create a slideshow presentation as a vehicle for analyzing a painting. Using the art criticism process, students will describe and analyze the art elements and principles of design and provide an interpretation of a painting of their choice. Biographical information about the artist and contextual knowledge concerning the art period/movement and the associated historical times may be included. This lesson is a product of ALEX, the Alabama Learning Exchange, which is an education portal that provides lesson plans, best practices, and Alabama professional development activities. This lesson is aligned to Alabama state content standards.


To Be Or Not to Be: A Lesson Plan Written for Peter L. Fischl's Poster Poem:
"To the Little Polish Boy Standing with His Arms Up" http://www.thegateway.org/browse/dcrecord.2011-04-17.8686513498
Subjects: English, Research skills
Grade: 9-12 Gifted
In this lesson, students will read, analyze, and discuss the poem “To the Little Polish Boy Standing With His Arms Up” by Peter L. Fischl. Some topics of the lesson include identifying victims, bystanders, and perpetrators in the poem, analyzing the author’s use of music, painting, sculpture, and repetition in the poem, and to speculate about the author’s desire for revenge. This lesson is offered by the Holocaust Teacher Resource Center, an organization which strives to combat prejudice and bigotry by transforming the horrors of the Holocaust into positive lessons. This site is sponsored by the Holocaust Education Foundation, Inc.

~Joann's Picks - 4/29/2011~