Communication in Art by Camille Wildenburg

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Unit Title:

Art as a Form of Communication Grade Level: 9-‐12 Estimated Time of Completion of the Unit: 800 minutes of class time over 3 lessons, each lesson with multiple activities

Introduction: • For thousands of years art has been used to communicate ideas through visual form. • As viewers we look at art and try to decipher the message of the artist. As artists we are trying to send a message to the viewer. • Art serves to send messages without saying a word. This can be done through the use of elements and principles of art, through the abstract expressionist techniques or can be viewed in the messages the church was trying to send in it’s art works in the middle ages. Enduring idea: • The arts are inherently communicative and actively engage learners in the processes of creating, expressing, describing, analyzing, interpreting, evaluating, and responding to art.

Overarching Understandings: • Communication is the conveying or sharing of ideas or feelings. • Communication can be achieved through various ways: verbally, visually, musically, artistically etc • Works of art throughout history have communicated different messages, ideas and feelings • Art can communicate different ideas to the viewer and artists can make art to communicate their ideas. Essential Questions: • • • • • • • •

What does it mean to communicate? How is art a form of communication? How can art send messages without saying a word? How did art displayed in churches communicate power? How can Art Criticism steps be used to understand ideas that art works communicate? How do artists communicate their ideas through their work? How can we communicate our ideas through art? Why is verbal communication vital to the success of a painting? Understandings and Outcomes

• Art can be used as a form of communication. • Art is a visual message, idea or feeling. • Art is used to communicate to viewers the artists (or commissioners) thoughts, expressions, ideas etc.

• • • • •

Objectives: Over a unit that includes three lessons (with multiple activities in each lesson): Students will recall and explore the idea of communication and how art is used to communicate ideas Students will use the elements to create an art work that communicates a principle Students will describe, analyze, interpret, and evaluate works of art from the middle ages and detail how art was used to communicate the church’s power Students will identify and research artists and artworks of the middle ages and be able to synthesize through the creating of a grammatically correct and organized essay about them Students will comprehend the life of abstract expressionist artists through the viewing of a film and the creation of a communal painting

Florida State Standards • VA.912.S.1.1 Use innovative means and perceptual understanding to communicate through varied content, media, and art techniques • VA.912.S.1.6 Describe processes and techniques used to record visual imagery. • VA.912.O.1.1 Use the structural elements of art and the organizational principles of design in works of art to establish an interpretive and technical foundation for visual coherence. • VA.912.C.1.2 Use critical-thinking skills for various contexts to develop, refine, and reflect on an artistic theme. • VA.912.C.1.4 Apply art knowledge and contextual information to analyze how content and ideas are used in works of art. • VA.912.C.2.4 Classify artworks, using accurate art vocabulary and knowledge of art history to identify and categorize movements, styles, techniques, and materials. • VA.912.C.3.1 Use descriptive terms and varied approaches in art analysis to explain the meaning or purpose of an artwork. • VA.912.C.3.3 Examine relationships among social, historical, literary, and/or other references to explain how they are assimilated into artworks.

Assessments: • Art work projects (summative) • Essay (summative) • Notes (formative)

• Self Assessment Evaluations (formative) • Discussions (formative)

Lesson 1: The Language of Art Estimated Time Completion for this Lesson: 315 minutes for 3 activities Overview: • Students will be introduced to the idea of communication and why art serves as a visual form of communication. • The instructor will review the elements and principles of art and explain how visual symbols are used to create ideas and feelings. Essential Questions: • How is art a form of communication? • How can the elements of art be used in an art work to communicate principles? • How are the elements used as visual symbols to communicate the ideas and messages of the principles? Florida State Standards: • VA.912.S.1.1 Use innovative means and perceptual understanding to communicate through varied content, media, and art techniques • VA.912.O.1.1 Use the structural elements of art and the organizational principles of design in works of art to establish an interpretive and technical foundation for visual coherence. • VA.912.C.1.2 Use critical-thinking skills for various contexts to develop, refine, and reflect on an artistic theme. • VA.912.C.1.4 Apply art knowledge and contextual information to analyze how content and ideas are used in works of art. Lesson Objectives: • Students will recall and explore the idea of communication and how art is used to communicate ideas through discussion and synthesis of an art work project • Students will recall and comprehend the language of art by using the elements to create an art work that communicates a principle Tools and Materials Needed During This Lesson: • Canvas paper, heavy paper • Paint, markers, crayons, etc • Power point presentation • Internet • Smart board • Sketchbook • Paper • Pen/pencil • Paint brushes • All art media Resources: • Ragans, R (2004). Art talk. Chapter 1: Art in your world. (pp. 6-19) Mcg raw Hill Education. • www.Pinterest.com

Activity 1 in Lesson 1: Activity Title: What is Communication? Presentation of Communication and using the elements and principles to communicate in art. Targeted Grade Level: High school, 9-12 Estimated Completion Time: one class period of 45 minutes Introduction: Presentation of Communication and using the elements and principles to communicate in art. Process • Instructor will give a presentation on communication and how art has symbols and ideas to communicate through the artwork. This will serve as a basis for the idea of communication in art. • Instructor will go over the elements and principles of art and talk about symbols, ideas and techniques used to create messages in artworks. • Instructor will also present the class with contemporary artists and their artworks to help understand how to build a composition that communicates principles using the elements: Artists: • Andy Warhol, • Mark Rothko, • Banksy • Mr. Brainwash (Thierry Guetta) • Yayoi Kusama • (Images located pinterest page) Resources: • Ragans, R (2004). Art talk. Chapter 1: Art in your world. (pp. 6-19) Mcg raw Hill Education. • Wildenburg, C [Camille]. (n.d.). Communication [Pinterest post]. Retrieved October 14, 2014 from http://www.pinterest.com/Cwildenburg/communication-in-art/ Assessment: • Formative Asessment • Students will take notes on paper and participate in discussion

Activity 2 in Lesson 1: Activity Title: Visually using the Elements and Principles. Targeted Grade Level: High school, 9-12 Estimated Completion Time: one class period of 90 minutes Introduction: Classwork Assignment completing the elements and principles chart to understand how the elements work with the principles Process: • Students will be given a classwork assignment to understand how elements can be used to communicate principles in an art work. They will complete a chart where each element intersects with each principle and they are to complete the chart in their sketchbook. Asessment: • Formative assessment • Class work assignment: Students will be given an elements and principles chart to complete • Students will need to complete at least 90% of the chart in class, the rest is to be completed for homework. Chart assignment to be completed:

Student Example of a completed chart of drawings for each elements intersected with each principle:

Resources: • Ragans, R (2004). Art talk. Chapter 1: Art in your world. (pp. 6-19) Mcg raw Hill Education. • Wildenburg, C [Camille]. (n.d.). Communication [Pinterest post]. Retrieved October 14, 2014 from http://www.pinterest.com/Cwildenburg/communication-in-art/

Activity 3 in Lesson 1 Activity Title: Visually using the Elements to Communicate Principles. Targeted Grade Level: High school, 9-12 Estimated Completion Time: two class periods of 90 minutes Introduction: Using Elements to Communicate Principles in an Art Work Process • Students will be given a project using the elements and principles to create an art work that communicates an idea. • The teacher will meet with each student. The student will randomly choose (from a bucket of filled out papers) two elements and one principle. The student will then have to create a composition using the primary two elements chosen to communicate the one principle chosen. • The instructor will meet with each student again to ensure a cohesive idea is being created where the elements are effectively communicating the principle. Assessment: • Summative assessment. • Project: Students will create an artwork that has them use two elements to communicate a principle • A rubric will be used to grade the project: Name: POINTS> 0-‐5 POINTS: 6-‐10 POINTS: DONE 11-‐15 POINTS: ABOVE NOT DONE, MEDIOCRELY OR AVERAGE OR DONE AVERAGE EFFORT EXCELLENTLY CRITERIA \/ INCORRECTLY USED EXECUTED 2 CHOSEN ELEMENTS WERE USED PROMINENTLY IN ART WORK

PRINCIPLE CHOSEN DESRIBES THE ART WORK

THE TWO ELEMENTS COMMUNICATE THE PRINCIPLE

Student artwork example of elements and principles project: Student randomly chose the elements color and space to communicate the idea of unity

Lesson 2: Medieval Art History Estimated Time Completion for this Lesson: 135 minutes for 2 activities Overview • The idea of how power and wealth were communicated to the people of society through elaborate commissioned artworks and cathedrals in the middle ages will be discussed. • Students will be introduced to the art period of the Middle Ages. • The instructor will present art works from the time period, notes will be taken, discussions will take place. • The students will write an art criticism essay. Essential Questions: • How did Middle Ages art work communicate the idea of power of the church? • How did art used in churches communicate power? • How can Art Criticism steps be used to understand ideas that art works communicate? Florida State Standards: • VA.912.C.2.4 Classify artworks, using accurate art vocabulary and knowledge of art history to identify and categorize movements, styles, techniques, and materials. • VA.912.C.1.2 Use critical-thinking skills for various contexts to develop, refine, and reflect on an artistic theme. • VA.912.C.3.1 Use descriptive terms and varied approaches in art analysis to explain the meaning or purpose of an artwork. • VA.912.C.3.3 Examine relationships among social, historical, literary, and/or other references to explain how they are assimilated into artworks. Lesson Objectives: o Students will understand the art criticism steps by describing, analyzing, interpreting, and evaluating works of art from the middle ages and detail how art was used to communicate the church’s power o Students will identify and research artists and artworks of the middle ages and be able to synthesize through the creating of a grammatically correct and organized essay about them Materials Needed During this Lesson: • Power point presentation • Internet • Smart board • Paper • Pen/pencil

Resources: • Ragans, R (2004). Art talk. Chapter 2: Art criticism (pp. 22-35) Mcg raw Hill Education. • Sekules, V (2001). Medieval art. (pp. 1-‐67). Oxford University Press. • Department of Medieval Art. "Art for the Christian Liturgy in the Middle Ages". In Heilbrunn Timeline of Art History. New York: The Metropolitan Museum of Art, 2000–. http://www.metmuseum.org/toah/hd/litu/hd_litu.htm (October 2001) • Lasko, Peter Ars Sacra, 800–1200. 2d ed.. New Haven: Yale University Press, 1994. • McLachlan, Elizabeth Parker "Liturgical Vessels and Implements." In The Liturgy of the Medieval Church, edited by Thomas J. Heffernan and E. Ann Matter, pp. 369–429.. Kalamazoo: Medieval Institute Publications, Western Michigan University, 2001.

Activity 1 in Lesson 2: Activity Title: How the Church used Art to Visually Communicate Power and Wealth during the Middle Ages Targeted Grade Level: High school, 9-12 Estimated Completion Time: one class period of 45 minutes Introduction: Presentation on Art From the Middle Ages Process Presentation: o Students will be given a presentation on the Middle Ages. o They will be introduced to art works made and cathedrals built during the time. The teacher will explain how the church was an important figure during the Middle Ages and how they used their wealth to commission artists to make art works for the church out of gold, precious metals and stones, and cloissone to communicate to the people how powerful the church was in that society. o Church oriented gold and ornate art works from various middle ages artists will be looked at.

o Students will also be probed to participate in looking at and discussing middle age artworks. o The instructor will also review in depth the four steps of art criticism: Describe, analyze, interpret, evaluate. The students will use this information for the activity.

o Instructor will verbally practice (with the students) the 4 art criticism steps with an art work to make sure the students are ready for the next activity o Students will take notes and participate in discussion.

Assessment: • Formative assessment. • Students will take notes and participate in discussion. Resources • Department of Medieval Art. "Art for the Christian Liturgy in the Middle Ages". In Heilbrunn Timeline of Art History. New York: The Metropolitan Museum of Art, 2000–. http://www.metmuseum.org/toah/hd/litu/hd_litu.htm (October 2001) • Lasko, Peter Ars Sacra, 800–1200. 2d ed.. New Haven: Yale University Press, 1994. • McLachlan, Elizabeth Parker "Liturgical Vessels and Implements." In The Liturgy of the Medieval Church, edited by Thomas J. Heffernan and E. Ann Matter, pp. 369–429.. Kalamazoo: Medieval Institute Publications, Western Michigan University, 2001. • Ragans, R (2004). Art talk. Chapter 2: Art criticism (pp. 22-35) Mcg raw Hill Education.

Activity 2 in Lesson 2: Activity Title: Using Art Criticism Through Essay Organization Targeted Grade Level: High school, 9-12 Estimated Completion Time: one class period of 90 minutes Introduction: Art Critique Through an Organized Essay About a Religious Art Piece From the Middle Ages Process • Students will use their ipads and the internet to choose an artwork from the middle ages. They will provide the credit line for the art work along with a picture. They will proceed in giving a detailed description of all four steps of art criticism in their essay. After this is done they will conclude their essay by describing how that particular middle ages art piece serves to communicate the idea of power by the church. • The essay should be four to five paragraphs, should include an introduction, body paragraph of art criticism and proof of communication of power, and end with a conclusion. Asessment • Summative Assessment • Essay Assignment: Art Critique Through Essay • Students will use one 90 minute class period to choose their artwork and commence the essay. The essay will be finished for homework and turned in the next class. • Students will use their ipads and the internet to choose an artwork from the middle ages. They will provide the credit line for the art work along with a picture. They will proceed in giving a detailed description of all four steps of art criticism in their essay. After this is done they will conclude their essay by describing how that particular middle ages art piece serves to communicate the idea of power by the church. • The essay should be four to five paragraphs, should include an introduction, body paragraph of art criticism and proof of communication of power, and end with a conclusion.

•

A rubric will be used to grade the essay: 0-‐10 POINTS: NOT DONE, NOT USED, DONE INCORRECTLY INTRODUCTION PARAGRAPGH: Credit line Picture ART CRITICISM PARAGRAPH: Describe, analyze, interpret, evaluate HOW IS POWER COMMUNICATED THROUGH THIS ART CONCLUSION PARAGRAPH

11-‐20 POINTS: DONE MEDIOCRELY OR AVERAGE EFFORT USED

GRAMMAR

21-‐30 POINTS: ABOVE AVERAGE OR EXCELLENTLY EXECUTED

Resources: • Ragans, R (2004). Art talk. Chapter 2: Art criticism (pp. 22-35) Mcg raw Hill Education.

Lesson 3: Abstract Expressionism Estimated Time Completion for this Lesson: 340 minutes for 4 activities Overview: • Students will learn how abstract expressionist art is used as a tool to communicate feelings, personal expressions, ideas and messages through abstract marks in an art work. • Students will be introduced to Abstract Expressionist art and learn how artists communicated their expressions through abstract marks and paintings. • Students will learn about abstract expressionist artist Jackson Pollock and study his drip method paintings and techniques. • Students will use the method of verbal communication to complete a communal drip method painting group project Essential Questions: • How can abstract expressionist art be used to communicate an idea? • What were abstract expressionist artists like Pollock, Rothko, and Krasner trying to communicate in their artworks? • How can the visual personal expression of abstract expressionist artists be considered a form of communication in their art works? • Why is verbal communication vital to the success of a painting? Standards: • VA.912.C.3.1 Use descriptive terms and varied approaches in art analysis to explain the meaning or purpose of an artwork. • VA.912.S.1.6 Describe processes and techniques used to record visual imagery. • VA.912.C.2.4 Classify artworks, using accurate art vocabulary and knowledge of art history to identify and categorize movements, styles, techniques, and materials. Lesson Objectives: • Students will be able to recall, comprehend and discuss the life, techniques and art works of Jackson Pollock and Lee Krasner by hearing a presentation, watching a film and creating a painting • Students will comprehend through discussion the notion of what abstract expressionist art is and how abstract art techniques were used by artists to communicate their expressions • Students will understand that abstract art is a way to self express through marks it is a visual Communication of self emotions through the presenting of abstract expressionist art • Students will create a communal abstract expressionist art work (using the drip method) through the use of verbal communication • Students will be able apply communication effectively amongst each other through the creation of a communal painting • Students will practice the steps of art criticism through discussion and critique of the finished communal art work • Students will understand the process of effective communication through a self assessment evaluation essay

Materials Needed During this Lesson: • Paint • Canvas • Paint brushes • sticks • Pollock the movie • Power point presentation • Smart board • Paper • Pencil Resources: • Paul, Stella. "Abstract Expressionism". In Heilbrunn Timeline of Art History. New York: The Metropolitan Museum of Art, 2000–. http://www.metmuseum.org/toah/hd/abex/hd_abex.htm (October 2004) • Messinger, Lisa Mintz Abstract Expressionism: Works on Paper. Selections from The Metropolitan Museum of Art. New York: Metropolitan Museum of Art, 1992. • Thaw, Eugene Victor "The Abstract Expressionist." The Metropolitan Museum of Art Bulletin, v. 44, no. 3 (Winter, 1986–87).. n/a: n/a, n/a. • Tinterow, Gary, Lisa Mintz Messinger, and Nan Rosenthal, eds. Abstract Expressionism and Other Modern Works: The Muriel Kallis Steinberg Newman Collection in the Metropolitan Museum of Art. New York: Metropolitan Museum of Art, 2007.

Activity 1 in Lesson 3: Activity Title: How Abstract Expressionist Artists used Art to Communicate and Express Themselves Targeted Grade Level: High school, 9-12 Estimated Completion Time: one class period of 45 minutes Introduction: Presentation on Abstract Expressionism Process • Instructor will present the art movement of abstract expressionism. • Student will learn about artists Jackson Pollock, Lee Krasner and Mark Rothko. Their art works will also be looked at. • The idea of communication will be discussed in relation to the artworks being presented. The artist’s techniques and visual strokes of paint will be discussed in relation to communication of emotions and expressions. • Students will understand that abstract art is a way to self express through marks it is a visual Communication of self emotions Artists: • Jackson Pollock, • Lee Krasner • Mark Rothko Resources: • Paul, Stella. "Abstract Expressionism". In Heilbrunn Timeline of Art History. New York: The Metropolitan Museum of Art, 2000–. http://www.metmuseum.org/toah/hd/abex/hd_abex.htm (October 2004) • Messinger, Lisa Mintz Abstract Expressionism: Works on Paper. Selections from The Metropolitan Museum of Art. New York: Metropolitan Museum of Art, 1992. • Thaw, Eugene Victor "The Abstract Expressionist." The Metropolitan Museum of Art Bulletin, v. 44, no. 3 (Winter, 1986–87).. n/a: n/a, n/a. • Tinterow, Gary, Lisa Mintz Messinger, and Nan Rosenthal, eds. Abstract Expressionism and Other Modern Works: The Muriel Kallis Steinberg Newman Collection in the Metropolitan Museum of Art. New York: Metropolitan Museum of Art, 2007.

White Center, Mark Rothko, 1950 One: Number 31, Jackson Pollock, 1950

Shellflower, Lee Krasner, 1947

Activity 2 in Lesson 3: Activity Title: The Life of Jackson Pollock and Lee Krasner. Targeted Grade Level: High school, 9-12 Estimated Completion Time: two class periods totaling 125 minutes Introduction: Film About the Life of Jackson Pollock and Lee Krasner and Thier Art Process: • Students will watch the Jackson Pollock film, Pollock, starring Ed Harris. It depicts a close to accurate tale of the life, art and death of Jackson Pollock and his wife Lee Krasner. • Students will take notes.

Artists • Jackson Pollock Assessment: • Students will take notes during and participate in discussion and review after the movie. • Formative assessment. Resources: • Trezza, J. F. & Harris, E. & Harris E. (2000). Pollock. United states of america: Sony Pictures and Columbia Tristar.

Activity 3 in Lesson 3: Activity Title: Using an Abstract Expressionist Technique through Verbal Communication Targeted Grade Level: High school, 9-12 Estimated Completion Time: one class period of 90 minutes Introduction: Communicating to Achieve Success A Project that is a Communal Painting Process • Instructor will introduce and demo the technique of the drip method of Jackson Pollock • Students will take the learned techniques of Jackson Pollock Drip Method and apply it to a canvas as a painting that involves the entire class • Students will use the technique of communicating verbally with each other to make decisions and effectively apply the paint to the canvas; everyone will participate in this activity through conversation and physical application of paint. Artists: • Jackson Pollock

ainting

Assessment: • • •

Summative assessment. Students will take the learned techniques of Jackson Pollock Drip Method and apply it to a canvas as a painting that involves the entire class Students will use the technique of communicating verbally with each other to make decisions and effectively apply the paint to the canvas; everyone will participate in this activity through conversation and physical application of paint.

•

A rubric will be used to grade each student for this assignment. Name: 1 point: 2 points: incorrect, poor mediocre, average Communicated effectively

3 points: executed well, above average

Painting used the drip method successfully

Participation

Resources: • Paul, Stella. "Abstract Expressionism". In Heilbrunn Timeline of Art History. New York: The Metropolitan Museum of Art, 2000–. http://www.metmuseum.org/toah/hd/abex/hd_abex.htm (October 2004) • Messinger, Lisa Mintz Abstract Expressionism: Works on Paper. Selections from The Metropolitan Museum of Art. New York: Metropolitan Museum of Art, 1992. • Thaw, Eugene Victor "The Abstract Expressionist." The Metropolitan Museum of Art Bulletin, v. 44, no. 3 (Winter, 1986–87).. n/a: n/a, n/a. • Tinterow, Gary, Lisa Mintz Messinger, and Nan Rosenthal, eds. Abstract Expressionism and Other Modern Works: The Muriel Kallis Steinberg Newman Collection in the Metropolitan Museum of Art. New York: Metropolitan Museum of Art, 2007.

Activity 4 in Lesson 3: Activity Title: Why is Verbal Communication Important in a Communal Painting? Targeted Grade Level: High school, 9-12 Estimated Completion Time: one class period of 90 minutes Introduction: Was the Painting a Success? Process: • Students and Instructor will use the four steps of art criticism to discuss and verbally communicate with each other on critiquing the finished communal art work to determine whether it was successful. • This will be followed by a self evaluation assessment where students will be required to assess themselves on the communal painting. Teacher will use this as feedback to get an idea of understanding to the student’s thoughts, process and procedures. Artists: • The students (themselves) who participated in the communal painting Assessments: • Formative • Students will participate in discussion as a class and with instructor through the steps of art criticism, critiquing the finished painting • Students will also self assess themselves through a two to three paragraph essay that answers the following questions: 1. Why was verbal communication so important for the successful outcome of the communal painting that used the drip method? 2. How could you have communicated better with your peers? 3. Do you think the outcome of the communal painting was successful? Why or why not? 4. What were you trying to communicate or express while you were making marks with the painting techniques that you used? 5. What elements of art were used? Principles communicated? Resources: • Ragans, R (2004). Art talk. Chapter 2: Art criticism (pp. 22-35) Mcg raw Hill Education.