How can art be used as a learning tool?

Vocabulary Sheet: Elements of Art

The visual components of color, form, line, shape, space, texture, and value.

Line

Shape

Form

Value

Space

Color An element of art defined by a point moving in space. Line may be two-or three-dimensional, descriptive, implied, or abstract.

An element of art that is two-dimensional, flat, or limited to height and width.

An element of art that is three-dimensional and encloses volume; includes height, width AND depth (as in a cube, a sphere, a pyramid, or a cylinder). Form may also be free flowing.

The lightness or darkness of tones or colors. White is the lightest value; black is the darkest. The value halfway between these extremes is called middle gray.

An element of art by which positive and negative areas are defined or a sense of depth achieved in a work of art.

An element of art made up of three properties: hue, value, and intensity:

Hue: name of color

Value: hue's lightness and darkness (a color's value changes when white or black is added) Intensity: quality of brightness and purity (high intensity= color is strong and bright; low intensity= color is faint and dull)

Journal Prompts

Journal prompts relate to CSH sessions and act as response to lectures, tours and workshops.

1. What is the purpose of museums? What is the purpose of art museums? How do your answers differ?

2. How can art be used as a learning tool? 3. What does it mean to put art "in context"? 4. How can space affect art? 5. How does the artist's identity influence the work? 6. What would your ideal museum have on view? What kind of art/ mediums? Which artists would you choose? 7. Which elements of art stand out? (Observing one painting for 15 minutes) 8. In what ways did the tour guide actively enhance your experience? What could they have done better. Any techniques you will try for your own tour? 9. Does your curatorial approach involve activism? Ex. Bouchra Khalili 10. How would you change the museum to make it more teen-friendly? 11. How did you feel leading a tour? What did you learn about this experience? What feedback did you get and how are you going to go about improving your tour? 12. How will the skills you've learned thus far benefit your future job profession? 13. How has your identity shaped how you see the world? What role does one's identity have in art?

14. What are a few of the things you must keep in mind, in terms of accessibility, when designing anexhibition? 15. How has the museum made it possible for people with different abilities to view art? 16. What would be included in your portrait to represent you? How would you be positioned? Are you posing? Would anyone join you in your portrait? Would you be doing/ holding something? What medium is it?

Module 2: Look Closely

STAKEHOLDERS – Facilitator

– Museum docents

– Education providers LEARNING GOAL Teens will gain fluency in looking at and talking about art. They will build vocabulary and knowledge by directly observing works and discussing them as a group. Exploring the relationship between art and the institution, they will explore the role of museums, relationships between art and spaces, and relationships between museums and communities.

EXPERIENTIAL GOAL The facilitator will work with the teens to establish the cohort’s culture and norms. They will set expectations around participation and begin to get the teens in the habit of writing about and talking about art. Discourse is a learned skill. Setting expectations early in the program is important, otherwise some young people can recede and others can dominate. Requiring every teen to contribute their thinking levels the playing field.

Allocated time per activity

= 1 hour

Curatorial Study Hall

An opportunity to learn from and work with Museum curators and other staff. Reading & Looking

Rich material to help build the context and language for conceiving an exhibit.

2.5 hr CURATORIAL ACTIVISM

“Tackling White Privilege and Western-Centrism”

0.5 hr EXHIBITION: GENDER BENDING FASHION

How does this exhibition differ from others you have seen? Are there any design elements you want to implement in your exhibition?

0.5 hr 3 IN 30

Reflecting

Building in time to think about the big picture, build perception and insight, and strengthen communication.

1 hr IDENTITY

How does the artist’s identity influence their work? Does it influence how people see their work?

1 hr TOUR REFLECTION

What are your takeaways from the tour? How did the tour guide actively enhance your experience? What could they have done better? Are there any techniques you would use in the future?

1 hr HOW DOES SPACE AFFECT ART?

How does the space art is in impact how it is viewed? How does art interact with its surroundings? Making & Doing

Synthesizing and applying the skills and knowledge gained by interpreting the museum. Other

Additional activities to access the Museum and their own creativity.

1 hr STEAM TEAM WORKSHOP

Unmasking a cultural identity through the arts

1.5 hr MFA EDUCATION SERIES

Learning to See

1 hr MEDITATION

1 hr MUSEUM TOUR

Museum highlights

1 hr MUSEUM TOUR

Art of Europe

1 hr CREATIVE ACTIVITY

Fashion design activity