How the Light Bulb Gets Switched On The Evolution of Ideas

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1 How the Light Bulb Gets Switched On The Evolution of Ideas Developed By Suggested Length Suggested Grade Level(s) Subject Areas Gweneth Branch-Rice Lesson 1: Two 80 minute classes Lesson 2: Two 80 minute classes Lesson 3: Three 80 minute classes Lesson 4: Six 80 minute classes 10, 11, 12 Visual arts, social studies, language arts Overview Students will make art works that examine creativity. In the process students will consider and discuss how we are influenced by our culture and background each having a unique voice that contributes to our world. Links to Curriculum Outcomes Students will (be expected to) evaluate public issues, taking into account multiple perspectives (social studies) analyse the factors that contribute to the perception of self and the development of a world view (social studies) create art works that carry personal messages to a wide range of audiences (visual arts) integrate information from many sources to construct and communicate meaning (language arts) Links to Telling Stories: Themes / Key Words Who am I? Commission Communicating one s own message Art Works First Drawing for portrait of Col. Fred Massey, Robert Harris, CAG H-420 Col. Fred Massey, Robert Harris, CAG H-425 Col. Fred Massey, Robert Harris, CAG H-463 pencil sketch, On St. Helen s Island, Montreal, June 7, 1884, Robert Harris, CAG H-43

2 watercolour, On St. Helen s Island, Montreal, June 7, 1884, Robert Harris, CAG H-52 Judge Cassels, Robert Harris, CAG H-473a Sketch for Portrait of Gentleman, Robert Harris, CAG H-473b Lesson #1: Following in the Steps of the Creative Ones Students will make art work that documents the creative process. digital camera computer printer imaging software 1. While viewing and discussing the referenced art works by Robert Harris, students will each record a list of steps that they can intuit Robert utilising when he created his art. Note that this process becomes visible to us through preliminary drawings and sketchbooks, that usually we only see the finished products of an artist s creative mind, not the work and process that got him there. 2. When observing these pieces students should look for: changes to compositional design changes to communicative intent researching of detail creating of mood journaling of information that will be important to the final work 3. Students could then form small groups and compare lists. In the small group, students will take photos of their creative process and create a photo montage. These photo montages can provide information and inspiration to fellow students as they work on future projects. Computer Option Students could post these photos on the school web site as a learning tool. Students will use some version of the following list to create their montage: research

3 rough copies preliminary drawing art work revision (optional) final product Lesson #2: Portraying Col. Massey Students will write a character sketch of Col. Massey from different points of view. Related Art Work(s) First Sketch for Portrait of Col. Fred Massey, Robert Harris, CAG H-420 Col. Fred Massey, Robert Harris, CAG H-425 Col. Fred Massey, Robert Harris, CAG H-463 paper writing tools 1. Students form three groups and each group receives one of the three different sketches Robert Harris drew of Col. Massey. Each group will examine their sketch, looking for: objects included in the sketch ( listing everything they see) types of lines used (horizontal lines are usually peaceful and relaxing, vertical lines are strong and stable, diagonal lines suggest action and movement) types of shapes that are evident mood of the piece, how the composition is arranged 2. Students will then, as a group, write a character sketch of the man portrayed. Students will record the personality traits that they think this sitter possessed and they will defend their ideas based on the information obtained from the sketch. 3. Once finished their writing, the class will get together and share their work. They will note that each of the sketches provides a different view of Col. Massey, and that when they are viewed together you receive a more complete view of the man. Students will now have additional information required to revise their first

4 character sketch. Point out that in order to understand a person or an issue, you need to see from a number of points of view. Computer Option Research portraiture from different points of view and in various cultures (e.g., totems, photos, video, painting). Students could write journal entries about the activity. Lesson #3: Transformation In this lesson students will examine an issue in much the same way that Robert Harris examined the character and personality of Col. Massey from many points of view. Students will take an ordinary object and transform it into an art work that represents an idea beyond the original function of the object. an old shoe acrylic paint brushes palettes containers for water 1. Viewing the three sketches of Col. Massey, students can discuss how each sketch gives us a different view of the man. Seeing all three sketches gives us a greater insight than viewing one on its own. 2. Each student will choose an issue that they would like to explore. Thinking about different points of view and using the creative process will help students develop an informed opinion about their chosen issue. 3. Each student will, using paint, transform an old shoe in such a way as to communicate about an issue that is important to them. Encourage students to think about the ways we talk about shoes and feet in our culture (e.g., walking a mile in someone else s shoes, stepping on someone s toes, etc.).

5 4. Some ideas to consider for the transformation of the shoe are: communicating the surface issue on the outside more in depth exploration inside used or abused on the bottom 5. How students decide to display the shoe will also need to be considered. Do we need to see all parts of the shoe? How can they display the shoe so their concerns are communicated clearly? Students should write an artist s statement that discusses the transformation, to be displayed with their art work. Lesson #4: Generating Creative Ideas Students will take the drawing On St. Helen s Island by Robert Harris and transform it into a finished art work. Related Art Work(s) pencil sketch, On St. Helen s Island, Montreal, June 7, 1884, Robert Harris, CAG H-43 watercolour, On St. Helen s Island, Montreal, June 7, 1884, Robert Harris, CAG H-52 paper drawing tools materials of the students choice ( clay, paint, found objects, etc.) Students will use the sketch On St. Helen s Island as a starting point for creating their own finished art work. They view the art work in their own way and choose their own materials to complete the finished piece. 1. Viewing the art work students could consider: location of the piece ( Montreal, does it have any personal meaning for them?) how they could modernize the image how they could change the style how they could make it sculptural how they could use technology to complete the piece

6 how they might change the composition, (by adding detail, or expanding the view) 2. Using the steps in the creative process, students will work out their ideas and complete a finished art work. 3. When students have finished their piece they might compare and contrast Robert Harris finished watercolour with his sketch and with their finished art works. How wonderful it will be to see the unique ideas from so many creative minds. Computer Option Students could use the digital camera to take photos of their classmates in the poses of the figures in the sketch. It would be great to see printed copies of Robert Harris sketch and watercolour on display with the student art works. Students could then comment in their journals on the many approaches of their classmates to this assignment. Bringing it all Together Invite creative people (writers, craftspeople, artists) to the classroom to share their methods of generating ideas. In my experience as an artist, it s about the proliferation of ideas and then whittling down to find the right one. Suggested Resources Students could view material in the collection of the Bata Shoe Museum. Research artists Geoffrey Hendricks and Brian Jerngan, both create art with shoes.

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