Distortion Unleashed. Victoria Baldwin - Thomas 1 2 class periods per lesson 10, 11, 12 Social Studies, Visual Arts, Mathematics

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1 Distortion Unleashed Developed By Suggested Length Suggested Grade Level(s) Subject Areas Victoria Baldwin - Thomas 1 2 class periods per lesson 10, 11, 12 Social Studies, Visual Arts, Mathematics Overview This unit examines the relationship between 3-D structures and the environments in which they exist, and how they may be reduced to a 2-D picture plane using Cubism. It also explores the concept of "impossible figures" in geometry. Links to Curriculum Outcomes Students will (be expected to) evaluate how physical and human systems shape the features, uses, and perceptions of place (social studies) propose and evaluate strategies that will promote a preferred future (social studies) analyse the relationship between elements and principles of design in art and in the physical and built environments (visual arts) make and test conjectures about, and deduce properties of and relationships between, 2-and 3-D figures in multiple contexts (mathematics) Links to Telling Stories: Themes / Key Words Abstract Style Art Works New Wesleyan Church, Windsor, NS, Robert Harris CAG H-8193 At Ogunquit, USA, Robert Harris CAG H-8134 Our Rooms, Gloucester, Robert Harris, CAG H-8258 Untitled, Robert Harris, CAG H-636 By Lake Crafnant, Looking West, Robert Harris, CAG H-2153 Arichat Church, photo, artist unknown, Harris. WC.-Arichat Presbyterian Church, Windsor, NS, Robert Harris, CAG H-8195 All Saints Anglican Cathedral, Halifax, NS, Robert Harris, CAG H-8171 Georges Braque, Houses in L'Estaque Pablo Picasso, Portrait of Daniel-Henry Kahnweiler Marcel Duchamp, Nude Descending a Staircase, No. 2

2 Lyonel Feininger, Market Church at Evening M.C. Escher, Prentententoonstelling Print Gallery M.C. Escher, Belvedere M.C. Escher, Ascending and Descending M.C. Escher, Waterfall (See Suggested Resources for these references.) Context Review with students organic / inorganic shapes and forms, and geometric abstraction. Lesson #1: Make it Fit Students will analyze man-made structures in the natural environment and recreate a building that blends in with its natural environment. CAG H-8193 CAG H-8134 CAG H-8258 CAG H-636 CAG H-2153 drawing paper colored pencils sketching pencils Activities 1. Have the class research some of the architectural works of Frank Lloyd Wright. Discuss his belief that structures should blend in with their natural surroundings. 2. With the class, analyse the five related pieces. Which structures become a part of their natural environment and which do not? Consider why this is so. 3. Discuss how to create a structure that seems to grow naturally from its environment, using CAG H-2153 as a reference. Note students comments on chart paper.

3 What aspects of the environment such as rock formations, vegetation, and color, should be considered in relation to the structure? What building materials would they use? How would they abstract the building, and its elements into organic shapes? 4. Students obtain a photo of a building in their community that dramatically sticks out from its natural environment. They might also use a Canadian landmark structure. Remind them to choose man-made structures with lots of geometric components, since perfect geometric figures are rarely found in nature. 5. Students sketch their structure, breaking it down into geometric forms such as cones, spheres, and octagons. 6. Students create a second sketch, transforming the geometric forms into organic forms. They produce a finished picture in color of their new organic vision of the chosen structure. 7. Students display the original photo with their two sketches and the final piece. They describe their art making process to the class. Computer Option Key word search: Frank Lloyd Wright Lesson #2: The Final Frontier Students will propose and create a community in space, and evaluate and justify their future living conditions for the human species. CAG H-8193 CAG H-8134 CAG H-8258 CAG H-636 CAG H-2153 drawing paper drawing pencils

4 Activities 1. Students research and collect newspaper articles, magazines, scientific journals, and other media, pertaining to earth's deteriorating environment. They note theories that suggest that in the future, planet Earth will no longer be able to sustain human life, and that we must develop viable alternatives. 2. Initiate a class discussion on their findings in relation to the related works. Have students share and compare their own theories. Note student comments on chart paper. 3. Small groups brainstorm the components necessary for human survival in space. Students start with basic needs such as air, food, water, and transportation, and then list elements of a community that foster the individual's sense of self and personal fulfillment. 4. Groups sketch out what main structures and infrastructures should look like. Have them consider the concept of geometric abstraction, since there will be less physical space. Everyday items must take on multiple uses. 5. Have groups gather visuals of modern minimalist styles of structures, furnishings, fashion and interiors. Suggest they look to Japanese style where items are mostly geometric since "form must follow function" in design due to limited space. 6. Each group member creates an image of life in space dealing with one of the following: external structures; interiors; fashion; engineering; entertainment; transportation. 7. Students draw detailed and shaded drawings that conform to the practical needs of the individual while maintaining a geometric abstract style. 8. Groups present their proposals for a new efficient human environment in space to the class. Ideas for Assessment The class evaluates each group's proposal for practicality and geometric design. Allow for questions based on the above criteria.

5 Lesson #3: Architecture to the 3rd Power Students will transform one of the Harris pieces into an Analytic Cubist composition. Arichat, W.C. Harris CAG H-8195 CAG H-8171 Georges Braque, Houses in L'Estaque (pp. 135) Pablo Picasso, Portrait of Daniel-Henry Kahnweiler (pp. 45) Marcel Duchamp, Nude Descending a Staircase, No. 2 (pp. 135) Lyonel Feininger, Market Church at Evening (pp. 151) (see Suggested Resources for these references) drawing pencils paper dark construction paper oil pastels Activities 1. Review the basic principles of Analytic Cubist art and how it was developed. Show students major Cubist pieces such as the ones noted above and compare these to the Harris works. 2. Discuss the importance of geometric abstraction of form in Cubism. 3. Give students a black / white photocopy of one the related Harris pieces. Students reduce the whole picture or parts of it into geometric shapes, using pencil. They turn the 1-D shapes into 2-D forms on the picture plane by shading each shape separately using one light source for the whole picture. 4. Ask students to imaging their drawing as a 3-D structure that has been shattered, thus allowing the viewer to see all sides of the object at the same time. They sketch out this new image as a reference for the final piece. 5. Students create a Cubist picture in oil pastel on construction paper.

6 They shade shattered forms individually, using a different imaginary light source for each form. 6. Method of application: Choose a light, mid, and dark pastel plus a white Apply in patches, then blend the white (highlight) slightly over the lightest color Continue with light over mid, and mid over dark, to blur the lines Finish with bits of black to define forms Computer Option Key word search: name of artist or piece, analytic cubism Lesson #4: Abstraction in the Mathematical Mind Students will analyze the works of M.C Esher and his geometric 2-D and 3-D discoveries, and apply his mathematical theories to works in this unit and test the results Arichat, W.C. Harris CAG H-8195 CAG H-8171 M.C Escher: Prentententoonstelling Print Gallery (pp. 72), Belvedere (pp. 74), Ascending and descending (pp. 75), Waterfall (pp.67) (See Suggested Resources) math set / drafting tools drawing pencils smooth paper 11'' x 14' straws Activities 1. Review the works of Escher and his theories with the class. 2. Discuss the meaning of "impossible figures" geometric figures that conform to mathematical formulas and may exist in 2-D on a

7 flat surface (creating an optical illusion as in the four suggested works) but cannot be reproduced in reality 3-D. 3. Give groups of three students a black / white photocopy of one of the Escher pieces. Groups identify logical inconsistencies and distinguish between "impossible" and "possible" geometric figures in the works. 4. Give each group a black / white photocopy of the Harris works in this unit. Have them analyse these works in the light of Escher's theories. Are these building suitable for human habitation? Can they exist only in the mind, or an alternate mathematical universe? 5. Students draw one of the Harris works in Escher's abstract geometric style. 6. Groups collaborate, and each student turns a geometric element of their work into a tangible 3-D structure, using straws. Computer Option Key word search: Escher Ideas for Assessment Groups draw mathematical conclusions from their test creations and compare results. Bringing it all Together Abstract style may be applied to all disciplines, since ability to think and create abstractly is a distinctly human trait evident in all cultures. Suggested Resources Pablo Picasso a Modern Master (Richard Leslie, 1986, ISBN ) Sister Wendy's 1000 Masterpieces (Sister Wendy Beckett, 1999, ISBN ) M.C. Escher, The Graphic Work (M.C. Escher, 1992, ISBN )