Fred Sandback: Sculpture and Related Work. University of Wyoming Art Museum, 2006 Educational Packet developed for grades K-12

Size: px
Start display at page:

Download "Fred Sandback: Sculpture and Related Work. University of Wyoming Art Museum, 2006 Educational Packet developed for grades K-12"

Transcription

1 Fred Sandback: Sculpture and Related Work University of Wyoming Art Museum, 2006 Educational Packet developed for grades K-12 Introduction In this museum visit students will view the work of the artist Fred Sandback ( ). These seemingly simplistic works of art created from yarn are, in actuality, based on complex ideas rooted in the thinking of the group of artists know as the minimalists. Using an everyday, mundane material, Sandback set out to create art work that was sculptural, site specific and integrated into the architectural space in which it was located. The placement of his geometric forms, his use of repetition, and his consideration of color all contribute to an art form that challenges the way we think about sculpture and space. Today his wife Amy travels to galleries and museums and, using Sandback s drawings and notes, continues to construct work based upon the shape of an architectural space. This is the work currently on display in the UW Art Museum. History Beginning in the 1960 s, the Minimalists made and exhibited three-dimensional art that explored geometric theories and mathematical systems, such as proportion, symmetry, and progression. Their artwork was usually constructed from industrial materials like brick, Plexiglas, plywood and steel. They used these machine made and finished materials so that viewers couldn t see the artist s hand in the completed work. They did this in Fred Sandback, installation view, University of Wyoming Art Museum, courtesy of the University of Wyoming Art Museum reaction to a group of artists from the 1950 s known as Abstract Expressionists whose works were known for incorporating and conveying intense personal emotion and expression. In contrast, the minimalists wanted their art to be devoid of that kind of personal artistic presence. In fact, some of the minimalists conceived and designed their art work, but had the work made by professional carpenters and machinists. Primary proponents of minimalism included Carl Andre (b. 1935), Dan Flavin ( ), Donald Judd ( ), Sol LeWitt (b. 1928) and Robert Morris (b. 1931). An important principle of the minimalist artists was to make the viewer and the space around the work part of their sculpture. They did this by presenting their work unframed or directly on the floor instead of using pedestals. In addition they pared their sculptures down to the most basic elements. This directed the viewer s attention to relationships outside the sculpture, including the surrounding

2 environment and the viewer s interaction with time and space. Sandback s work is clearly related to that of the minimalists; yet the work explored new ground. He first began using yarn and string as an artistic material when he was a student at Yale University s School of Art and Architecture in This choice of material could be considered humble in contrast to the materials used by other minimalist artists. After all, yarn and string were used everyday in functional ways or as a material for common crafts. Yet Sandback would arrive at galleries and museums with just a few drawings and some yarn, and then calibrate and construct sculptures that literally changed the way the viewer responded to the architectural space and questioned how sculpture has been defined to this point. Artist statement Sandback said: I wanted to make something without an interior, at least in the sense of sculpture that has a conventional interior; I didn t want a volume enclosed by a surface. Lesson Overview Students will learn about the work of artist Fred Sandback and the minimalists who both inspired him and were his peers. They will explore the construction of his yarn sculptures and wall pieces erected in the art museum, as well as his drawings. They will explore the meaning of installation art and sculpture, and the difference between sculptural (three dimensional) and non-sculptural (two dimensional) work. Students and teachers will consider the concepts behind the art work, and how the pieces are site specific. They will explore the shapes used, and think about and discuss line, mass, volume, repetition and the relationship of these to each other in an architectural space. In the Shelton Studio students will be given the opportunity to complete their own yarn sculptures; to make shapes using a variety of materials and methods; and to explore line and its relationship to mass and volume. Students and teachers may research and engage in conversations about Sandback s work before arriving at the art museum, using study guides (available on-line) to explore ideas. While here they will spend time in the galleries closely observing the work, discussing it, writing about it and even sketching it. They will begin conversations about the theories behind the work which will lay the groundwork for future opportunities to pursue these ideas in their home classrooms and schools. Essential Questions Why do we call this work sculpture? Would you define the art work as a) only the lines of yarn b) the lines of yarn and the space occupied by the shapes which are formed by the lines of yarn c) the lines of yarn, the space occupied by the shapes and the space surrounding the shapes? Can work that is this minimal or spare illicit emotion from a viewer? Do you think the artist wants the viewer to have an emotional response to the work? What can we learn about the architectural space in which the work is placed by observing the

3 art work? If this exact work was installed somewhere else would it remain the same; would we have the same response to it? Art Questions to Consider How does Sandback s work reference the work of other minimalists? How does it reference geometric and mathematical systems? What shapes and patterns do you see? Where do you see them? Do the patterns remind you of any thing else? What? Why do you think Sandback uses yarn as his chosen material? If you were to deconstruct (take apart) this yarn sculpture, how much space would the yarn actually occupy? How much space does the yarn seem to occupy when it is strung in place in the gallery? What is your definition of sculpture? Does this work match your definition or does it make you think about changing your definition of sculpture? What happens when we introduce a single line into an empty space? Does it change the way we look at that space? Why? Why does the artist use different colors of yarn? Pre-visit Activities In order to prepare students for their museum visit and extend learning possibilities, we suggest that teachers and students consider the following activities. Students will read and research about the artists of the Minimalist movement in art magazines, books at the library and on the internet. Students will research information on the artist Fred Sandback. Students will explore relationships of pattern and shape in art and other areas (math, poetry, music, science). Museum Activities Part 1 Time frame: 45 minutes Students will closely observe the yarn sculptures and drawings of Fred Sandback on exhibit in the art museum. They will identify shapes and patterns existing in the work. Students will discuss what they see with museum educators. They will explore Sandback s work in relationship to other minimalist artists. They will explore the concepts of line, volume and mass. Using worksheets, students will respond in writing or drawing to the work they see by recording their observations and their own thoughts about the work. Student-created yarn sculpture

4 Students will answer questions on a museum worksheet. Students will engage in discussions about their observations and their answers and sketches with one another and with the teachers. Part 2 Time frame: 45 minutes (minimum) The following projects may be considered individually, or combined, or museum staff will work with teachers to develop specific projects which support ongoing classroom work. Students will explore, through movement, the use of line within an architectural space by creating shapes with yarn. Students will create a yarn sculpture together as a group in the Shelton Studio, working together to plan the shape and then construct it using the space created by the walls, floor and ceiling of the studio. Students explore movement by creating shapes with yarn. Students will build their own personal architectural spaces out of foam core and paper, and then design their own sculptures that they can take home with them. Students will explore shapes, patterns, repetition using a variety of media. Post-visit activities We have found that students achieve maximum benefit from a museum visit when time is scheduled for post-visit activities. Here are some suggestions. Students discuss or write about their museum experiences, reviewing what they learned, what has special meaning for them, how they will use new information and skills. Students continue to research the work of artist Fred Sandback and other minimalists (an essay, art work, research paper). Students create their own yarn sculptures in various architectural spaces to explore the relationship of sculptural form to space. Students learn and practice string games such as cat s cradle and talk about how these relate to Sandback s explorations of line and shape. Students read about and explore other installation art forms. Prerequisite skills/knowledge Museum staff will work with teachers to ensure that all projects are age and skills appropriate. At the very minimum: Students should have some familiarity with sketching objects. Students should be able to manipulate materials in a sculptural way (place objects in a 3- dimensional space). Students should be able to identify some shapes and colors. Suggested use in the curriculum

5 The study of Fred Sandback s installation, plus the historical knowledge gained from studying the work of the minimalist art movement ties to multiple curricular areas including art, history, writing, reading, and philosophy. Museum staff will work with teachers to address specific Wyoming Teaching Standards and to align museum projects and studies with ongoing classroom curricular units. Some recommended resources These are just a few of the many resources available. We welcome other suggestions that teachers and students find helpful which can be added to this list. UW Art Museum website: Exhibition descriptive materials (contact the museum education program for more information) Fred Sandback by Fred Sandback, Friedmann Malsch (editor), Chritianne Meyerstoll (editor), Hatje Katz Publishers, Mark Rosenthal s Understanding Installation Art: From Duchamp to Holzer, Prestel Publishing 2003 Books that explore shapes, patterns and colors there are many available Materials to be supplied to each student Materials for selected Shelton Studio projects are provided by the art museum. Assessments and documentation of museum tour and studio experiences In order to ensure that our museum tour program is meeting the needs of teachers and students, we ask that participants complete evaluation surveys. Surveys will be distributed to teachers and students, but they are also available on-line as a pdf file to be downloaded, or they may be requested via (wbredeho@uwyo.edu). 1. Students will self-assess using a quick survey that asks them to consider their response to the gallery discussions and research, and their studio experience. 2. Teachers will assess the overall visit by completing a quick survey that asks for their observation and assessment of students experiences, as well as assessment of the overall process of the museum visit. 3. Museum staff and artists/teachers will record their observations and assessments. 4. When studio time permits, we will ask students to briefly discuss their art work completed in the Shelton Studio visit. 5. Museum staff may take photographs of students and teachers to document the learning taking place and the work produced during a museum visit. These are available upon written request to teachers who would like to use them as part of teaching and student portfolios.

Kaarina Kaikkonen And It Was Empty. University of Wyoming Art Museum, Spring 2007 Educational packet developed for grades K-12

Kaarina Kaikkonen And It Was Empty. University of Wyoming Art Museum, Spring 2007 Educational packet developed for grades K-12 Kaarina Kaikkonen And It Was Empty University of Wyoming Art Museum, Spring 2007 Educational packet developed for grades K-12 Introduction In this museum visit students will view the work of Finnish artist

More information

Etsuko Ichikawa: NACHI

Etsuko Ichikawa: NACHI Etsuko Ichikawa: NACHI between the eternal and the ephemeral February 26 August 13, 2011 University of Wyoming Art Museum 2011 Educational Packet for K-12 Teachers Purpose of this Packet: To provide K-12

More information

Debbie Fleming Caffery Portrait of Neglect: Injustice of Hurricane Katrina

Debbie Fleming Caffery Portrait of Neglect: Injustice of Hurricane Katrina Debbie Fleming Caffery Portrait of Neglect: Injustice of Hurricane Katrina University of Wyoming Art Museum, Spring 2007 Educational Packet developed for grades K-12 Introduction In this museum visit students

More information

Aggregations, New Work by Kwang Young Chun

Aggregations, New Work by Kwang Young Chun University of Wyoming Art Museum 2009 Aggregations, New Work by Kwang Young Chun Purpose of this packet: To provide K-12 teachers with background information on the exhibition and suggested age appropriate

More information

Green Architecture. Grade 3. Lubeznik Center for the Arts February 23 April 20. Edwin Shelton (219)

Green Architecture. Grade 3. Lubeznik Center for the Arts February 23 April 20. Edwin Shelton (219) Grade 3 Lubeznik Center for the Arts February 23 April 20 The Green Architecture exhibit at the Lubeznik Center for the Arts is an eclectic array of concepts which cross the curriculum to combine all aspects

More information

puzzle digital design An artistic Many artists use mathematical structures in their work.

puzzle digital design An artistic Many artists use mathematical structures in their work. An artistic puzzle Many artworks in the region are free to view in parks, museums, galleries and other public places. This artwork is in the Yorkshire Sculpture Park near Wakefield. This sculpture is made

More information

Third Grade Visual Arts Curriculum Overview

Third Grade Visual Arts Curriculum Overview Third Grade Visual Arts Curriculum Overview Students will continue to build on, expand and apply the above through the creation of original artworks. Using their powers of observation, abstraction, invention,

More information

Norman Lundin: Inside/Outside

Norman Lundin: Inside/Outside Norman Lundin: Inside/Outside Hallie Ford Museum of Art at Willamette University November 19, 2011 January 22, 2012 Teachers Guide This guide is to help teachers prepare students for a field trip to the

More information

Visual Arts What Every Child Should Know

Visual Arts What Every Child Should Know 3rd Grade The arts have always served as the distinctive vehicle for discovering who we are. Providing ways of thinking as disciplined as science or math and as disparate as philosophy or literature, the

More information

Drafting and Design 1A

Drafting and Design 1A Syllabus Drafting and Design 1A Overview This one-semester course is intended as a practical, hands-on guide to help you understand the various techniques, standards, and tools used in drafting and design.

More information

Designing Our Community

Designing Our Community A Community Visioning Process Mathematics: geometry; estimation and measurement; scale and proportion, Science & Technology/Engineering: the engineering design process; structure and materials; ecosystems,

More information

Visual Arts Curriculum Standards Early Elementary: Grades K-2. State Goal 25 Know the language of the arts.

Visual Arts Curriculum Standards Early Elementary: Grades K-2. State Goal 25 Know the language of the arts. Early Elementary: Grades K-2 25.A.1d Visual Arts: Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion

More information

3D Discovery First Grade Integrated Visit

3D Discovery First Grade Integrated Visit Behavioral Objective: Students visiting the 3D Discovery exhibit at the Lubeznik Center for the Arts will be given a tour of the show and will correctly identify shapes in various sculptures. Learning

More information

ADVANCED PLACEMENT STUDIO ART SUMMER ASSIGNMENTS

ADVANCED PLACEMENT STUDIO ART SUMMER ASSIGNMENTS ADVANCED PLACEMENT STUDIO ART SUMMER ASSIGNMENTS 2018 The Advanced Placement Studio Art course is for highly motivated students who are seriously interested in the study of art. This program demands a

More information

Enduring Understanding Shapes can be divided into equal fractions, recombined into new shapes, and arranged in balance within artistic compositions.

Enduring Understanding Shapes can be divided into equal fractions, recombined into new shapes, and arranged in balance within artistic compositions. ARTS IMPACT LESSON PLAN Visual Arts and Math Infused Lesson Lesson Two: Balancing Shapes: Parts and Wholes Author: Meredith Essex Grade Level: First Enduring Understanding Shapes can be divided into equal

More information

Grade 12: IB Visual Arts Summer Assignment :

Grade 12: IB Visual Arts Summer Assignment : Grade 12: IB Visual Arts Summer Assignment 2018-2019: Your summer assignment is going to be about art making, process, exploration and being curious!! This work should be approached with freedom and yet

More information

MIDDLE SCHOOL COURSE OUTLINE

MIDDLE SCHOOL COURSE OUTLINE OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT Department Art MIDDLE SCHOOL COURSE OUTLINE Course Title Intermediate Art 7/8 Course Code 1055 Abbreviation Art Intermed 7-8 Grade Level 7/8

More information

RED GROOMS: Lesson Plan TRAVELING CORRESPONDENT ON VIEW OCTOBER 15, 2016 JANUARY 8, 2017 ORGANIZED BY THE MEMPHIS BROOKS MUSEUM OF ART

RED GROOMS: Lesson Plan TRAVELING CORRESPONDENT ON VIEW OCTOBER 15, 2016 JANUARY 8, 2017 ORGANIZED BY THE MEMPHIS BROOKS MUSEUM OF ART RED GROOMS: TRAVELING CORRESPONDENT ON VIEW OCTOBER 15, 2016 JANUARY 8, 2017 ORGANIZED BY THE MEMPHIS BROOKS MUSEUM OF ART Lesson Plan Memphis Brooks Museum of Art in Overton Park Contents Learning Standards...3

More information

ACALANES UNION HIGH SCHOOL DISTRICT Adopted: 12/15/04 Visual and Performing Arts Subject Area

ACALANES UNION HIGH SCHOOL DISTRICT Adopted: 12/15/04 Visual and Performing Arts Subject Area COURSE TITLE: COURSE CODE V0919P ACALANES UNION HIGH SCHOOL DISTRICT Adopted: 12/15/04 Visual and Performing Arts Subject Area GRADE LEVEL: 11-12 COURSE LENGTH: PREREQUISITE: CREDIT: UC/CSU CREDIT: One

More information

A LEARNING RESOURCE FOR TEACHERS IN THE CLASSROOM

A LEARNING RESOURCE FOR TEACHERS IN THE CLASSROOM A LEARNING RESOURCE FOR TEACHERS IN THE CLASSROOM PRIMARY SCHOOLS PROGRAMME 2018 SCHOOL RESOURCES AND GALLERY TOURS Our school resources and Gallery tours are designed to assist Primary School teachers

More information

IB Course Syllabus 2015/16 Visual Arts (HL/SL)

IB Course Syllabus 2015/16 Visual Arts (HL/SL) IB Course Syllabus 2015/16 Visual Arts (HL/SL) Rocio Toral Time: Two-year programme Room: 111-112-114 DESCRIPTION: This course is intended for students with a serious interest in the visual arts and the

More information

RICHARD SERRA: PRINTS RICHARD SERRA PROMENADE NOTEBOOK DRAWING V 2009 RICHARD SERRA AND GEMINI G.E.L. LLC

RICHARD SERRA: PRINTS RICHARD SERRA PROMENADE NOTEBOOK DRAWING V 2009 RICHARD SERRA AND GEMINI G.E.L. LLC RICHARD SERRA: PRINTS 06.10.17 08.20.17 9-12 RICHARD SERRA PROMENADE NOTEBOOK DRAWING V 2009 RICHARD SERRA AND GEMINI G.E.L. LLC table of contents Lesson Overview............................................

More information

Chinook's Edge School Division No. 73

Chinook's Edge School Division No. 73 LOCALLY DEVELOPED COURSE OUTLINE Sculpting (Advanced Techniques)15 Sculpting (Advanced Techniques)25 Sculpting (Advanced Techniques)35 Submitted By: Chinook's Edge School Division No. 73 Submitted On:

More information

TExES Art EC 12 (178) Test at a Glance

TExES Art EC 12 (178) Test at a Glance TExES Art EC 12 (178) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources. Test Name Art EC 12 Test

More information

AP Studio Art: 2D Design Portfolio Summer Assignments

AP Studio Art: 2D Design Portfolio Summer Assignments AP Studio Art: 2D Design Portfolio Summer Assignments Mrs. Lisa Blais lblais@fatherlopez.org Students will spend the school year compiling a college level portfolio of work through in class and homework

More information

ART DEPARTMENT SEQUENCE. Course Title Length Meeting Time Grades. Clay and Sculpture Semester Daily Studio Art Semester Daily 11-12

ART DEPARTMENT SEQUENCE. Course Title Length Meeting Time Grades. Clay and Sculpture Semester Daily Studio Art Semester Daily 11-12 ART DEPARTMENT SEQUENCE Course Title Length Meeting Time Grades Art 7 Semester Alt Days 7 Art 8 Semester Alt Days 8 Art 1 Foundations Semester Daily 9-12 ART 2 Drawing/ Semester Daily 9-12 Painting Art

More information

I've Seen That Shape Before Lesson Plan

I've Seen That Shape Before Lesson Plan I've Seen That Shape Before Lesson Plan I) Overview II) Conducting the Lesson III) Teacher to Teacher IV) Handouts I. OVERVIEW Lesson Summary Students learn the names and explore properties of solid geometric

More information

Lesson: Clay Form Approximate Time Frame: 2 3 Class Periods. TSW explore and compare paintings by Pop Artists

Lesson: Clay Form Approximate Time Frame: 2 3 Class Periods. TSW explore and compare paintings by Pop Artists Grade: 5 Year: 2014 15 Teacher: Elyse Mortensen Lesson: Clay Form Approximate Time Frame: 2 3 Class Periods Standards Essential Questions Enduring Understandings Skills Content Vocabulary CC Anchor Stand.

More information

(A) consider concepts and ideas from direct observation, original sources, experiences, and imagination for original artwork;

(A) consider concepts and ideas from direct observation, original sources, experiences, and imagination for original artwork; 117.302. Art, Level I (One Credit), Adopted 2013. (a) General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following

More information

LEVEL: 2 CREDITS: 5.00 GRADE: PREREQUISITE: None

LEVEL: 2 CREDITS: 5.00 GRADE: PREREQUISITE: None DESIGN #588 LEVEL: 2 CREDITS: 5.00 GRADE: 10-11 PREREQUISITE: None This course will familiarize the beginning art student with the elements and principles of design. Students will learn how to construct

More information

St Joseph s RC Primary School Art and Design Policy

St Joseph s RC Primary School Art and Design Policy St Joseph s RC Primary School Art and Design Policy September 2017 Let your light shine before others, so that they may see your good work. Matthew 5:16 Mission Statement We believe that each person is

More information

Art Instructional Units

Art Instructional Units Art Instructional Units ART INSTRUCTIONAL UNITS TASK FORCE MEMBERS JANEEN LINDSAY SHARON COSLOP JILL CUCCI SMITH SABINA MULLER, CURRICULUM AND INSTRUCTION SUPERVISOR SEPTEMBER 2013 Unit 1 The Element of

More information

Math Connections in Art Grades 6 10

Math Connections in Art Grades 6 10 This packet includes: Distance Learning at The Cleveland Museum of Art Math Connections in Art Grades 6 10 HOW TO PREPARE YOUR CLASS FOR THE DISTANCE LEARNING PRESENTATION... 2 TEACHER INFORMATION GUIDE:...

More information

Teacher Resource Packet

Teacher Resource Packet Art 101 Teacher Resource Packet This Teacher Resource Packet contains ideas and suggestions for preparing your students to visit the Museum of Texas Tech University. Completing the activities is highly

More information

KEY IDEAS THAT CONNECT TO VISUAL ARTS CORE CURRICULUM:

KEY IDEAS THAT CONNECT TO VISUAL ARTS CORE CURRICULUM: Lesson2 Jasper Johns: Symbolism, Modern Art, Collage, American Flag, Personal Flag How do artists use elements of art to create symbolism? What kind of effects can collage create? LESSON OVERVIEW/OBJECTIVES

More information

ART AND DESIGN POLICY

ART AND DESIGN POLICY Garlinge Primary School and Nursery ART AND DESIGN POLICY "Society needs and values more than academic abilities. Children and young people have much more to offer. The arts exemplify some of these other

More information

4 th. Perspective Drawing. Visual Art. Math Domain Geometry

4 th. Perspective Drawing. Visual Art. Math Domain Geometry 4 th Visual Art Math Domain Geometry Length 1. Frame, Focus, and Reflection (view and discuss): one class period 2. Short hands-on activity: 1 class period 3. Project: 3 class periods Materials + One-point

More information

SCULPTURE & CLAYWORK. Grades: 9-12 Duration: 1 Trimester - 1 Credit Prerequisites: Successful Completion of Design

SCULPTURE & CLAYWORK. Grades: 9-12 Duration: 1 Trimester - 1 Credit Prerequisites: Successful Completion of Design SCULPTURE & CLAYWORK Overview - Sculpture and Claywork is an advanced visual arts class that focuses on introducing students to various three dimensional design methods and materials. Students are required

More information

Independent Project. ARE 6148: Curriculum in Teaching Art

Independent Project. ARE 6148: Curriculum in Teaching Art Tammy Warner Independent Project ARE 6148: Curriculum in Teaching Art Fall 2010 Unit: The Art of Storytelling Unit Overview: Throughout the ages, human beings have been storytellers. We have developed

More information

Art, Middle School 1, Adopted 2013.

Art, Middle School 1, Adopted 2013. 117.202. Art, Middle School 1, Adopted 2013. (a) General requirements. Students in Grades 6, 7, or 8 enrolled in the first year of art may select Art, Middle School 1. (b) Introduction. (1) The fine arts

More information

ADVANCED PLACEMENT STUDIO ART

ADVANCED PLACEMENT STUDIO ART ADVANCED PLACEMENT STUDIO ART Description This is an extensive two period full year course designed to provide the student with the needed time and resources to create more advanced level work. Students

More information

Enduring Understandings 1. Design is not Art. They have many things in common but also differ in many ways.

Enduring Understandings 1. Design is not Art. They have many things in common but also differ in many ways. Multimedia Design 1A: Don Gamble * This curriculum aligns with the proficient-level California Visual & Performing Arts (VPA) Standards. 1. Design is not Art. They have many things in common but also differ

More information

VCE Studio Arts Study Design. Implementation briefing July August 2016

VCE Studio Arts Study Design. Implementation briefing July August 2016 VCE Studio Arts Study Design 2017 2021 Implementation briefing July August 2016 Victorian Curriculum and Assessment Authority 2016 The copyright in this PowerPoint presentation is owned by the Victorian

More information

Vocabulary Glossary Visual Arts K-4

Vocabulary Glossary Visual Arts K-4 Vocabulary Glossary Visual Arts K-4 1. abstract- Artwork in which little or no attempt is made to represent images realistically and where objects are often simplified or distorted. 2. abstraction- The

More information

Structures. Program Details + Learning Standards Alignments: Learning By Design in Massachusetts

Structures. Program Details + Learning Standards Alignments: Learning By Design in Massachusetts How do buildings and bridges stand up? How are our bodies and buildings alike? Who designed our built our structures, and why? K-8 students will answer these questions when LBD:MA brings a wealth of hands-on

More information

COURSE DESCRIPTION - ADVANCED PLACEMENT ART AP Drawing Portfolio, AP 2D Design Portfolio, AP 3D Design Portfolio

COURSE DESCRIPTION - ADVANCED PLACEMENT ART AP Drawing Portfolio, AP 2D Design Portfolio, AP 3D Design Portfolio COURSE DESCRIPTION - ADVANCED PLACEMENT ART AP Drawing Portfolio, AP 2D Design Portfolio, AP 3D Design Portfolio COURSE DESCRIPTION This course offers art students a concentrated Art program, which qualifies

More information

Understanding Contemporary Art

Understanding Contemporary Art Unit 5 Name Date Objective In this lesson, you will consider new roles for art in the contemporary world. Links Judy Pfaff http://redirect.platoweb.com/337650 Brian Mc Sweeney http://redirect.platoweb.com/337651

More information

ART DEPARTMENT POSSIBLE ART SEQUENCES. Ceramics/Sculpture. Photography. Digital. Commercial Art* Digital 2* Studio

ART DEPARTMENT POSSIBLE ART SEQUENCES. Ceramics/Sculpture. Photography. Digital. Commercial Art* Digital 2* Studio ART DEPARTMENT POSSIBLE ART SEQUENCES 9 th Grade 10 th Grade 11 th Grade 12 th Grade Ceramics/Sculpture Ceramics 1 Ceramics 2 Ceramics 3* AP 3 Dimensional Design Photography Photography 1 Photography 2

More information

SOL LEWITT. a d a m. e: 24 CORK STREET LONDON W1S 3NJ t:

SOL LEWITT. a d a m. e:   24 CORK STREET LONDON W1S 3NJ t: SOL LEWITT a d a m g a l l e r y SOL LEWITT 24 CORK STREET LONDON W1S 3NJ t: 0207 439 6633 13 JOHN STREET BATH BA1 2JL t: 01225 480406 e: info@adamgallery.com www.adamgallery.com Adam Gallery is pleased

More information

Hoboken Public Schools. Visual and Arts Curriculum Grades K-6

Hoboken Public Schools. Visual and Arts Curriculum Grades K-6 Hoboken Public Schools Visual and Arts Curriculum Grades K-6 Visual Arts K-6 HOBOKEN PUBLIC SCHOOLS Course Description Visual arts education teaches the students that there are certain constants in art,

More information

Level 3 Diploma in Design and Craft

Level 3 Diploma in Design and Craft Level 3 Diploma in Design and Craft 7716-74 Ceramics Qualification handbook www.cityandguilds.com November 2009 Version 1.0 Candidate name City & Guilds registration number Centre name Centre number Date

More information

Classroom Chihuly: Exploring Botanical Forms

Classroom Chihuly: Exploring Botanical Forms Visual Arts Creativity and Performance (6-8) The student will: 1. K) understand the following components of visual art: a.) elements, including color, line, shape, form, texture, and space; b.) principles,

More information

Course Overview: VISUAL ART Project Specialist: Taintor Davis Child

Course Overview: VISUAL ART Project Specialist: Taintor Davis Child Course Overview: VISUAL ART Project Specialist: Taintor Davis Child If you or someone you know is interested in attending one of the MindsEye Designs classes, please contact: Taintor Davis Child 603-516-9300

More information

Video, Sculpture, Installation

Video, Sculpture, Installation SPECIAL EXHIBITION RESOURCE GUIDE FOR TEACHERS Michal Rovner, More, 2003, projected digital video, projected dimensions variable. Photo courtesy the artist and PaceWildenstein, New York. Artist Rights

More information

TExES Art EC 12 Curriculum Crosswalk

TExES Art EC 12 Curriculum Crosswalk TExES Art EC 12 Curriculum Crosswalk Domain I Creating Works of Art Competency 001: The teacher demonstrates knowledge of the elements and principles of art and analyzes their use in works of visual art.

More information

Drawing and Painting. Curriculum Guide (ART 201/202, 301/302, 401/402) December, 2014

Drawing and Painting. Curriculum Guide (ART 201/202, 301/302, 401/402) December, 2014 Drawing and Painting (ART 201/202, 301/302, 401/402) Curriculum Guide December, 2014 Visual Arts Curriculum, Instruction, and Assessment 2323 Grand Avenue Des Moines, Iowa 50312 P: 515-242-7619 visualarts.dmschools.org

More information

AP 3-D Studio Art: 3-D Design Syllabus

AP 3-D Studio Art: 3-D Design Syllabus AP 3-D Studio Art: 3-D Design Syllabus Overview The AP 3-D course is designed to educate students in ways of creating functional and sculptural works of art. Students will develop knowledge through research

More information

Wonderful Wizard of Oz!

Wonderful Wizard of Oz! Wonderful Wizard of Oz! Multi-grade K-5 Thematic Unit Integrating Literature, Musical Theater and ART! Sit back, relax and enjoy the show! Kindergarten Lollipops for Munchkin land First Grade Dorothy s

More information

Course Descriptions / Graphic Design

Course Descriptions / Graphic Design Course Descriptions / Graphic Design ADE 1101 - History & Theory for Art & Design 1 The course teaches art, architecture, graphic and interior design, and how they develop from antiquity to the late nineteenth

More information

Standard 1 (Making): The student will explore and refine the application of media, techniques, and artistic processes.

Standard 1 (Making): The student will explore and refine the application of media, techniques, and artistic processes. Lesson2 Peter Max: Pop Art, Color, Symbolic Figures and Objects, Statue of Liberty How do artists use elements of art to create symbolism? What kind of effects can color create? LESSON OVERVIEW/OBJECTIVES

More information

Thoughtful Drawing and Mark Making in the Armoury at the Fitzwilliam Museum, Cambridge

Thoughtful Drawing and Mark Making in the Armoury at the Fitzwilliam Museum, Cambridge Thoughtful Drawing and Mark Making in the Armoury at the Fitzwilliam Museum, Cambridge This post shares how Paula Briggs and Sheila Ceccarelli from AccessArt and Kate Noble from the Fitzwilliam Cambridge,

More information

3rd Grade Art Scope and Sequence

3rd Grade Art Scope and Sequence 3rd Grade Art Scope and Sequence THEME TOTAL CUMULATIVE TOTAL Color Line 7 days -- 7 days 14 days Shape Elements and Principles of Design CATEGORY TOTALS 8 days 8 days 30 days 22 days 30 days Notes: There

More information

VA:Cn Portfolio. -Design VA:Cn Art History

VA:Cn Portfolio. -Design VA:Cn Art History AUGUST / SEPTEMBER CORE CONTENT Connecting: Synthesize and relate knowledge and personal experiences to make art. PROCESS SKILLS/ Create works of art that reflect community and cultural traditions. -Create/Design

More information

HEIDE EDUCATION RESOURCE

HEIDE EDUCATION RESOURCE Workshops on the run Abstracting the environment This education resource has been produced by Heide Museum of Modern Art to provide information to support education institution visits to the museum. Reproduction

More information

Drawing and Painting. Curriculum Guide (ART 201/202, 301/302, 401/402) June, 2016

Drawing and Painting. Curriculum Guide (ART 201/202, 301/302, 401/402) June, 2016 Drawing and Painting (ART 201/202, 301/302, 401/402) Curriculum Guide June, 2016 Visual Arts Curriculum, Instruction, and Assessment 2100 Fleur Drive Des Moines, Iowa 50312 P: 515-242-7619 visualarts.dmschools.org

More information

LIVE Arts with Laura St.Pierre Collage Selfies

LIVE Arts with Laura St.Pierre Collage Selfies Visual Arts LIVE Arts with Laura St.Pierre Collage Selfies Grade 5/6 45 minute broadcast + hands-on activity Overview This session will give students the opportunity to participate in a live broadcast

More information

VA7MC.1 Identifies and works to solve problems through creative thinking, planning, and/or experimenting with art methods and materials.

VA7MC.1 Identifies and works to solve problems through creative thinking, planning, and/or experimenting with art methods and materials. GRADE 7 VISUAL ARTS Visual art continues to build opportunities for self-reflection, and exploration of ideas. Students benefit from structure that acknowledges personal interests and develops individual

More information

The Heckscher Museum of Art

The Heckscher Museum of Art The Heckscher Museum of Art EXHIBITION GUIDE FOR TEACHERS Gary Erbe, The Big Splash, 2001 [detail]. Courtesy of Mr. & Mrs. Joseph Cusenza. Gary Erbe MAY 21 - AUGUST 28, 2016 WHAT S INSIDE 2 Prime Avenue

More information

Subject Area. Content Area: Visual Art. Course Primary Resource: A variety of Internet and print resources Grade Level: 3

Subject Area. Content Area: Visual Art. Course Primary Resource: A variety of Internet and print resources Grade Level: 3 Content Area: Visual Art Subject Area Course Primary Resource: A variety of Internet and print resources Grade Level: 3 Unit Plan 1: Artists Express Themselves through Design Balance Harmony Unity Emphasis,

More information

Technology Education Department

Technology Education Department Department Technology Education The technology education curriculum is designed to provide a balanced mix of theoretical and practical knowledge with an abundant amount of hands-on activities included

More information

Chalice Arts UK Limited

Chalice Arts UK Limited 1 Chalice Arts UK Limited Using Sketch Books in Primary Schools by Stephen Bruce 2 Using Sketch Books in Primary School Aim To provide an overview of good practice in using sketch books in primary schools

More information

WARD JACKSON john ferren

WARD JACKSON john ferren WARD JACKSON john ferren As we continue to curate exhibitions of painting movements from the twentieth century, it is with great pleasure that we present to you an exploration of the threads between Ward

More information

AVI20 ELEMENTS OF DESIGN COLLABORATIVE POSTER

AVI20 ELEMENTS OF DESIGN COLLABORATIVE POSTER AVI20 ELEMENTS OF DESIGN COLLABORATIVE POSTER Outcome: - Students familiarize themselves with 7 important elements of design & 9 principles of design terms to further their understanding of the language

More information

ISU: Art Career Project (10%)

ISU: Art Career Project (10%) ISU: Art Career Project (%) NAME: You will choose, focus and create a project representative of a career in Art. Here are your choices: (only people can do the same career). Textile Designer. Architect

More information

Robert Breer was born in Detroit, America, in He studied Fine Art at Stanford University before moving to Paris in After starting his

Robert Breer was born in Detroit, America, in He studied Fine Art at Stanford University before moving to Paris in After starting his Robert BREER PART ONE ABOUT THE ARTIST Robert Breer was born in Detroit, America, in 1926. He studied Fine Art at Stanford University before moving to Paris in 1949. After starting his career in abstract

More information

High School Art. AASD Art Goals for K-12 Students. Description Credits Prerequisites Textbooks/Resources

High School Art. AASD Art Goals for K-12 Students. Description Credits Prerequisites Textbooks/Resources AASD ART CURRICULUM High School Art Description Credits Prerequisites Textbooks/Resources Required Assessments District-wide, standards-based assessments Board Approved May 2010 Revised AASD Art Goals

More information

Enduring Understanding Ratio and proportional relationships can guide accurate portrayal of human figures of any size.

Enduring Understanding Ratio and proportional relationships can guide accurate portrayal of human figures of any size. ARTS IMPACT LESSON PLAN Visual Arts and Math Infused Lesson Lesson One: Math Action Figures: Human Body Proportion Author: Meredith Essex Grade Level: Seventh Enduring Understanding Ratio and proportional

More information

Give students a practice diamante template, a pencil, and an eraser and allow them to work out their ideas.

Give students a practice diamante template, a pencil, and an eraser and allow them to work out their ideas. Educational Material How to Write a Diamante Poem Writing activity for grades 1-8 with extension artwork to be age appropriate. Maine Learning Results achievements begin after diamante template. A diamante

More information

Shrewsbury Borough School District ART Curriculum Guide Grade

Shrewsbury Borough School District ART Curriculum Guide Grade Mission Statement: Shrewsbury Borough School District ART Curriculum Guide Grade 4 The mission of the Shrewsbury Borough School District, a system built on successful cooperation among family, school and

More information

AP Art Summer Assignments:

AP Art Summer Assignments: AP Art Summer Assignments: 4 Full Value Drawings/ Paintings ( 2 creative/ 2 technical ) 2 Sketchbook Assignments Concentration Journal Assignment- questions, sketchbook, and thumbnail drawings Due Dates:

More information

Teacher Resource Packet. Fred Tomaselli October 8, 2010 January 2, 2011

Teacher Resource Packet. Fred Tomaselli October 8, 2010 January 2, 2011 Teacher Resource Packet Fred Tomaselli October 8, 2010 January 2, 2011 Fred Tomaselli About the Exhibition This exhibition focuses on work that Tomaselli created between 1990 and the present. Tomaselli

More information

Guidance for applying to study design

Guidance for applying to study design Guidance for applying to study design 1 Contents Guidance for art, design and media arts applications 4 Guidelines for applications to undergraduate 5 courses in design BA (Honours) Fashion Design 7 MDes

More information

Process Makes Perfect: The Creative and Practical Process of Christo and Jeanne- Claude

Process Makes Perfect: The Creative and Practical Process of Christo and Jeanne- Claude Process Makes Perfect: The Creative and Practical Process of Christo and Jeanne- Claude Grades: Grades 3, 4, and 5 Subject: Visual Arts, Science Time Required: 20-30 minutes Author: Biggs Museum Curator

More information

Creating Comic Strips

Creating Comic Strips Summary Starting with the familiar Peanuts comic strip characters in the form of video and print media, students explore comic strips as a form of communication of both fiction and nonfiction. In this

More information

Middle School Art. AASD Art Goals for K-12 Students. Description Credits Prerequisites Textbooks/Resources

Middle School Art. AASD Art Goals for K-12 Students. Description Credits Prerequisites Textbooks/Resources AASD ART CURRICULUM Middle School Art Description Credits Prerequisites Textbooks/Resources Required Assessments District-wide, standards-based assessments Revised AASD Art Goals for K-12 Students To nourish

More information

Shrewsbury Borough School Visual and Performing Arts Curriculum 2012 Visual Arts Grade 4

Shrewsbury Borough School Visual and Performing Arts Curriculum 2012 Visual Arts Grade 4 Shrewsbury Borough School Visual and Performing Arts Curriculum 2012 Visual Arts Grade 4 Marking Period 1: Marking Period 2: Marking Period 3: Marking Period 4: Unit 1: Intensity, Texture, Emphasis and

More information

Victor Pasmore: Towards a New Reality

Victor Pasmore: Towards a New Reality Victor Pasmore: Towards a New Reality Pallant House Gallery Resource Pack This exhibition is a partnership between Djanogly Gallery, Nottingham Lakeside Arts, and Pallant House Gallery, Chichester This

More information

ART DEPARTMENT ART COURSES CAN BE USED AS ELECTIVE CREDITS

ART DEPARTMENT ART COURSES CAN BE USED AS ELECTIVE CREDITS ART DEPARTMENT ART COURSES CAN BE USED AS ELECTIVE CREDITS CONTENT MISSION STATEMENT: All students have a need for, and a right to, education in the Visual Arts as a part of their life-long learning experience.

More information

Math and Art Tour 1. Math and Art Grades: minutes

Math and Art Tour 1. Math and Art Grades: minutes Math and Art Tour 1 Math and Art Grades: 4 6 45 minutes Procedures As with all tours, timing is critical. Therefore please refrain from discussing concepts that are not included in this tour packet. If

More information

Kathy Temin Education Kit. Kathy Temin Education Kit

Kathy Temin Education Kit. Kathy Temin Education Kit Kathy Temin Education Kit 1 2 CONTENTS ABOUT THE EXHIBITION 5 Introduction 5 Key terms Pre-visit discussion and debate 9 EXPLORING AND RESPONDING 11 Kathy Temin Sideboard Garden 2007 11 Kathy Temin The

More information

Shrewsbury Borough School District ART Curriculum Guide Grade

Shrewsbury Borough School District ART Curriculum Guide Grade Mission Statement: Shrewsbury Borough School District ART Curriculum Guide Grade 2 The mission of the Shrewsbury Borough School District, a system built on successful cooperation among family, school and

More information

Content Skills Assessments Lessons

Content Skills Assessments Lessons Teacher: CORE Art Grade 4 Year: 2012-13 Course: Art Grade 4 Month: All Months S e p t e m b e r My story-pictures and symbols that tell about the many parts of myself Essential Questions Can drawing communicate

More information

Schiller Park District 81 Curriculum Map. Content Skills Assessment Resources. List activities for each types of art.

Schiller Park District 81 Curriculum Map. Content Skills Assessment Resources. List activities for each types of art. Schiller Park District 81 Curriculum Map 4 th Grade Visual Art Essentials Question What are the Art room procedures, and norms? Content Skills Assessment Resources Classroom Norms, tour of room. BrainPop:

More information

Learning Plan. My Story Portrait Inspired by the Art of Mary Cassatt. Schedule: , Grades K-5, one class period of approximately 60 min.

Learning Plan. My Story Portrait Inspired by the Art of Mary Cassatt. Schedule: , Grades K-5, one class period of approximately 60 min. Learning Plan My Story Portrait Inspired by the Art of Mary Cassatt Mary Cassatt was an expert in showing the relationships and the stories of the real people in her paintings. Look at the details. What

More information

Overview. Grade Level

Overview. Grade Level Title: Girl with Father Series: Gentleman Farmer - #4 of 5 Date: 1943, Poland Dimensions: 5 3/8 x 7 11/16 in (13.5 x 19.5 cm) Medium: Paper, watercolor, graphite pencil Location: Nelly Toll Collection

More information

ART DEPARTMENT HIGH SCHOOL VISUAL ART PATHWAYS 3-D STUDIO (CERAMICS/SCULPTURE) 1 Studio 1 Ceramics/Sculpture 1 Digital 1 Photography 1

ART DEPARTMENT HIGH SCHOOL VISUAL ART PATHWAYS 3-D STUDIO (CERAMICS/SCULPTURE) 1 Studio 1 Ceramics/Sculpture 1 Digital 1 Photography 1 ART DEPARTMENT HIGH SCHOOL VISUAL ART PATHWAYS LEVEL 2-D STUDIO (DRAWING/PAINTING) 3-D STUDIO (CERAMICS/SCULPTURE) DIGITAL PHOTOGRAPHY 1 Studio 1 Ceramics/Sculpture 1 Digital 1 Photography 1 2 Studio 2

More information

Math certification and ARXXX or ENTXXX (STXXX) Designing with Models, by Chris B. Mills, John Wiley & Sons, 2000 [ISBN: X]

Math certification and ARXXX or ENTXXX (STXXX) Designing with Models, by Chris B. Mills, John Wiley & Sons, 2000 [ISBN: X] ARCH XXX ARCHITECTURAL FOUNDATION II 2 credits: 1 class hour, 2 lab hours Course Description: The materials, methods and stages of designing through architectural models and presentation drawings. Scope

More information

KINDERGARTEN VISUAL ARTS PACING GUIDE:

KINDERGARTEN VISUAL ARTS PACING GUIDE: KINDERGARTEN VISUAL ARTS PACING GUIDE: Art Production A Brief Overview of IPS Elementary Level Visual Arts Curriculum The IPS Visual Arts Curriculum is a standards-driven program, based in the current

More information

LIVE Arts with Jean-Sébastien Gauthier : Living Sculpture and Drawing. Curriculum Aims & Goals. Artist Biography. Creative/Productive:

LIVE Arts with Jean-Sébastien Gauthier : Living Sculpture and Drawing. Curriculum Aims & Goals. Artist Biography. Creative/Productive: Strand: Visual Art Level: Grades 6,7,8 Content: 45 minute broadcast + hands-on activity LIVE Arts with Jean-Sébastien Gauthier : Living Sculpture and Drawing This dynamic program introduces students to

More information

AP Studio Art Summer Assignments

AP Studio Art Summer Assignments AP Studio Art Summer Assignments AP Studio Art is a college level course requiring a 3-part portfolio. In order to meet the demanding portfolio requirements, it is important to create impressive artwork

More information