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Stephanie Murnane Spring 2003 Dr. Politsky Lesson Plan Art Criticism Lesson: Art Criticism of Richard Estes Grade Level: Beginning Art 9-12, High School School:
Teacher: Ms. Barkevich Time Frame: 1 class period (50 minutes) Lesson
Overview Students will be using description and interpretation to investigate art criticism theories in relation to the photo realistic paintings of Richard Estes. The class will be using a game exercise to complete in groups. This will help them better understand the description phase of the lesson and work through the understandings of Marxism and feminism.
Goals
Objectives
Materials / Equipment - 6 large laminated copies of Richard Estes’ paintings: 1. Staten Island Ferry Slip, 1989, oil on canvas, 36x74” 2. The Plaza, 1991, oil on canvas, 36x66” 3. Six Views of Edo: Shinjuku I, 1989, acrylic and gouache on illustration board, 18x24 ½” 4. Hot Girls, oil on canvas, 58¼x38¾”
5.
Food Shop, oil on linen, 65x48 ½”
6.
Canadian Club, 1974, oil on masonite, 48x60” - Large sheets of newsprint paper (about 10) - Markers - Quiz Worksheet - Handout - Candy/Hershey Kisses for finishing Quiz Vocabulary Elements
of Art (6) Line - a mark, or stroke that is longer then it is wide. It is the path of a point moving in space. The line that describes them perceives objects and things. Color
- the sensation resulting from reflection or absorption of light by a surface.
Form - is a shape that is three-dimensional. Shape - is the external outline of an object. It is two-dimensional. Space - is the distance or area between shapes Texture - is the surface quality or appearance of an object. Visual texture is a quality of the surface that you can ‘see’, but not necessarily ‘felt’. Actual texture is a quality of the surface that you can both ‘see’ and ‘feel’. Value - refers to the degree of lightness or darkness and can refer to the way color is used. Principles
of Art (14) Balance - is created when there is an equilibrium of elements that need each other and together they create Unity. Contrast - is created when opposites are used in close proximity such as light and dark colors, or large and small shapes. Emphasis
- to make certain parts of their artwork stands out and grabs your attention.
The center of interest or focal
point is the place the artist draws your eye to first. Pattern
- repeating a line,
shape or
color over
and over again. Repetition
- is created when one of the Elements
of Design are repeated at regular intervals. Rhythm is created when there is a
regular repetition of particular forms; it shows a pattern of movement. Rhythm
- is the regular repetition of a
particular element(s). It suggests a motion by patterns of recurrent elements. Unity
- is created when objects seem to
belong to each other so that each contributes something to the whole
composition. Nothing can be left out without changing the composition. Harmony
- A pleasing combination of elements in a whole Variation
- is the dominant feature that is
repeated to give the work its character. Symmetry - is created when the balancing elements seem to carry the same visual weight or shape on each side of the composition. Asymmetry is unlike sides. Dominance - is created when one part is given more importance than any other part of the work. Art
Criticism Terms (3) (refer to handouts given in ARTE 452 class) Feminism
– a
movement where women became equal to men in all ways.
Marxism - The political and economic philosophy of Karl Marx and Friedrich Engels in which the concept of class struggle plays a central role in understanding society's allegedly inevitable development from bourgeois oppression under capitalism to a socialist and ultimately classless society. Marxist
Feminism –
the combination of two theories of art criticism.
Censorship - A person authorized to examine books, films, or other material and to remove or suppress what is considered morally, politically, or otherwise objectionable. The act, process, or practice of censoring. Male Gaze – Taken from the point of view of the cinematographer, which in history has always been a man. “Through the eyes of the man” Introduction - Biography of Richard Estes (Refer to Artist Research paper) Conclusion -Wrap-up of art criticism - Hand out worksheet and go over review -Quiz/Assessment Procedures Teacher Activity Student Response 1. Show 5 works by Richard Estes 1. Student will observe the works - Pick Hot Girls to evaluate 2. Play “Description Mania” Game (5 minutes) 2. Students will list all the traits/qualities - Divide students into groups of 4 that are found in Hot Girls - Give each group a sheet of paper and marker. - On each sheet will be 2 elements & 4 principles of art. 3. Students present their Descriptions to class. 3. Each group stands in front of class and tells what they see… everyone must speak. 4. Begin talking about “experiencing” the painting – describing the painting - Ask Students the following questions - Free Response/Call out answers - 10 Minutes When you see this painting… - How do you feel? Do you feel anything? - Does this look like a place you’ve been/seen? - Would you visit this street? These stores? - What is the dominant store? - Is this place for men or women? - What about the other stores? - If you could make each store a man or woman, which would each one be? Would they be both? - Therefore, do women or men dominate the scene? - What about the other items in the painting? The car? The other buildings? - Does color play a role in any of your decisions? (The blue car, blue buildings?) - What are the dominant colors? - Who is more likely to enjoy looking/observing/experiencing this painting?
5. Intro to Art Criticism – Interpretation (20 minutes) - Ask students: Does anyone know what the word Feminism means? - Explain the History of Feminist Theory - Ask students: Can anyone guess what Male Gaze is? - Explain male gaze and how it ties to feminism. - Ask students: Domination was a key term we used earlier to describe the focal point of this painting. What other types of dominating are there? Do people dominate each other? Can places/objects dominate other places/objects? - Ask students: In this scene, what is the dominant factor? Why is it so important? - Ask students: Has anyone ever heard of the word Marxism? Karl Marx? - Explain History of Marxist Theory. - Ask students: Do you think we can combine these two theories? Would they work together? - Explain Marxist Feminism. - Ask students: What do you think about these theories and are they important to the painting? Would the painting mean the same thing to you if you didn’t know about these social issues and art criticism?
6. Handout - Give students handout and briefly go over both sides of it. Refer to the quote on the biography side and ask the students if this altar their opinion of the work we just looked at and all the other work by Estes. 7. Quiz! - Have student fill out ½ sheet quiz. When they finish they receive a piece of candy for a job well done and a thank you for helping me today. - Quiz Questions Include: 1. What is the name of the artist we have been studying? 2. Can you tell me the name of the painting we analyzed today? 3. What medium was the painting done in? 4. What style of painting does this artist do? 5. What are the two major art criticism theories we studied today?
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