Foundations of Art in Motion
Shelburne Museum
George Sherwood’s kinetic sculptures
AP Art High School level for College Prep
Teacher:
Joy Danila
NCAS Standard:
Artistic Process: Responding: Understanding and evaluating how the arts convey meaning. Apply criteria to evaluate artistic work.
Anchor Standard: Perceive and analyze artistic work
Performance Indicator: (VA: Re9.1.IIIa) Construct evaluations of a work of art or collection of works based on differing sets of criteria.
Lesson Summary and Learning Context:
Background and overview: Lesson is comprised of a field trip to the Shelburne Museum, where students apply their understanding of the elements of art while viewing George Sherwood’s kinetic sculptures first hand. Students learn how to think critically about the elements of art, and begin to apply their knowledge to what they see in action. They convey their understandings through group discussions, completion of a worksheet, and sketching what they see in their art journals.
Rationale: Using a museum as a context allows students to connect with various art objects in real-life. Having students view and interact with original works of art will serve to enrich and inspire their comprehension of the foundations of art and solidify their knowledge as they apply it firsthand.
Enduring Understandings:
Essential Question:
Objectives:
Students will:
Materials Required:
Material Preparation (ahead of museum visit):
Resources:
Vocabulary:
Motivation:
Procedures (Students will):
Differentiation Modifiers:
Individualize as needed to meet student abilities and special needs:
Advanced (or early to finish): Students go back to each of the four objects they have written about/sketched and analyze each object to incorporate Principles of art (balance, proportion, emphasis, variety, movement, rhythm, harmony) in addition to the above requirements of Elements of art - do so for as many of the four pieces as possible.
Challenged: Focus on fewer art pieces. For example, student might study only two or three - rather than four works of art. If they complete the two or three, only then would they move on to a fourth object.
Assessment:
Formative: Participation in class discussion (effort points), review and grade worksheets (based on 1-4 rubric), and indicate (pass/fail) whether the students completed sketches in their books.
Summative: Worksheets and observation sketches are being completed, students are sharing of their findings, analysis and ideas.
Shelburne Museum
George Sherwood’s kinetic sculptures
AP Art High School level for College Prep
Teacher:
Joy Danila
NCAS Standard:
Artistic Process: Responding: Understanding and evaluating how the arts convey meaning. Apply criteria to evaluate artistic work.
Anchor Standard: Perceive and analyze artistic work
Performance Indicator: (VA: Re9.1.IIIa) Construct evaluations of a work of art or collection of works based on differing sets of criteria.
Lesson Summary and Learning Context:
Background and overview: Lesson is comprised of a field trip to the Shelburne Museum, where students apply their understanding of the elements of art while viewing George Sherwood’s kinetic sculptures first hand. Students learn how to think critically about the elements of art, and begin to apply their knowledge to what they see in action. They convey their understandings through group discussions, completion of a worksheet, and sketching what they see in their art journals.
Rationale: Using a museum as a context allows students to connect with various art objects in real-life. Having students view and interact with original works of art will serve to enrich and inspire their comprehension of the foundations of art and solidify their knowledge as they apply it firsthand.
Enduring Understandings:
- Students evaluate art based on the and the elements of art (color, form, line, shape, space, texture, and value).
- Student engagement with art can lead to understanding and appreciation of self, others, and the natural world.
- Students will observe how natural elements (natural light, shadow, wind, and atmosphere) can interact with art objects.
Essential Question:
- How does one determine criteria to evaluate a work of art?
- How and why might criteria vary?
- How is personal preference different from an evaluation?
- How does learning about art impact how we see the world?
Objectives:
Students will:
- Analyze at least four works of art in their art journals, as outlined on the worksheet handout;
- Document artist, name of sculpture and give a brief description of each piece they choose to examine;
- Assess all elements of art within each sculpture using sketches and written descriptions to convey their understanding; (do the same with principles, if time allows, however this is not a requirement – lesson is on the ; “principles” will result in extra-credit points).
- As a class, share sketches of art elements observed, discuss observations as a group, and investigate how elements of art occur and change depending on natural occurrences such as wind, sunlight, and their position while viewing – discuss.
Materials Required:
- Worksheet handout for each student.
- Reminder to all students to bring their personal workbook journals and pencils.
- Museum visitor pass.
- Arrange bus to provide students a ride to museum.
Material Preparation (ahead of museum visit):
- Worksheet prepared and printed for each student.
- Tote bag for collecting students’ journals at the end of the museum visit.
- Purcard and purchase order to buy student and teacher tickets to museum.
Resources:
- http://www.georgesherwood.com/
- https://shelburnemuseum.org/press-release/wind-waves-light-kinetic-sculpture-george-sherwood/
Vocabulary:
- Elements of art: color, form, line, shape, space, texture, value
- Principles of art: balance, proportion, emphasis, variety, movement, rhythm, harmony
- Kinetic Sculpture
Motivation:
- Show websites to class for students; familiarize students with George Sherwood’s artwork and the Shelburne Museum’s show Wind, Waves, Light and Kinetic Sculpture.
- Facilitate group discussion on this artwork, with prompts through inquiry-based discussion about previously taught elements and principles of art. Nudge students to verbally apply each Element to sculptures and objects shown on video in class.
- Demonstration through video of moving sculptures that use natural environment to show light, shadow, and movement and translate that to how the artwork is expressing the individual elements of art.
- Give directives to students to start thinking about and observing elements and principles of design in their own yards, schoolyard and at home. Encourage students to observe and identify objects they find in their own daily life that interplay with nature.
Procedures (Students will):
- Gather together at the museum, hand-out worksheets, explain worksheet and objectives.
- View George Sherwood’s sculptures on the grounds of Shelburne Museum and break off into pairs or work independently to begin working on handout in workbook.
- Regroup after 10-15 minutes to answer questions and firm up the objectives as a class. If necessary, use one sculpture as an example, and walk the class through the process verbally. This piece would then no longer be acceptable as one of the four artworks students are required to analyze on their worksheets.
- Disperse into pairs, small groups, or working individually, students will sketch and complete worksheet in their art journals. Teacher remains central and easily accessible to students, for any questions, concerns or directions needed.
- Regather as a class to take part in large group discussion and share individual observations. This serves to offer closure of the lesson prior to leaving museum grounds.
- Roll-call attendance and place journals in tote bag for teacher to take home and correct. If any students need more time (i.e. overnight) indicate as such on roll-call (verify that teacher doesn’t have their journal yet in the tote, and will be anticipating it in next class). Roll-call also serves to ensure all students are present prior to leaving museum grounds.
Differentiation Modifiers:
Individualize as needed to meet student abilities and special needs:
Advanced (or early to finish): Students go back to each of the four objects they have written about/sketched and analyze each object to incorporate Principles of art (balance, proportion, emphasis, variety, movement, rhythm, harmony) in addition to the above requirements of Elements of art - do so for as many of the four pieces as possible.
Challenged: Focus on fewer art pieces. For example, student might study only two or three - rather than four works of art. If they complete the two or three, only then would they move on to a fourth object.
Assessment:
Formative: Participation in class discussion (effort points), review and grade worksheets (based on 1-4 rubric), and indicate (pass/fail) whether the students completed sketches in their books.
Summative: Worksheets and observation sketches are being completed, students are sharing of their findings, analysis and ideas.
