I love this idea of exploring our contemporary values and morals through this exhibit. I think this exhibit provides a lot of opportunity to connect with our students on things relevant to them. For instance, pop culture is the primary source of art in this exhibit, and I don't think it would be hard for the students to find pieces of work that interest them, whether it be the photo of the basketball player in white, or the big foot statue, or the Captain America sculpture with the head of Saddam Hussein.
For my lesson, I'm thinking I woud show a clip of one of the recent superhero movies where the good guys are fighting the bad guys. Then I would start a discussion within the class with questions like, "What makes a hero? Why do we root for the heros? Is the line black and white beween good and bad? What is the perspective of the bad guys?"
Then after discussing those broad questions, I would move it towards art. Perhaps I would show the same clip again, and then we would discuss the critical questions suggested in Hobbs. Perhaps we would do this part in groups.
"How is this movie art? Or is it?"
Critical Questions:
Who is the author, and what is the purpose?
What creative techniques are used to attract and hold attention?
How might different people understand this message?
What lifestyles, values, and pints of view are represented?
What is omitted?
What are the performative aspects of the clip we just saw?
After discussing these principles of art in groups we would come back and share some things together. Then in groups we would create our own piece of art, modelled after the same things. I would give them the option to create a rehearsed improvisation, a tableau, a monologue, etc. of a hero or monster (but would give instructions to take it beyond the fighting, but consider things like the bad guys' perspective), and ask them to come up with one or two questions they'd like the group to consider as they watch their piece. (For instance, what is the role of violence in the creation of a hero? Do heroes ever become monsters? Where does are society draw the line of good and evil?
Then we would perform the pieces.
If it were possible, I would then like to give a homework assignment where they went to the exhibit in the MOA and analyze five different works of art, utilizing the tools from Seeing and Writing. Then I'd have them write a short paper comparing the different works of art they chose and describing how those works address the questions and topics we discussed in class via the principles of artistic analysis they utilize in their composition.
For my lesson, I'm thinking I woud show a clip of one of the recent superhero movies where the good guys are fighting the bad guys. Then I would start a discussion within the class with questions like, "What makes a hero? Why do we root for the heros? Is the line black and white beween good and bad? What is the perspective of the bad guys?"
Then after discussing those broad questions, I would move it towards art. Perhaps I would show the same clip again, and then we would discuss the critical questions suggested in Hobbs. Perhaps we would do this part in groups.
"How is this movie art? Or is it?"
Critical Questions:
Who is the author, and what is the purpose?
What creative techniques are used to attract and hold attention?
How might different people understand this message?
What lifestyles, values, and pints of view are represented?
What is omitted?
What are the performative aspects of the clip we just saw?
After discussing these principles of art in groups we would come back and share some things together. Then in groups we would create our own piece of art, modelled after the same things. I would give them the option to create a rehearsed improvisation, a tableau, a monologue, etc. of a hero or monster (but would give instructions to take it beyond the fighting, but consider things like the bad guys' perspective), and ask them to come up with one or two questions they'd like the group to consider as they watch their piece. (For instance, what is the role of violence in the creation of a hero? Do heroes ever become monsters? Where does are society draw the line of good and evil?
Then we would perform the pieces.
If it were possible, I would then like to give a homework assignment where they went to the exhibit in the MOA and analyze five different works of art, utilizing the tools from Seeing and Writing. Then I'd have them write a short paper comparing the different works of art they chose and describing how those works address the questions and topics we discussed in class via the principles of artistic analysis they utilize in their composition.
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