DIFFERENCE IN THE URBAN ENVIRONMENT

Transcription

1 LATE ADOLESCENCE Late Adolescence Phase of Development (Y 11/12) 2AVAR Differences DIFFERENCE IN THE URBAN ENVIRONMENT After studying Mondrian s paintings, create large abstract, geometric paintings which communicate ideas about differences in the urban environment.

2 Piet Mondrian (Dutch, ) Trafalgar Square, Oil on canvas 57 1/4 x 47 1/4 (145.2 x 120 cm) The Museum of Modern Art, New York. Gift of Mr. and Mrs. William A. M. Burden Mondrian/Holtzman Trust. Beeldrecht / Licensed by Viscopy

3 Project/Lesson Planner Visual Arts pg 1 of 4 DIFFERENCE IN THE URBAN ENVIRONMENT Lesson/Activity: After studying Mondrian s paintings, students create large abstract, geometric paintings which communicate ideas about difference in the urban environment. VISUAL ARTS IDEAS Visit Picasso to Warhol: Fourteen Modern Masters. Examine and discuss Mondrian s paintings, in particular, Composition with Colour Planes 5, 1917, Composition No.II with Red and Blue, 1929 and Trafalgar Square, In the classroom discuss Mondrian s life and artwork. Examine his theories about non-representational form and his philosophy of Neoplasticism. Discuss differences between abstraction and representation. Discuss the evolution of Mondrian s style and the progressive simplification of shapes, forms and colour to achieve purity through only horizontal and vertical lines, squares and rectangles, asymmetry and primary colours. Students create a body of work, containing: Exploration of abstraction in the urban/ suburban environment in journals. Photograph abstraction within the urban environment (think grids, repetition, patterns, shadows, geometricity, signs). Make drawings, sketches and collages from these images. Show differences within the urban environment. Exploration of images using digital technology (e.g. Photoshop) Try different filters, work back into print outs. Paint images from print outs. Exploration of concepts: abstraction and simplification, after studying Mondrian s theories. Drawings of objects from life such as buildings, cranes, construction sites. Use of a variety of media, including collage and digital media. Plan final composition for resolved abstract painting, inspired by Mondrian s Neoplasticist paintings. Final design should demonstrate sound visual language and, through abstraction, should communicate aspect(s) of the urban environment. Create unique images that convey personal concepts Create images that challenge accepted norms Appropriate and re-present the works of others Selectively identify and interrelate the styles, techniques and meanings of various art movements Examine art works of others who challenge and shape prevailing values Manipulate and synthesise the elements and principles to create art works with deliberate meaning and purpose Research, collect and explore a variety of examples Use a variety of strategies for developing ideas Reflect, refine and critically evaluate design ideas Prepare and present art works for exhibition Creating original ideas Interpreting the ideas of others Exploring arts ideas Developing arts ideas Presenting arts ideas

4 Project/Lesson Planner Visual Arts pg 2 of 4 DIFFERENCE IN THE URBAN ENVIRONMENT VISUAL ARTS SKILLS, TECHNIQUES AND PROCESSES Body of work, containing: Exploration of abstraction in the urban/ suburban environment in journals through skilful use of a range of media, materials and techniques. Experimentation with painting techniques in journal including using stencils and masking tape. Resolved large acrylic on canvas or board abstract painting. Students to achieve hard-edged abstraction on their large works. In the completion of paintings, focus on: colour, shape, repetition, rhythm, contrast, balance, unity. Finished paintings should capture, through abstraction, aspect(s) of the urban or suburban environment, influenced by the Neoplasticist works of Mondrian. Create small exhibition of student s bodies of work and discuss all works on display. Develop the language of and use of visual art elements by experimentation, exploration and application Use lines to stylise Use strategies to develop surface Identify and manipulate colour to create an optical balance Recognise and apply shape and form to create optical illusions Manipulate composition through the use of regular and distorted grids Manipulate elements to create unity Use strategies for creating effective compositions by manipulating elements within space Create an exhibition as a staged event Explore ways to draw by manipulating and experimenting with a complex range of media Explore ways to paint with mediums which extend and explore the surface and contemporary techniques and materials Develop a repertoire of techniques and apply new technologies to a range and combination of studio areas Implement industry standard good practice Assist each other to be responsible and have a more sophisticated understanding of accepted practice Using skills, techniques & processes Using arts conventions Using and adapting technologies in the arts

5 Project/Lesson Planner Visual Arts pg 3 of 4 DIFFERENCE IN THE URBAN ENVIRONMENT RESPONSES TO VISUAL ARTS Students view and analyse Mondrian s works, Composition with Colour Planes 5, 1917, Composition No.II with Red and Blue, 1929 and Trafalgar Square, Focus on colour, shape, repetition, rhythm, contrast, balance, unity and the way Mondrian reduced his paintings to simplified shapes, lines and colours over his career, in keeping with his philosophies. Examine Mondrian s theories of Neoplasticism in the context of his works Discuss the mood and feelings conveyed by the works. Students speculate about meanings and ideas within the works, giving reasons for their answers. Students make connections by identifying what they can learn from Mondrian in the making of their own paintings. Students complete art works to exhibition standard. Students appropriately evaluate their finished work and the work of others, discussing the processes they used, using art vocabulary. Use formats for critical discourse Assign and clarify meaning in visual art works, considering content, artistic and technical conventions, mood and tone Discuss theories of criticism and visual art Construct meaning from art works as part of a complex relationship between the art work, the artist and the viewer Be aware that social practices and cultural assumptions shape arts responses Be aware that art languages provide the means of expressing aesthetic responses through a range of intelligences Demonstrate detailed and extensive vocabulary of art terminology Use appropriate frameworks for oral and written reflection processes Understand the content, purpose and aesthetic qualities of the art work in relation to the elements of the art form Develop and realise art works including a detailed study of the creative processes of art making, choices, key decisions, viewer, the effect of personal cultural values and contextual understandings Evaluate the processes of own creating, taking into account what has been discerned in describing, analysing and interpreting Manage a recorded or written visual art process journal Understand that visual art criticism is shaped by the cultural context of the art as well as the qualities of the work itself Demonstrate tact and sensitivity when critiquing and evaluating the art processes of others Demonstrate highly developed evaluation skills Use a range of detailed critical frameworks when making informal and formal evaluations of own work and that of others Develop a personal criteria for critical evaluation, integrating research, experience and the opinion of others Develop a language of critical discourse Responding to arts works and experiences Reflecting on arts works and experiences Evaluating arts works and experiences

6 Project/Lesson Planner Visual Arts pg 4 of 4 DIFFERENCE IN THE URBAN ENVIRONMENT VISUAL ARTS IN SOCIETY Students visit Picasso to Warhol: Fourteen Modern Masters as a class and take a tour. During visit, discuss Mondrian s life and his artworks, especially Composition with Colour Planes 5, 1917, Composition No.II with Red and Blue, 1929 and Trafalgar Square, Discuss the features of Mondrian s work, his style and the way it evolved over his career. Discuss technique, subject matter and the possible meanings behind his works. Discuss Mondrian s ideas and theories of Neoplasticism. Back in the classroom, follow up on visit, relating Mondrian s work to the content of the unit 2AVAR Differences. Students to complete a case study of Mondrian. The artist s visual arts practice should be examined with consideration of historical, cultural and contextual factors influencing production and interpretation of his work. Appreciate that visual art values a high degree of personal discipline without regimentation Understand that visual art can encapsulate the experience of other times, places and cultures in an accessible, meaningful and enjoyable way Understand that visual art challenges prevailing ideologies and influences cultural values Understand historical, social, political, economic and cultural contexts of art forms being studied Appreciate themes, issues, values and attitudes relevant to the art works being studied Understand visual art conventions of the period, style or form being studied Understand that patterns of change in visual art reflect cultural and social changes Understand that there are marketing opportunities associated with engaging people s attention through visual art Valuing the arts Understand historical and cultural contexts in the arts Understanding the economic significance of the arts