[non]art

 Day 1: Introduction, viewing videos, class discussion and written statement about what is art and what is "taboo."

- How do you define art?

- What characteristics make something art?

- What does it mean for something to be considered "taboo?"

- Have you ever had an experience in which you wanted to express yourself in a way outside of the social norm? Were you allowed to do it? What did that feel like?

- Who are some artists you feel may be "taboo?"

- Do you think the individuals in the videos are producing art? Why or why not? (prompt them to use the list of characteristics they may have come up with)

 

 

Day 2: Art and non-art sorting activity. (These questions can be given to small groups while they are completing the activity)

- Why did you pick your objects?

- What is your reasoning behind your sort?

- Did each object have to have certain characteristics to be considered art? If so, what were they?

- Do you think the process of making an object can determine if it is art or not? Why?

- Did any of your opinions about art change while sorting your objects? Why/why not?

- Did you agree or disagree with your classmates sorting? Why/why not?

- Were there certain objects that were difficult to catergorize? What were they, why was it difficult to categorize them?

 

Day 3: Brainstorming about final project ideas.

- Is the picture of your sorting helpful?

- How do you think you could use your picture?

- What would happen if you created a "taboo" form of art?

- What would happen if you created something that some of your classmates thought wasn't art?

 

 

Some Critique Tips:

 

Elements of Critique

Description

Describe the work without using value words such as "beautiful" or "ugly":

• Describe the elements of the work (i.e., line movement, light, space).

• Describe the technical qualities of the work (i.e., tools, materials, instruments).

• Describe the subject matter. What is it all about? Are there recognizable images?

 

Analysis

Describe how the work is organized as a complete composition:

• How is the work constructed or planned (i.e., acts, movements, lines)?

• Identify some of the similarities throughout the work (i.e., repetition of lines, two songs in each act).

• Identify some of the points of emphasis in the work (i.e., specific scene, figure, movement).

 

Interpretation

Describe how the work makes you think or feel:

• Describe the expressive qualities you find in the work. What expressive language would you use to describe the qualities (i.e., tragic, ugly, funny)?

• Does the work remind you of other things you have experienced (i.e., analogy or metaphor)?

• How does the work relate to other ideas or events in the world and/or in your other studies?

 

Judgment or Evaluation

Present your opinion of the work's success or failure:

• What qualities of the work make you feel it is a success or failure?

• Compare it with similar works.

• How original is the work? Why do you feel this work is original or not original?

 

 

http://artsedge.kennedy-center.org/educators/how-to/tipsheets/student-critique.aspx