[non]art

Introduction

Our Webquest began with the idea of introducing students to nontraditional art - whether it be furniture making or fashion design. We wanted to challenge the idea of "taboo" art and help students to create their own definition of what makes something art. 

 

Learners

This Webquest is aimed at middle school or high school students - it can easily be modified to fit either group. This specific version is designed for 7th graders but has content that high schoolers can appreciate as well. 

There are not specific skills learners need to know before participating. The webquest can be easily completed with basic skills in drawing and painting as well as more advanced artistic skills. 

 

 

Curriculum Standards

VA:Cr2.1.8a- Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design (the final project is open to a variety of materials, directions, and methods, leaving room for the student's own interpretation)

 

VA:Cr2.3.7a- Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas (students applying knowledge towards art/non-art activity in an organizational matter supported by reason and support)

 

VA:Pr4.1.7a- Compare and constrast how technologies have changed the way artwork is preserved, presented, and experienced (the whole purpose of this WebQuest is to shed light on how what is perceived as art, has and is changing; by the end of this WebQuest students will understand that what is art is not always defined in a narrow lens)

 

VA:Re.7.2.8a- Analyze multiple ways that images influence specific audiences

 

VA:Cn11.1.7a- Analyze how response to art is influenced by understanding the time and place in which it was created, the available resources, and cultural uses

 

 

 

Througout our WebQuest, we incorporate and engage in the 4 areas of National Core Arts Standards:

Creating, Presenting, Responding, Connecting

 

Types of Thinking Addressed: 

- Art making process; How does this affect whether or not something is art? 

- Are there new forms of art making that you have discovered that you would label as art or non-art? 

- What makes something art? Group discussion and explanation of opinions, practicing considering other points of view.  

 

Process

 

Day 1: Introduction. Show videos depicting nontraditional artmaking. Brainstorm about whether or not other forms of creating produce art or non-art objects (discuss videos and whether or not they feel the creating happening is art or nonart).Ask students to think about what is considered taboo today (in school, in society at large, at home); ask students to write a short statement about what they consider to be taboo in these various settings (through society or personally) and post it to the Lino page provided; students may also select an art form (maybe from the videos in the introduction) or if they can think of something else, and ask them to additionally write why this art form may be considered taboo and not always openly accepted as an art form in society today (i.e. graffiti, tattoos, fashion, video games- to name a few).

- List characteristics that make or do not make something art 

- Discussion questions for entire class 

Show video of example sort of art and non-art objects when assigning homework. 

- Assign homework: bring in two objects from home, one that you consider art, and one that you do not consider art. 

- If you have extra time, there are extra videos on the bottom of the introduction page that  can be showed for extra inspiration 

- Make sure to have some extra objects in the room for students to sort as well (in case someone forgets their objects). 

 

Day 2: Break into groups, preferably small groups (2-3 students). *They will need a camera for each group. Activity in class- students will have brought in these objects (students could look in their backpacks if they forgot) and they will separate the objects into 2 piles (labeled art and non-art).They can choose to split into two groups (art and nonart), a gradual scale, or any other way they want to sort their objects. We ask that the students discuss the objects that they brought in and why they chose the objects that they did for both categories. We also ask that the students are documenting this activity (either on the blog or posting the images on the Lino page). Each student should complete the sort and then take a picture (each student should have a picture of a sort they completed on their own). After each student in the group has completed their sorting activity, bring the class back together and ask a speaker to explain the findings/discussions had in each group. If students are ready to move on to day three after this activity.

- Discussion questions for each group to talk about (i.e. what are some objects you disagreed over, why?)

End group time once everyone has taken a picture of their own sort. If time allows, have a group discussion about how the sorts went. Introduce the final project and encourage students to make some rough sketches/plans. (see day 3 below for details) 

 

Day 3:  Brainstorming day for final art project. If you didn't have time on day 2, introduce the final project today. Using their picture from their object sort, students will have choice of any material to create an art project that incorporates an idea from our exploration of nontraditional art.  Based on the individual students' interests or curiosity, they will create art from "non art" (referring to introduction page for inspiration; students may also be inspired by some of the objects that were brought in for the activity on day 2). Basically, students will focus on what is considered "taboo" today in the art world (graffiti,taxidermy,fashion... etc.)We want students to consider the idea of "taboo" today and creating/performing art based on their own interests or curiosities. Images of various artworks (even some of our own creations) and other links (videos, artists, etc.) to provide more inspiration on this brainstorming day. If students are ready to begin their work on this day, they may do so!

- show project examples 

- Discussion questions (one on one or entire class)

 

 

Day 4: Work day. This day will be devoted to creating their artworks. We ask students to take notes/documentation in this process. Encourage students to take pictures throughout their process so they can document their progress (possibly via the Lino page)! If students need guidance or have questions for us, we are available via contact page.

 

Day 5: Sharing/critique day. Please read some of our discussion/critique questions to help facilitate a successful and meaningful critique. 

 

Resources Needed

- Computer projector (videos and project examples)

- cameras/ipads for students

- their choice of art supplies 

- objects to sort through 

- Check out our discussion questions to aid in class talks 

 

 

Evaluation

Evaluation will be based largely on how the student engaged with class discussions and the ideas they brought to the table. Art is much more than the end product. If a student can explain a thorough thought process and show how they made connections with nontraditional art exploration and their own opinions on what makes something art, their project will be highly successful. Of course we'd also like to see a high level of art skill in the finished project as well as attention to detail and evidence of attempting a new art skill. The rubric on the Day 3 page will be referred to for grading.

 

We will have three main parts in which we assess the students' work in the WebQuest. 

• Participation/Discussion

• Sorting Activity

• Final Project

 

For the Participation/Discussion, students will be asked to write a brief comment about the prompt provided on Day 1 (based on "what is considered taboo") and to post the comment on the class Lino Page. We will evaluate students based on their responses to this prompt. 

 

For the Sorting Activity, students will be evaluated based on the following criteria: bringing in two items for the sort, and a comment made to the VoiceThread based on their group's findings. Obviously, it will be difficult to grade the students based on their group's discussions and group participating because we will not be present to observe this activity. 

 

For the Final Project, students will be evaluated based on an uploaded image of their final project AND an artist's statement explaining their thought process through their artwork. 

 

Conclusion

The very essence of art is to question society and its standards. Through this webquest we hope to expose students to creating processes that challenge their definition of art. We aim to open minds!