Places and Spaces

6th Grade

Erin Clark, Oasis in the Backyard, 2012

Erin Clark December 3, 2012

Introductory Information:

Erin Clark 6th grade/22-25 students per class 55 minutes, 4-5 class periods The students will create mini art installations that reflects on a place or event that is important to them and their lives, past or present or future hopes.

Stage 1: Desired Results

Enduring Understanding:

Artists with different cultural backgrounds draw on their experiences to create works of art. Artists use installation art to reflect on their experiences, and create narratives, through the use of space.

Essential Questions:

What is installation art? How do artists use installations to create works of art?

State Standards Addressed:

1. Methods, Materials, and Techniques. Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts. 5. Critical Response. Students will describe and analyze their own work and the work of others using appropriate visual arts vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation.

Learning Objectives:

Students will examine three art installations and will explore/discuss how those artists use space to reflect on their experiences. Students will make decisions about how to convey their narrative through three-dimensional space. Students will make decisions on what materials will best fit their piece and the message they are trying to convey. Students will use artist's statements to explain their choices in creating their spaces.

Stage 2: Assessment Evidence

Performance Task or Final Product:

Each student will develop their own three-dimensional space that reflects on an important place or a meaningful experience in their life. The final pieces will be created using mixed media. Each student will write an artists statement to accompany his or her piece.

Continuum of Assessments:

Students will create a list of ideas for their spaces. Students will create a sketch of their spaces as well as a list of supplies needed before creating their sculptures. Students will create their mini installations using the interior of a box and mixed media. Students will write an artist's statement.

Criteria:

Did the student use their knowledge gained through discussion to brainstorm ideas for their space? Did the student create a sketch of their space as well as a list of materials needed to complete their mini installations? Did the student complete their mini installation? Did the student complete an artist statement?

Stage 3: Learning Plan

Materials and Equipment:

boxes (variety of sizes and shapes), 1 per student paper (construction, recycled, tissue, etc...) recycled materials scissors glue (white, stick, glue gun)

 paint other supplies as needed

Vocabulary with Definitions:

installation art: large sculpture-like artwork which alters the way a space is experienced narrative: a story artist's statement: a short piece of writing in which the artist explains their work mixed media: using a variety/combination of mediums

Visual Image Resources: Students will engage in a discussion about different

installation art pieces. The following pieces will be used for the discussion: Lonnie Graham: Living in a Spirit House: Aunt Dora's Room (1992) Powers, Wendy (n.d.). Lonnie Graham:Photographer, Artist,Teacher [blog post]. Retrieved from http://zine375.eserver.org/issue1/portrt1.html

Lonnie Graham, Aunt Doras Room, 1992

Pepn Osorio: No Crying at the Barber Shop http://uhaweb.hartford.edu/AUCA150/peponosorio.html Robinson, Walter (n.d.). Report from Puerto Rico [blogpost]. Retrieved from http://www. artnet.com/magazineus/reviews/robinson/robinson1-4-06_detail.asp?picnum=11

Pepn Osorio, No Crying Allowed in the Barbershop, 1994

 Sandy Skoglund: Revenge of the Goldfish Lee, Jino (2011). "Revenge of the Goldfish": Sandy Skoglund [blog post]. Retrieved from http://jino-iscreating.blogspot.com/2011/11/revenge-of-goldfish-sandy-skoglund.html

Text, Media and Web Resources:

Sandy Skoglund, Revenge of the Goldfish, 1980

Dyer, Ervin (1999). Spirit House art aims to bring people together. Post-Gazette. Retrieved from http://old.post-gazette.com/magazine/19990615spirit1.asp Powers, Wendy (n.d.). Lonnie Graham: Photographer, Artistt, Teacher[blog post]. Retrieved from http://zine375.eserver.org/issue1/portrt1.html Lonnie Graham (n.d.). The Fabric Workshop and Museum website [artist biography]. Retreieved from http://www.fabricworkshopandmuseum.org/Artists/ArtistDetail. aspx?ArtistId=b111d706-085b-4a4b-ac34-6c9158ac590c Lonnie Graham (n.d.). Light Work (LightWork.org) [blog post]. Retrieved from http:// photography.cdmhost.com/cdm/ref/collection/p4023coll6/id/2042 NYFA Artists: Pepon Osorio (n.d.). NYFA: New York Foundation for the Arts website [artist statement] Retreieved from http://www.nyfa.org/nyfa_artists_detail.asp?pid=2829 Sandy Skoglund (n.d.). Sandy Skoglund website. Retrieved from http://www.sandyskoglund.com/ Sandy Skoglund (n.d.). Sandy Skoglund website. Retrieved from http://watch.thirteen.org/ video/1616019357?ref=nf All-Art (n.d.) A World History of Art. History of Photography: Chapter 28: Sandy Skoglund. Retrieved from http://www.all-art.org/history658_photography13-28.html Dowling, S. (Producer). (2001, September 21). Art: 21 [Episode: Place]. PBS Video. Video retrieved from http://video.pbs.org/video/1230660017

Teacher Instruction:

The teacher will ask students what they know about installation art. installation art is defined as: large sculpture-like artwork which alters the way a space is experienced The teacher will show students three different art installations but three different artists. The teacher will ask what the students see/notice about each work. Sandy Skoglund: Revenge of the Goldfish: Skoglund is an American artist who creates \ surreal spaces that create narratives through the juxtaposition of everyday objects and bold colors. Her titles also add to the narrative of her pieces. Pepon Osorio: No Crying at the Barbershop: Osorio is a Puerto Rican artist who creates spaces based on his own life experiences. This piece is based on his first trip to a

neighborhood barbershop for a haircut. Osorio is not only of Puerto Rican descent but also African and the barber was unfamiliar with his hair type. This piece reflects on that experience. Lonnie Graham: Aunt Dora's Room: Lonnie Graham is an African American artists. This piece is titled Aunt Dora's Room. In this piece Graham is reflecting on the recent passing of his Aunt Dora, who with his uncle, raised Graham and encouraged him in his art. His installation features an life size silkscreen of a photograph he took at age 8 of his Aunt Dora as well as furniture from his childhood home. He has arranged it in the space as an homage to his aunt. The teacher will have the students brainstorm about places/events that were/are meaningful in their lives (past, present, or future). The teacher will instruct the students that their spaces will be created using: boxes, or partial boxes depending on what the students will be creating for their spaces recycled materials that the student finds or is available in the classroom/school students can bring in personal items with the understanding that they will need to remain part of the piece until after grading and that they may want to reconsider using items that have a lot of value or sentimental value.

Questions to Generate Discussion: Learning Activity:

What do you know about installation art? What do you notice about the pieces by Graham, Skoglund, and Osorio? The students will begin by brainstorming ideas about places and events that are meaningful to them. Students are given the option to explore future hopes. Students will create a sketch of their installation. Students will be thinking about what materials they want to use when building their installations and should compile a list of things that they need. Students will meet with the teacher to discuss their ideas and to get approval before beginning their installations. Once a students sketch has been approved they may begin gathering materials and building their installation. The teacher will be available during the class to help students with construction questions, provide feedback, or to help the students in any other way. Differentiating the lesson for a student with limited fine motor skills: The student will complete all the preliminary work required of all the other students. To accommodate their limited fine motor skills the student will paint or draw their elements on a stiff cardboard or card stock. the teacher or aid will assist the student in cutting out elements as necessary The student will create a foot on their elements that will allow them to install them in their installation. A teacher/aid will be available as needed to help the student fold the foot of their element for attachment.