Initially when we were planning we discussed the issue of students understanding their own culture before they set off to learn about another. We created a pre assessment preassessment. to gauge what our students understood about making meaning from artifacts and images to inform their learning. We also want to understand if the students understood the elements and principles of art and how to use them to present a message. We find the students are able to make concrete observations as a group, there were several who were able to go deeper with a close read of the art and artifacts. They are also struggling with the language of Art. While they used the elements and principles daily they could not name them. We want to frame the concept of culture beginning with the personal and expanding outward.
In light of the new national art standards there has been introduced a new focus on the presentation and curation of art to contextualize for the audience. This is a new skill focus that is very important and a challenge for the students.
Big Ideas and Inquiry Questions:
What can we learn / understand about a culture through the objects it creates?
How does art help us understand the lives of people of different times, places, and cultures?
How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making?
How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences?
• How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding?
How can the viewer “read” a work of art?
1. © preassessment A pre-assesment contrasted ancient images of Egyptian leaders with contemporary images of power. Students were asked to analyze how each set of images used the elements of art to present political leaders.
2. (A) Cultural interest survey
3. © review 8 aspects of culture, culture collage
4. (A) Envision personal artifact in relation to culture
5. © Powerpoint showing footwear from ancient Egypt to contemporary America demonstrated how small adjustments to enduring basic forms can tell us a great deal about cultural differences.
6. © A field trip to the Field museum’s Egyptian exhibit showed us ancient artifacts in context. Students filled out a “scavenger hunt” worksheet of different curatorial strategies they saw in the museum.
7. (a) contextualize personal artifact
8. © Continued curation process and reflection of curation. Does it represent me? Is the contextualization a good fit? Students used what they learned at the Field to think about how they could contextualize their personal artifacts for an outside audience.
9. (a) Final curation
10. © inquiry group for Egypt, cultural aspects, persistence of ancient ppt of Egypt past vs present
11. (A) Powerpoint of Egyptian art and artifacts Inquiry groups brainstorm ideas for artifacts based on studios
12. (A) (C) construction of art studio 2.0 in classroom
13. © inquiry continues
14. (A) Envisioning in the space for the installation. Peers critique artifacts. Ask questions. Based on feedback, students fill in the “missing pieces”.
15. © (a) research and construction overlap in both rooms
16. © going public activities develop for learning day June 5th
17. World’s Fair presentation