Please enjoy these activities - they have been proven to be very effective with students of all ages. The aim of this material is to support your efforts and stregthen the classroom learning environment. The State Core Curriculum is cross-referenced with the activities for your convenience in writing lesson plans or justifying field trips.
You are the professional - feel free to adapt this resource in any way.
Your feedback and suggestions are welcome - we are all in this together.
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Describe means verbal, written, and/or image (drawing / photograph).
Honor individual answers.
Remember, the learner does the work. The teacher is the guide and a learner also.
Nothing is more fun than learning and doing good work.
A Sense of Place
1. Describe a PLACE that is special to you.
Encourage the honoring of their own lives and activities, raising them to a new awareness, hopefully leading them to demand more from their existence (video games OUT, art, activity, reading, writing IN). Good luck.
2. Explain what makes this Place special to you.
This is their opinion, it cant be wrong, but the means of communication to get their ideas across should be rigorously critiqued.
3. Choose one of the 13 Garden features and compare it to your special PLACE.
Although this is once again their opinion, the logic of the comparisons as well as the means of communication are open to critique.
This is by far the most content rich (facts/concepts) of all the activities. Most of this material will be new to you unless you are specifically an art teacher. You should have a great learning experience along with your students as you become conversant in the language of art.
Look at the activity's introduction carefully - the visuals and links should bring you rapidly up to speed. Most of these divisions are somewhat subjective, and there may be lots of overlapping art that is not easily categorized. Mainly be aware of whether a student is willing to grapple with the subject and can logically defend her decisions
1. Examine the following five basic periods of Art History and the accompanying examples.
These are somewhat arbitrary, but they will provide a good base for understanding "Art Speak" and overcoming the elitism and some of the reasonable fear most people have in dealing with Art as a discipline.
2. For each of the five periods choose one of the Gilgal Garden works that can be used to illustrate the basic concept of the period.
A creative student may be able to use one piece as a illustration of more than one style.
3. Explain why you chose each work. Be specific.
Here are some examples:
Since Child as a 20th Century man grew up around Rennaisance perspective it is diffiult to find any true examples of pre-perspective in the Garden, but the students can use some of his "less-realistic" sculptures as examples.
Sphinx - a mix of ancient art without the rigorous realism of the Eagles below.
Renaissance Perspective / Photographic Perspective
Eagles - highly realistic with excellent perspective
Impressionism / Expressionism (approximately 1850 1910
Bertha - an impession of his wife as icon
Captain - note the use of a rock to abstract the head. Child is also honoring the material, the rock itself - very modern idea
Ecclesiastics - the use of words and familiar recognizable images in strange juxtapostions
This is really role playing, but along the way the seminal concept of Form & Function is explored.
1. Consider Childs aim, his Function, and view his art with a critical eye toward how he used his materials to present his ideas.
2. Choose two different Garden art pieces and describe how the concepts of Form and Function work together.
What was he trying to communicate and how did his artistic choices effect this communication?
Look for the logic here. Does the student understand the Form & Function concept?
Ex. The Altar combines the form of beautiful, large rock slabs utilized to form a platform or Altar
3. In your opinion how well did Child accomplish his goal by integrating Form & Function in each of these two art pieces? Explain.
This is opinion so the emphasis should be on how well it is reasoned.
This is a citizenship and empowerment activity that can have a real effect upon the local community. Use this activity to bridge the gap between school and "the real world."
Learning is relevant. School is a part of the community, and the community is a part of the learning process.
This can be taken to a very intensive level - be sure to continually relate the necessary skills for success to the educational process.