Food for thought.Conceptual Art conceptual art Any of various art forms in which the idea for a work of art is considered more important than the finished product. The theory was explored by Marcel Duchamp from c. 1910, but the term was coined in the late 1950s by Edward Kienholz. may be one of the most difficult styles of art for the general public to understand and enjoy. Many communities enculturate their members to value art that exhibits strong formal art elements and principles, and many artists do not encourage interpretation of their work. Conceptual art transcends the use of traditional art materials Techniques and materials related to art: Traditional techniques:
This lesson is an example of an interdisciplinary in·ter·dis·ci·pli·nar·y adj. Of, relating to, or involving two or more academic disciplines that are usually considered distinct. interdisciplinary Adjective , interactive, conceptual art project. It is ecologically based and so could be launched with a short history of the importance of harvest in the Mayan culture, the Irish potato famine Irish Potato Famine (1845–49) Famine that occurred in Ireland when the potato crop failed in successive years. By the early 1840s almost half the Irish population, particularly the rural poor, was depending almost entirely on the potato for nourishment. , or the contemporary regional farm, and urban homeless cultures. A Conceptual Work in Progress All students, teachers, and staff will donate Campbell's soup and/or boxes of cereal cereal or grain Any grass yielding starchy seeds suitable for food. The most commonly cultivated cereals are wheat, rice, rye, oats, barley, corn, and sorghum. As human food, cereals are usually marketed in raw grain form or as ingredients of food products. . Using the basic elements and principles of design. The students will create a socioeconomic so·ci·o·ec·o·nom·ic adj. Of or involving both social and economic factors. socioeconomic Adjective of or involving economic and social factors Adj. 1. message -- a concept or idea. They will use the foodstuffs foodstuffs npl → comestibles mpl foodstuffs npl → denrées fpl alimentaires foodstuffs food npl → to create symbols to communicate the chosen message to the viewer. The installation will be an ongoing "work in progress" at the installation site from September through November and will evolve as each class adds their materials -- rearranging, grouping, and redesigning the foodstuffs with each new contribution -- and writes an iconographical interpretation describing their contribution to the artwork. The students may change the title as they re-create the work. At Thanksgiving Thanksgiving annual U.S. holiday celebrating harvest and yearly blessings; originated with Pilgrims (1621). [Am. Culture: EB, IX: 922] See : America Thanksgiving national holiday with luxurious dinner as chief ritual. [Am. Pop. , students will pack up the installation and help deliver the food to local food shelves. This is a meaningful socio-economic project for the school. Evaluation Create a lesson objective checklist. Have students complete self and peer evaluation according to according to prep. 1. As stated or indicated by; on the authority of: according to historians. 2. In keeping with: according to instructions. 3. criteria. As a class, brainstorm ideas for the next art display or installation that could be created in your school for the purpose of creating a discussion topic focusing on the nature of art and the global issues surrounding food. Explain the theory to practice connection for your students. Encourage your students to seize ownership of their own learning. Art Objectives Art: Students will * gain an understanding of conceptual art by focusing on examples of conceptual art from local art museums and/or artists * understand and practice the concepts of balance, contrast, pattern, variety, unity, repetition, emphasis, movement, and symmetry symmetry, generally speaking, a balance or correspondence between various parts of an object; the term symmetry is used both in the arts and in the sciences. by creating an interactive installation Social Studies: Students will * research and write a report describing the connection between food and how cultures evolve * gain an awareness of the importance of harvest and food production within many cultures, and reflect back upon their personal experience with harvest, food, and homelessness * make a significant contribution to local food shelves, serve a dinner to the homeless in a local shelter, and record impressions and experiences in the interactive reflective journal Science: Students will * interview a farmer about crop failure and weather influence * write a report and investigate how weather affects cultural development * conduct experiments on content of cereal and soup to determine the ratios of fat, sugar, and additives Language Arts language arts pl.n. The subjects, including reading, spelling, and composition, aimed at developing reading and writing skills, usually taught in elementary and secondary school. : Students will * keep an interactive, reflective journal during the entire project * consider questions about their role in the installation and their search for resources * interview (spend an afternoon) with a homeless person An individual who lacks housing, including one whose primary residence during the night is a supervised public or private facility that provides temporary living accommodations; an individual who is a resident in transitional housing; or an individual who has as a primary residence a and write a report * volunteer for a day at the soup kitchen and then write or verbally deliver a report for a peer group Math: Students win * calculate supplies needed for a turkey dinner for 100 homeless people * calculate the nutrition value per dollar for soup and cereal Music: Students will * select or compose com·pose v. com·posed, com·pos·ing, com·pos·es v.tr. 1. To make up the constituent parts of; constitute or form: music to be played while the homeless enjoy the dinner provided * compose a new work expressing their "Food for Thought" experience * create a musical pattern that matches their visual sculptural pattern Discussion Questions Is this art? If the cans of soup and boxes of cereal were arranged on the grocery shelf, or found in your kitchen, would they be art? Why is the idea within this artwork equally as important as the image itself? Is the installation good art from the following six perspectives? 1. Design Elements and Principles Design elements and principles are the basic visual toolbox of design tactics in every visual design discipline. The elements form the basic vocabulary of visual design, while the principles constitute the broader structural aspects of the composition. : Does it have line, texture, balance, color, technical skill, etc.? 2. Presentation: Where and how is the work presented? Would your judgment be different if the foodstuffs were found in your kitchen? In the grocery store? 3. Historical/Cultural Connection: How do artists use historical facts? Are there any visual connections to history? How do the artists reflect the present? Are there references to politics, ethnic or popular culture, environment, or economic factors? 4. Conceptual importance: Did the artists make you think about an idea or message? 5. Artist's Purpose: Were the artists' attempting to shock, inspire, create "beauty," and/or make you think? Were they successful? 6. Audience Appropriate: What will your culture classroom) expect or tolerate? Will this art installation make people think or make them too mad to think? Is this question important? |
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