Art as A Means to Make Meaning: Art Lessons for the Elementary
Level Deanna Price November 25 th 2014 Final Proposal ARE6540
Slide 2
Conclusion What I learned from the work I compiled Prior to
taking this course and completing this curriculum project, I was
teaching the way I was taught: Producing a work of art and having
students mimic my example. However, after taking this class, I have
an entirely different perspective and philosophy on what a quality
art curriculum should look like. From the work I compiled, I
learned that the goal of an art teacher shouldnt be to have
students necessarily reproduce masterpieces every time they create
a work of art. The objective should be to take students through a
journey that teaches them how to not only use the skills in art,
but know how to make meaningful works of art by using the skills
they have learned.
Slide 3
Conclusions Implications for teaching, learning, and curriculum
I have started to change my curriculum since taking this course
(more focus on meaning making and contemporary art). Ive realized
many art teachers are still using school art and I dont know that
they even realize it or know what the term school art refers to.
Quality curriculum= using contemporary art, not worrying so much
about the product and focusing more on the processes taken to get
to the product, and having students make meaning. These lessons can
serve as a starting point to make more meaningful art lessons that
incorporate contemporary art and media critiques.
Slide 4
Introduction Art curriculum in several public schools continues
to bear the merely meaningless style of school art. Art classes in
many public schools are still viewed as an opportunity to play and
take a break. In order for art education to be taken more
seriously, the curriculum needs to become more valuable and
worthwhile.
Slide 5
Do Ho Suh
Slide 6
Do-Ho Suh, Seoul Home/ L.A. Home, New York Home, 2000
Slide 7
Do-Ho Suh, The Perfect Home II, 2003
Slide 8
Do-Ho Suh, Reflection, 2007
Slide 9
Do-Ho Suh, Doormat: Welcome (Pink), 2000
Slide 10
Do- Ho Suh, Floor; det., 1962-1997-2000
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Do-Ho Suh, 348 W. 22 nd St., 1962-2000
Slide 12
Biography Do Ho Suh was born in Seoul, Korea in 1962 Received
his Bachelors Degree in Fine art and Masters Degree in Fine Art in
Oriental Painting from Seoul National University. He was in the
military as well. Moved to New York to finish school. Critique The
translucent organza-like polyester highlights in brilliant colour
the 'invisible memory' of our daily experiences at home. Suh chose
the fabric, a variety once used in traditional Korean summer wear,
'because it was cheap and readily available, and I didn't want to
give too much value to the fabric itself', (Shaw, 2013).
Slide 13
Why the artist was selected After reading about the meaning
behind Suhs work, I felt that students would be able to create a
diverse body of work. Suhs work can give students the opportunity
to dig deep from within to bring a memory back to life through
art.
Slide 14
Student Work Significance
Slide 15
Student Work
Slide 16
JeongMee Yun
Slide 17
JeongMee Yoong, The Color Project- Lola and Her Yellow Things,
2006
Slide 18
JeongMee Yoong, The Pink and Blue Project- Jake and His Blue
Things, 2005- Ongoing
Slide 19
JeongMee Yoong, The Pink Project- SeoWoo and Her Pink Things,
2006
Slide 20
JeongMee Yoong, The Color Project- Steve and his Red Things,
2006
Slide 21
JeongMee Yoong, The Pink Project- Tess and Her Pink Things,
2006
Slide 22
JeongMee Yoong, The Blue Project- Woojea and His Blue Things,
2007
Slide 23
Biography From South Korea Inspiration from her work comes
from,Her five- year-old daughter couldn't get enough candy- colored
possessions. She photographed her daughter Seowoo amongst her sea
of pink things, from dolls to dresses to stuffed animals. She then
began photographing little boys and girls amongst their color-coded
belongings in a quest to better understand how gender shapes our
lives from such a young age, (Huffington Post [HP], 2012).
Slide 24
Critique Yuns work sparks a keen awareness to the role gender
plays in our society. In her work, young girls are surrounded by
domestic items and hot pink, while the boys are accompanied with
science, weapons, and violence with various blues (HP, 2012).
Slide 25
Why the Artist Was Selected I feel that the students in
elementary school can really relate to her images. Focuses on girls
having pink toys and boys having blue toys. Will force students to
be introspective about the toys they have and want.
Slide 26
Significance The art lesson would be for 4 th grade students.
Students would view work by Yun and be required to critique it
using Feldmans Method. Following this, students would be required
to generate how the influence of gender identity in our society has
influenced their decisions and interests. Students would make their
comments and statements using a bubble map. Students will take
everything they have written and think of images that could
represent their statements. Students would draw their images first
then create a monochromatic painting. Once students complete their
art, they would write an artist statement explaining how the work
they made is significant to them. A rubric would be used to assess
their work and performance.
Slide 27
Bubble Map How gender stereotypes in society have influenced
me
Slide 28
Eleanor Antin
Slide 29
Eleanor Antin, Adventures of a Nurse videotape, 1976
Slide 30
Eleanor Antin, King of Solana Beach: Performance, 1973
Slide 31
Eleanor Antin, King of Solana Beach Performance, 1973
Slide 32
Eleanor Antin, 100 Boots on Vacation, 1971-73
Slide 33
Eleanor Antin, Judgement of Paris (after Rubens) Light Helen,
2007
Slide 34
Eleanor Antin, California Lives: Merrit, 1969, replication
1998
Slide 35
Biography Eleanor Antin was born in New York City in 1935. Her
parents were Polish Jews who immigrated to the United States just
before Antin was born. She went to Music and Art Highschool in the
Bronx and it was there that she met her husband, David Antin, who
was a poet. Eleanor Antin is a performance artist, filmmaker, and
installation artist (Wikipedia, 2014).
Slide 36
Critique Antins work is a reflection of her culture and
heritage as well as myriad other cultures. Antin delves into
historywhether of ancient Rome, the Crimean War, the salons of
nineteenth- century Europe, or her own Jewish heritage and Yiddish
cultureas a way to explore the present. Antin is a cultural
chameleon, masquerading in theatrical or stage roles to expose her
many selves, (PBS, 2014).
Slide 37
Why the artist was selected I feel that her work could set the
stage for students to contemplate where their family originated
from and how their culture influences their life style on a daily
basis. Moreover, Eleanor Antin works with various art mediums that
students may find quite unusual (such as making a movie and
performing), which could open several doors for students to choose
from to create their own works of art.
Slide 38
Significance Students would work in groups of four to discuss
their culture, where they are from, and where their families are
from. Students would be instructed to identify the ways in which
culture influences personal growth, development, and roles in
society. Following this, students would create a 1 minute
performance that incorporates all of their cultures. Each student
would have a different role for the performance: 1.) Director 2.)
Person who writes the script 3.) Artist, and 4.) The narrator. Once
students finish, each group would perform in front of the class. I
would use my digital camera to take stills from each performance,
just like Eleanor Antin did. Pictures from the performance would
then be turned a story line that describes their one minute
performance, what its about, and how each group views cultures and
the way it influences individuals and our society. Students would
be graded using the Art Rubric.
Slide 39
Collier Schorr
Slide 40
Collier Schorr, Forests and Fields, Unknown
Slide 41
Collier Schorr, Forests and Fields (3), Unknown
Slide 42
Collier Schorr, Forests and Fields (2), Unknown
Slide 43
Collier Schorr, Forests and Fields (4), Unknown
Slide 44
Collier Schorr, Two Shirts, 1998
Slide 45
Collier Schorr, American Flag with Scratch, 1999-2000
Slide 46
Biography Collier Schorr was born in New York in 1963. She
studied art at the School of Visual Arts in Queens, New York. She
has been represented by over 303 gallerys in New York since 1990
and won the Berlin Prize (Wikipedia, 2014). She is best known for
her portraits of adolescent men and women.
Slide 47
Critique Best known for her portraits of adolescent men and
women, Schorrs pictures often blend photographic realism with
elements of fiction and youthful fantasy, (PBS, 2014).
Slide 48
Why I selected this artist I selected this artist because I
want to introduce students to traditional photography. Today,
taking a picture is simple; all you have to do is snap a picture
and it appears immediately on a screen. However, there is an art to
taking photographs and that art has been lost in our digital age. I
want to use Schorrs work as an introduction to photography and
proceed to teach students about how only a few years ago, in order
to get pictures, you had to buy film, load the film in the camera,
take the pictures, then take the film to the store and wait for a
few days for an employee to develop the film before picking them
up.
Slide 49
Significance Students would view the works in my presentation
by Schorr and we would use her work to begin a discussion on
photography, where it came from, and what it entails. Following
this, students would be instructed to create a self-portrait that
captures something about their identity similar to what Schorrs
work illustrates. Following this, in the background of their
self-portrait, students would be required to come up with two
additional images: One that portrays traditional photography and
one that portrays modern photography. The entirety of this piece
would serve as a biographical narrative and an expression of their
view of traditional and modern photography.
Slide 50
Media Critique- Toy Marketing Based on Gender Stereotypes
Towards Girls Paul Windle, The New York Times: For an article about
gender specific toys, 2012
Slide 51
Untitled 1, 2013 Detrimental: Child psychologists agree the
stereotyping of toys is encouraging girls to think it's only their
appearance that matters. Read more: http://www.dailymail.c
o.uk/femail/article- 2338976/Too-pink-How-toys- alarmingly-gender-
stereotyped-Seventies--cost- little-girls-self-
esteem.html#ixzz3GXw5zAxv
Slide 52
Avalanche of pink: A comparison by campaign group Let Toys Be
Toys shows how in the Seventies, left, toys were in a variety of
colors while today girls are pushed to embrace one shade. Read
more: http://www.dailymai l.co.uk/femail/article-
2338976/Too-pink-How- toys-alarmingly-gender-
stereotyped-Seventies-- cost-little-girls-self-
esteem.html#ixzz3GXwaw Qmj Untitled 2, 2013
Slide 53
Boys are encouraged to play with mechanical toys and science
kits while for girls it's all about dolls. Read more:
http://www.dailymail.co.uk/femail/article-2338976/Too-pink-How-
toys-alarmingly-gender-stereotyped-Seventies--cost-little-girls-self-
esteem.html#ixzz3GXx6AXMX Untitled 3, 2013Untitled 4, 2013
Slide 54
Strawberry Shortcake: The modern day version, right, has a
slimmer figure, longer hair, bigger eyes and a smaller nose. Read
more:
http://www.dailymail.co.uk/femail/article-2338976/Too-pink-How-toys-alarmingly-gender-stereotyped-
Seventies--cost-little-girls-self-esteem.html#ixzz3GXxpPt2l
Untitled 5, 2013 Untitled 6, 2013
Slide 55
Critique Youre walking through a store towards the toy aisle
and, alas! There it is! The brightly colored blue aisles separated
by the illuminating pink aisles. What do these colors resemble? Boy
toys and girl toys. Are marketing strategies geared towards
conditioning girls to be a certain way (domesticated, proper, and
elegant) and boys to be another (big, strong, and intelligent)? The
images in the article, Too Much Pink! How Toys Have Become
Alarmingly Gender Stereotype Since the Seventies At the Cost of
Little Girls Self Esteem published by the Daily Mail reveal gender
stereotypes encouraged by toy products. In the 1970s, toy marketing
was entirely different; all toys had various colors so girls might
have been buying science kits and boys while boys were purchasing
play washing machines. However, now everything is color coded and
it cant be certain that public consumers realize the startling
difference in toy production from the past to the present.
Slide 56
Why I selected these images I selected these images because I
want to challenge my students by having them question the items
they are interested in and find themselves desiring to purchase. It
would be so interesting to display one of these images and have my
students critique it. I am interested in seeing if they can figure
out the dilemma with modern toys all on their own.
Slide 57
Significance Students would view two different images: One
would be of a comparison of toys from the 1970s and the other would
be of a toy aisle today. Students would use a Double Bubble Map to
compare and contrast these two images. Following this, students
would create a Frame of Reference to write a statement about what
they think the overall message of these images conveys.
Slide 58
Double Bubble Map Toys from 1970s Toys from Today I believe the
overall message of these images conveys
Slide 59
Significance (continued) Next, students will be asked to think
of their favorite toy and illustrate it to the best of their
ability to make it look realistic. After students draw their
favorite toy, students will color it with color pencil. Afterwards,
students will look at their double bubble maps, statement, and
their illustration all at once. We will discuss what all of them
have in common. At the end of the lesson, we will talk about how
toys today are geared towards gender stereotypes and students will
be asked to look at the toy they illustrated to see if they believe
it is an example of a gender stereotype.
Slide 60
World War II Posters
Slide 61
Slide 62
Slide 63
Slide 64
Slide 65
Slide 66
Slide 67
Critique Many posters from WWII served as propaganda.
Persuading the American public became a wartime industry, almost as
important as the manufacturing of bullets and planes. The
Government launched an aggressive propaganda campaign to galvanize
public support, and some of the nation's foremost intellectuals,
artists, and film makers became warriors on that front, (National
Archives).
Slide 68
Why this work was selected I selected this work because I think
advertising for war during WWII and advertising for war today is
entirely different. I want students to look at WWII posters and
todays advertisements, consider the various tactics that are used
to try and get individuals to recruit, and understand how
advertising was different and similar then compared to now.
Slide 69
Significance Before telling students what the WWII posters are,
I would select one of the posters and have students do an art
critique using Feldmans Method. Following this, we would begin a
discussion about WWII posters and how they compare to the
advertising for war today. Following this, students would be
instructed to create their own poster that either, 1.) Shows
support for war or 2.) Does not show support for war. Students will
have to come up with reasons that they are for or against war. Once
all students finish, their posters will be hung up and as a class,
we will have a discussion about whether or not the posters are
convincing of their opinion and how their posters could affect our
communities view on war.
Slide 70
Method of Assessment All students, grades K-5, would be
assessed using a rubric I created. Students would be graded on
three criteria: Behavior (50% of their grade), Effort (25% of their
grade), and Assignments (25% of their grade). Behavior is worth the
most because at the school I currently teach at, I feel that there
are quite a few students who exhibit behavior problems. In my
opinion, if I can help students regulate their behavior with rules,
consequences, and procedures, eventually, most or all of the
behavior problems will diminish. When behavior problems cease to
exist, inevitably, the Effort and Assignment grade should be at a
passing or exceptional rate. I feel that classroom management is
the key to success and if rules procedures, and consequences are
established and consistent, most students will be successful in the
art class room most of the time.
Slide 71
Art Rubric O (Outstanding)S (Satisfactory)N (Needs
Improvement)U (Unsatisfactory) Behavior (50%) Student follows all
of the rules and procedures for the art room at all times. Student
follows most of the rules and procedures for the art room. Student
may have received a warning, time out, or had to complete a think
it through sheet. Student has difficulty following all of the art
room rules and procedures. Student may have received an Oops in Art
Card or had to have had some sort of parental contact due to
behavior problems. Student does not follow most of the art room
rules and procedures. Student may have received a referral. Effort
(25%) Student always has outstanding effort, tries their best on
all work and is always focused in class. Student displays good
effort and is usually focused in class. Student is frequently
distracted and not using and does not complete their work in a
mannerly time. Student is not completing their work to their full
potential. Assignments (25%)Student displays excellent
craftsmanship and creativity in all of their work. Student displays
good craftsmanship and creativity in their work. Student rushes to
get their art work finished. Student is not completing their
work.
Slide 72
References
Slide 73
Anderson, T., & Milbrandt, M. (1998). Authentic instruction
in art: Why and how to dump the school style. Visual Arts Research,
24(1), 13-20. Retrieved from
http://www.jstor.org.ezproxy.net.ucf.edu/stable/20715931 Antin, E.
(1976). Adventures from a nurse videotape. Retrieved November 3 rd,
2014 from
http://www.artnet.com/Magazine/news/warrobinson/Images/warrobinson5-5-30.jpg
Antin, E. (1969, replication 1998). California Lives: Merrit.
Retrieved October 18 th, 2014 from www.artstor.org Antin, E.
(1973). King of Solana Beach: Performance. Retrieved October 18 th,
2014 from www.artstor.org Antin, E. (1973). King of Solana Beach
Performance. Retrieved October 18 th, 2014 from www.artstor.org
Antin, E. (2007). Judgement of Paris (after Rubens) Light Helen.
Retrieved October 18 th, 2014 from
http://www.art21.org/images/eleanor-antin/judgement-of-paris-after-rubens-light-helen-
2007?slideshow=1 Antin, E. (1971-73). 100 Boots on Vacation.
Retrieved October 18 th, 2014 from www.artstor.org Genreal Electric
Company. (1942). Are you doing all you can? Retrieved November 3
rd, 2013 from www.artstor.org GUDE, O.,. (2013). New school art
styles: The project of art education. Art Education, 66(1), 6-15.
Huffington Post. (2012, April 17). JeongMee Yoon explores color and
gender in Pink and Blue. Retrieved from
http://www.huffingtonpost.com/2012/04/17/jeongmee-
yoon_n_1432203.html National Archives (2014). Teaching With
Documents: Powers of Persuasion - Poster Art of World War II.
Retrieved from
http://www.archives.gov/education/lessons/wwii-posters/ The Public
Broad Casting Service, Art 21. (2014). Eleanor Antin. Retrieved
from http://www.pbs.org/art21/artists/eleanor-antin The Public
Broad Casting Service, Art 21. (2014). Collier Schorr. Retrieved
from http://www.pbs.org/art21/artists/collier-schorr The Public
Broadcasting Service, Art 21 (2014). Do Ho Suh. Retrieved from
http://www.pbs.org/art21/artists/do-ho-suh
Slide 74
Schorr, C. (Unknown). Forests and Fields. Retrieved November 3
rd, 2014 from
http://coincidences.typepad.com/still_images_and_moving_o/
2004/02/emerging_photog.html Schorr, C. (Unknown) Forests and
Fields (2). Retrieved November 3 rd, 2014
http://www.vincentborrelli.com/vbb/images/items/400x20000/101946b.jpg
Schorr, C. (Unknown) Forests and Fields (3). Retrieved November 3
rd, 2014 from
http://slamxhype.com/wp-content/uploads/2011/04/stussy-deluxe-spring-summer-2011-
collection-collier-schorr-2.jpg Schorr, C. (Unknown) Forests and
Fields (4). Retrieved November 3 rd, 2014 from
http://www.art21.org/files/images/schorr-photo3-003.jpg Schorr, C.
(1998) Two Shirts. Retrieved November 3 rd, 2014
http://www.art21.org/images/collier-
schorr/two-shirts-1998?slideshow=1 Schorr, C. (1999- 2000) American
Flag with Scratch. Retrieved November 3 rd, 2014
http://www.art21.org/images/collier-schorr/america-flag-with-scratch-1999-2000?slideshow=1
Shaw, C. (2013, November 15). Sheer will: Artist Do Ho Suhs ghostly
fabric sculptures explore the meaning of home. Retrieved from
http://www.wallpaper.com/art/sheer-will-artist-do-ho-suhs-ghostly-
fabric-sculptures-explore-the-meaning-of-home/6960
Slide 75
Suh, D.H. (2000). Doormat: Welcome (Pink). Retrieved October 18
th, 2014 from www.artstor.org Suh, D.H. (1962-1997-2000). Floor;
det. Retrieved October 18 th, 2014 from www.artstor.org Suh, D.H.
(2007). Reflection. Retrieved October 18 th, 2014 from
www.artstor.org Suh, D.H. (2000). Seoul Home/ L.A. Home, New York
Home. Retrieved October 18 th, 2014 from www.artstor.org Suh, D.H.
(2003). The Perfect Home II. Retrieved October 18 th, 2014 from
www.artstor.org Suh, D.H. (1962-2000). 348 W. 22 nd St. Retrieved
October 18 th, 2014 from www.artstor.org Untitled. (2013). Untitled
1, 2, 3, 4, 5, and 6. Retrieved October 18 th, 2014 from
http://www.dailymail.co.uk/femail/article-2338976/Too-pink-How-toys-alarmingly-gender-
stereotyped-Seventies--cost-little-girls-self-esteem.html United
States Army. (1939/45). I serve be an army nurse. Retrieved
November 3 rd, 2014 from www.artstor.org Windle, P. (2012). The New
York Times: For an article about gender specific toys. Retrieved
October 18 th, 2014 from
http://www.nytimes.com/2012/12/23/opinion/sunday/gender-based-toy-marketing-
returns.html?_r=0 Wikipedia (2014, November 22). Eleanor Antin.
Retrieved from http://en.wikipedia.org/wiki/Eleanor_Antin Wikipedia
(2014, November 22). Collier Schorr. Retrieved from
http://en.wikipedia.org/wiki/Collier_Schorr World War II Poster.
(Date Unknown). Do the job he left behind. Retrieved November 3 rd,
2014 from
http://miataffinhistory.blogspot.com/2012/12/womens-role-during-ww2.html
World War II Poster. (Date unknown). Shes a wow. Retrieved November
3 rd, 2014 from
http://digital.lib.umn.edu/IMAGES/reference/mswp/MPW00067.jpg World
War II Poster. (Date unknown). Come into the factories. Retrieved
November 3 rd, 2014 from
http://worldwar2headquarters.com/images/posters/British/factories.jpg
World War II Poster. (Date unknown). He volunteered for the
submarine service. Retrieved November 3 rd, 2014 from
http://www.barricksinsurance.com/WorldWar098.jpg
Slide 76
Yoon, J. (2005-present). Artworks. Retrieved November 22 nd,
2014 from http://www.jeongmeeyoon.com/artworks.htm