SchoolArts Magazine

April 2016

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

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RESOURCES Henrique Oliveira: 123inspiration.com/transarquitetonica-a-network-of-wooden-tunnels- -henrique-oliveira Chiharu Shiota: chiharu-shiota.com/en L O O K I N G & L E A R N I N G ADAPTATIONS/DIFFERENTIATED INSTRUCTION • Begin the discussion by defining "contemporary art." • Use broader themes and topics that are age-appropriate for your students. • Offer students a limited selection of materials with which to work. • Have students work in collaborative groups to shorten the length of studio time. • Adapt this studio experience into a semester-long inde- pendent project that students work on simultaneously with more structured projects. • Have students give weekly presentations on other con - temporary artists for the rest of the semester. Written by Karl Cole, curator of images at Davis Publications and Robb Sandagata, digital product manager at Davis Publications. RESPOND Write or project the question "What is Contemporary?" on a board, screen, or large sheet of paper before students enter the artroom. Ask them to write or draw their response to the question in their journal or sketchbook. Invite several volunteers to share their ideas with the class. Use these responses to begin a class discussion on contemporary art and the world it reflects. Next, ask students to create a list of aspects of contem- porary life that might inspire artists. Prompt students to consider topics related to culture, politics, technology, race, gender, science, and more. Ask them to include local, global, and international issues in their list. Have them record their lists in their sketchbook or journal. Once they are done recording their lists, introduce students to the work of Oliveira and Shiota, including Transarquitetônica and Labyrinth of Memory. Discuss their biographies, use of materials, and how each work is constructed. Ask, "How does each artist's background and location relate to the artwork he or she has created?" CREATE Ask students to choose three or four items from their list of contemporary issues as possible ideas for a work of art, then ask them to create a half- or full-page planning sketch for each. The planning sketch should include a list of possible materials, type of artwork (painting, sculpture, installation, video, etc.), and a short description of the idea. Have students meet in small groups to help their peers narrow down their choices to one or two ideas. Prompt them to consider the feasibility of each idea: Will it be pos- sible for the artist to obtain the necessary materials? Can the project realistically be completed before the end of the semester? Consult with each student individually to help make his or her final choice of which idea to pursue. Do what you can to accommodate students' creative and uncon- ventional ideas, and encourage them to use materials that will match their intentions. Build in plenty of time for stu- dents to work on their pieces and schedule regular group discussions for progress updates and troubleshooting. Ask students to keep track of their progress in weekly journal entries or blog updates. PRESENT Exhibit the completed artworks alongside a photograph, or, if possible, the object that inspired students' artwork. Have students write a clear statement about the object they chose, and why it needed to be transformed. Have students document their progress online through images and photo- graphs posted to a blog or e-portfolio. 28 APRIL 2016 SchoolArts Henrique Oliveira, Desnatureza 2, 2014. Plywood, 20 x 13 x 13' (6 x 4 x 4 m). Private collection, Houston, Texas. Photo: Nash Baker. Courtesy of Henrique Oliveira and Galleria Milan.

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