SchoolArts - April 2009

High School Studio Lesson

A DAY IN THE LIFE

Tracie Dunn

As a teacher of the visual arts, I find that expanding my students’ definition of art is a significant challenge. High-school students often tie the definition of art to a two-dimensional surface, obstructing possible solutions to visual problem-solving and restricting creative thinking. I do not mean to undermine the significance of two-dimensional art, but rather to point out that its overrepresentation as

“art” leads students to believe their own work must meet preconceived standards.

So, even though I teach the fundamentals of design and commend careful artistry, I gravitate towards projects that also develop content and allow students to utilize their problem-solving skills—abilities that are critical in today’s “green” movement.

art as a social event: installation art. From a contemporary point of view, installation art aims to break with established rules surrounding process, media, or presentation. I find this medium lends itself well to exploring complex issues, and enables an artist to use any creative means necessary to communicate an idea.

Through a slide show, students

learned that instal-

I gravitate towards projects

lation art is not

that also develop content

confined to the museum or gallery,

and allow students to flex

but can take place

their problem-solving skills.

anywhere, at any
time. It can reveal
something new about a space or peo-
ple experiencing a space.

It is also important to note that installation art is not only a contemporary art form, but also one with an historical precedence, like the caves of Lascaux in France and Michelangelo’s frescos on the ceiling of the Sistine Chapel in Italy.

Installation Art

Last spring, I found one particular project that inspired students to view

Developing Ideas Students worked together to develop their own installation project. This

collaborative approach was new to them and introduced a social element to the creative process.

With me as their mediator and scribe, students began working together to make the following decisions:

What will be the theme of the installation?

Where will the installation be placed within the school?

Who needs to approve the installation?

What materials are required to make the installation?

Students enacted a democratic process whereby they offered ideas that the group further explored, supported, and built upon. The class decided to focus on a theme of common concern: global warming. They also decided that the school’s recycled matter would be appropriate to re-purpose as art material. They used one bin of recycled paper and one of bottles.