SchoolArts - March 2012

Looking & Learning Making a Difference Introductory

Advanced

Review and discuss Oliver Herring’s artwork with your students. Ask them to compare the video The Sum and Its Parts and TASK. How are they related? What similar ideas do they explore? Remind students that an artist’s work changes and progresses over time. What might be the next development in Herring’s work?

Show students images and videos from various TASK parties. Discuss how TASK events challenge traditional ideas about art and artists. During TASK, is everyone an artist? Does TASK change your idea of what an artist can do? Can a TASK creation be bought or sold like a painting? What makes TASK a work of art?

Oliver Herring TASK oliverherringtask.wordpress.com

TASK Party taskparty.org

Oliver Herring on Art21 www.art21.org/artists/oliver-herring Resources

Create
Introductory

Explain that together you will create a mural that honors people in your community and brings them together. Ask each student to create a portrait of someone from their community that they would like to honor. These portraits could be done as drawings, paintings, or low-relief sculptures. Display the mural in a highly visible area in your school, community center, or other suitable site.

Consider a title such as “Art Brings People Together” and include specific places in the community in the background. Allow students to arrange their portraits on the mural, encouraging them to group people together in creative ways. Once the mural is installed, place a table containing art supplies and blank figures nearby. Include a sign asking viewers to add portraits of other community members to the mural.

Intermediate

Have students list positive ways to bring people together, such as games, events, or an art experience. Using the students’ suggestions, create several categories (game, art experience, mural, sport, etc.). Place students into groups based on their choice. Each group will plan and design an event that brings people together in a positive way. Ask them to create a timeline and sequence of events, a list of volunteers and their duties, a list of materials or supplies, a map or diagram, and logo design or poster advertising their event. They should consider the time and place for the event: Beginning of the school year in the cafeteria? Outside during the winter? In the gym?

Have each group present their event to the class using posters and visual aides. Allow the class to ask questions and offer suggestions. After the presentations, consider working with your school administration or community to bring one or more of your students’ events to life.

Advanced

Begin with a small TASK workshop in your classroom for your students only. Once they have experienced TASK for themselves, explain that you would like to bring TASK to the entire school or community with your students as organizers, facilitators, and documenters. Working together, choose an appropriate place and time for the event. Include other faculty, community members, or school administrators who can assist you with your plans. Consider collaborating with your school’s AV or photography department to document TASK. Provide plenty of time for planning, gathering materials, and promoting your event.

Remind your students that TASK is a collaborative event that empowers organizers and participants, and its positive, creative atmosphere should come through in the signs, posters, or digital media they use to promote their event.

When your TASK party is over, have students share and discuss their images, video, and personal reflections on the event. What did they learn about themselves or others? What was the most surprising aspect of TASK? How might they expand or alter TASK? Has TASK changed the way they think about making art?

Written by Karl Cole, curator of images for Davis Publications; and Robb Sandagata, digital curriculum and interactive media coordinator at Davis Publications. Edited by Dr. Marilyn Stewart, professor of art education at Kutztown University.