This blog is for participants in the 2008 AP Studio Art Institute. This will be online participation for the course.
Sunday, June 1, 2008
Question # 2
Briefly describe one idea, resource, or artwork you found to be the most interesting to you from the visit to the Columbia Museum of Art. Please include how it will be useful to you or your classroom in the future.
The experience of viewing the Egyptian exhibit from a wheel chair was very enlightening. From that viewpoint, I saw more of the intricate tiny pieces of stone, terracota and limestone which I missed during my first visit. The next time I take a group to the museum I will have them view the work from a different perspective, for example: some one with disabilities or some who could not read or understand the language.
When viewing the Egyptian exhibit at the Columbia Museum, I tired to decide which objects of art I was most drawn to in the show. I misunderstood our instructions, and thought we were only sketching this exhibit. I scrutinized everything as quickly as I could. The human touch was everywhere; viewers can be connected to an ancient civilization, even in our post modern age. The jewelry, the utilitarian objects, and the toys captured my attention. We are quickly reminded how intellectual the Egyptian civilization was, and I will definitely use this lesson (if funds are available) in my classroom. What an experience! I know this is how many artists in the past improved their drawing techniques. When I was in New York students were sketching in the Museum of Natural History. A trip to a museum can be an adventure, limited only to the teacher's creative mind. Moreover, the students' participation in this creative assignment would be a bridge to their aesthetic experiences of visiting a museum.
The third piece that I drew from, Madonna and Child (Francesco Francia in 1515; tempera on panel) looked as though it could be the center piece of a triptych. The presentation of the painting was more interesting to me than the painting itself. In the past, I've used triptychs as a prompt and have had some success, but felt that the lesson was still lacking. After seeing this piece's use of intricate framing designs and use of columns, I'll deal more with this aspect of the lesson in the future.
My experience at the Art museum was great. The egyptian artwork, or pieces were interesting, but not as interesting as the High Renaissance pieces that was upstairs. After the guide explained some of the pieces, it really got me more interested in thier meanings. If teaching art history or a lesson on art movements, this would be a great place to take them when you get to the section on Renaissance paintings and painters. Maybe if you were taking a class there, giving a treasure hunt worksheet that presented them with certain details of a work of art, would get your students involved, as well as help them to have a little fun while in the museum. Also, like Brandt said, the presentation of the paintings could fit into a lesson as well, but I feel like when you discuss the movement itself, the framing could be analyzed as well.
I truly love the experience of going to a museum, but find that I do not take the time often enough to visit our local art musemus. I am appreciative to have this included as part of the class. It once again made me realize how important taking my students on museum trips is. The most exciting part of the Columbia Art Museum experience was a completely unxepected one. As a couple of us ventured into the upstairs galleries, we were greeted by a very welcoming security guard. As we viewed the Renissance work, he began to give us a very indepth Art History lesson. I have to say he was more exciting than any of the college Art History professors I have had. He pointed out many items in the works I had never noticed. His excitement of the art made me more curious about this era of Art. I will also take the knowledge I learned from him back into my classroom as I teach this period of Art.
As is usual for me in a visit to an art museum, I am drawn to the portraits. More specifically, to one or two people from a painting. ( or even a small detail from someone's face). This time I copied a portrayal of a young girl in Bougereau's painting, "Far From Home". She has a somewhat sad and faraway look in her eyes. I might use similar examples in teaching portraiture to show the importance of capturing not just proportions, but emotion.
I was taken with the large paintings upstairs and one in particular the painting of "Mary's Conception". I didn't notice at first but as I was sketching the picture another student told me about how you could see the hands, how they were repainted from one position to the other. You could see a faint outline of hands that were folder on her chest and new hand that are now in front of her in prayer. I found this fact very interesting. The other student went on to point out other objects in the painting. Some I had already noticed some I had not. I find the fact that someone at some time repainted this picture an important fact. Not only in history were written words change or/and altered but also art work to "fit" the time in which the people lived. I like that fact but also feel that artwork should never be altered. Who's to say what people will do with our art once we are gone. I would like to point this out to my students as how art can change depending on the beliefs, thoughts and/or acceptance of the people at that time.
Although a trip to the museum should focus on the artwork on display, I was captivated by the architectural features of the building. I loved the black lines of the stair railing against the soft gold-white of the walls. The diagonal lines, intersected by double vertical lines with small downward pointing “v” shapes, created an uplifting feeling that was sturdy, but also somewhat ethereal. It seemed not to be grounded. Small spheres at the ends of the vertical lines seemed to be holding the entire structure suspended in space. Because the spheres followed the rise of the stairs, they reminded me of musical notes. Well placed lighting repeated the design of the railing in amber shadows against the walls, adding depth and elegance. In the future, I think I will try to make my students more aware of the shapes created by architecture. I will ask them to sketch views they particularly enjoy. I may even take it a step farther and have them create sculpture with those shapes and angles in mind.
As Mary Lou said, point of view is very important. I also had the privilege of seeing the world from a wheelchair for 8 weeks and it was an eye-opening experience. I think it would be very educational for students to have to go through a school day in a wheel chair. Not just so they would know what it feels like to be handicapped, but to help them understand that there are different ways of seeing the world and that slight changes in angle or height can make a dramatic difference in how we perceive and interpret things.
Saturday was delightful trip from Greenville after such a rough week of little sleep. It was unexpected for my "you are as old as you feel" body was able to turn on the mind, spirit, and hand with some success. It was nice to be able to draw in a museum without all kinds of folks coming over to see what you were doing and asking you about it. I tried charcoal and pencil to capture an old Maumee, old oaks along a drive, and contemporary glass Egyptian with modern Frank Lloyd Wright-like black_hand railing. Ajworkman-You are a lucky person. I thought that security guard would talk a great history lesson. Smart. I am sorry to have missed it. Renata-Both of us loved the minimalist and Franklin Lloyd Wright tribute to architecture. After learning it is a converted department store, I appreciate its clever design even more. The display space has been underutilized...One can only wonder what art is in that vault. Mary Lou- your perspective is wonderful for it reminds me of when I taught elementary and they drew adults with open pig noses because they were looking up.... Volunteer 1- You truly captured the human touch--art as a true legacy of culture and joy. Lorne b.-You are charming wordsmith, too. This class of witty and wonderful folks should teach me a lot.
Okay, that deleted comment looked tantalizing.
This is a great way to start. Thank you, Mary Lou. In addition, I really thank you for the expensive and fine art supplies I am now hiding from my children.
I am still exhausted and feeling a bit silly. May you be bright eyed and bushy-tailed with the remainder of your week go well.
I have always enjoyed Egyptian Art, just something about it that has always intrigued me. This was my second visit to this exhibit. It is amazing to me that this art has been preserved for so many years. The idea of "immortality" as it relates to this exhibit and to our own lives, such as our loved ones who have passed on... to me they are immortal in our hearts. That's something I think I'll be exploring in my artwork after seeing this show.
I always enjoy classes with other art teacher. First they are creative in different ways. I know I am creative but just one person coming along with a different point of view changes everything for me.
Volunteer1-your comments make me feel like I could be there, standing with the Egyptians as they created their art. I am wearing the necklace of orange and watching the mummys as they place them in their tombs.
Renata- Ok I never look at the way the building looks. Crazy I know but your so right in the way you say that the building was very interesting. I appreciate the building as it is but not as you see it, however after you describe the way the lines connected on the building I just wished I would have looked closer and studied more of the building.
Mary Lou- Being a bit shorter than most I can appreciate the view you had. Looking at objects at different heights has always been somehting I try to do, I even have my students place their drawings up on a high board to "see" if they are satified with the finished product or if they want to do more.
Looking forward to the next class and sharing more creative moments with all.
In response to the comments about our visit to the Columbia Museum last Saturday: My eyes caught Bomar's comment on giving students a treaure hunt worksheet that gives the students "certain details of the artwork." If not able to visit a museum, art reproductions might work the same way. I have, in the past, put out reproductions and asked certain questions about the work. It helps students talk about art. Some questions might be: Which is your favorite? Which is the most expensive? Which would you purchase for your home? Which one would you purchase for your parents? Which one do you think is my favorite?(You can make different colored tags for each question.) I, too, liked Ellen's idea of working on only a small detail from someone's face. I have done this with hair and let the students guess whose head it was. I can quickly see that everyone of us had a different point of view, as if the museum were a still life and we, as artists, were choosing which parts to paint. Robert, I loved your idea of Egypt's obsession with "immortality." As a theme the teacher could start the lesson with, "What person has reached immortality?" Then the discussion could narrow to people the student knows. The project could be fragmented, abstracted, or representational. To ajworkman: I also ran into the security guard as I was asking directions to the exit. He looked at my drawing and immediately recognized the art piece. He said, "I have looked at that painting many times, even studied it." To my "surprise", I said, "You recognized it?" The guard responded. "Yes, and did you see the little house in the distance - or that's what I think it is?" I had to say no, but thanked him and proceeded downstairs. Oh, well, we all see from different perspectives,don't we?
Jim W: The very moment that I was told that the Egyptian exhibit only lasts for a short while, I immediately started dreaming up ways to allow my students to experience the exhibit after it moved on to its next museum. The cell phone tour was an ingenious idea. While I had seen this before, I had never experienced it in a museum. The history lesson was well planned and executed. Not only could it help a teacher to better understand the era, but it also can be used miles away with students either before or after the event. In an effort to rejuvenate our honors and AP program, I thought of many options in which this self-guided tour idea could be useful: Pre-visitation sessions with online artifacts which aren’t available at the exhibit. Virtual visits using other resources from the web along with the museum’s exhibition site.
Or the best of them all:
Have students create their own voice exhibit for their own work. Students could create exhibition information/images describing their processes, motivations, and techniques. They could then add their monologue to their artwork’s presentation.
I am not sure of exactly how to present it, but there are services that offer free trials to anyone as well as podcasting. It is also in the cards to present the work on a month-by-month basis on a website with advanced students showcasing their work. Has anyone ever tried this?
In response to ajworkman’s comments about the security guard on the second floor, I couldn’t agree more. While many times, I too have run into art historians whom, at times, seemed to have more contempt for art/artists than love. This man truly loved the works he discussed. He was almost giddy in his efforts to engage, question, and enlighten the three of us while we waited for the next story to unfold. My only regret was that we were unable to stay with him as it was time to regroup for the sketch-time.
Saturday was great and I love getting with other art teachers, it's a wonderful way to re-energize for a new year and the 'adult contact' helps with the sanity. Picking one resource or idea from the collection is hard. I seem to be be drawn to pieces that emphasize line and movement and although there were a number of excellent examples of this in the museum I was drawn to 'The Immaculate Conception'. What a great piece to use in class to discuss how the lines of the fabric draws the viewers eyes to the hands. And the size, I believe a trip to the museum would be much more benefical to my students rather than viewing the piece in the class room. I have not been to the museum for a number of years, generally we (the French teacher and I) go the High Museum since they have been having works from Europe lately, but with the up coming exhibition 'Turner to Cezanne' I'm excited about the field trip for next year and will work that into my plans.
bomar - I like the idea of a 'treasure hunt' sheet for the students. In the past I have discussed what they would see and then have a follow up discussion, but I think the sheet would make the trip fun for all the students.
Jim W. - in the past I have put the senior work on display in the library, but now with AP and there being so many pieces and I was thinking about creating myself a slide show of their work and displaying only a few pieces from each student. But after reading your comment it gave me the idea to have each AP student create a movie in Movie Maker allowing them to show all their work and give a tour with their thoughts about their pieces giving the viewer much more information than just coming to an art show. Thanks!
I found the Etruscan pottery to be the most intriguing works of art during the visit to the Columbia Museum. As a sculpture teacher, the shape and form of the pottery, in comparison to the pictures depicted on the pieces, was inspiring. I believe that an in depth discussion of the Etruscans and their pottery, in relation to utility, would be an excellent topic of study in my Three-Dimensional Design classes. Especially, when introducing ceramics and the historical impact and influences on modern forms.
After this trip to the museum, I realized that I am not utilizing one of the best resources at my fingertips in Charleston, The Gibbes Museum of art. The responses by Bomar and Jim have given me insight in to how to include this experience into my art courses in an inventive and energizing way for students. I am an advocate for students evaluating their own work both orally and in written critiques. The idea of students creating the monologues for a museum tour is a fantastic way to get students to be critics and to synthesize what they are viewing. Thanks for the idea!
I am ashamed to say that this was only my second trip to the Columbia Museum I found it quite interesting and a good collection. I tend to migrate more towards contemporary art than the ancient Egyptian exhibit. I thought the Egyptian exhibit was spectacular but I really loved the second work that I sketched from, "Afternoon Bridge" by Robert Stanley. Soomething about this work drew me in and captivated me. I found myself sitting in front of this painting for what seemed like an hour just looking and drawing.
The idea of looking at works by other artists and drarwing your own representation is an excellent way to introduce students to art history or art styles. I think that this exercise might have to be something that I try to incorporate into my class this year.
I would have to agree with ajworkman in that I ove going to museums but I do not do it enough. Luckily I am going to visit some local galleries this coming week as an assignment for my Master's class. I do not think that enough students are exposed to the worlds that are available to them inside of a museum.
There is a small museum about four blocks from my school but I have yet to take any of my classes there. I know this is shameful but I hope to get better at taking my students to museums. If I got this much out of my visit, it should be something that I want to share with my students.
I have to say that visiting the Columbia Museum for our class was one of the most refreshing things I have done as a teacher/artist in a long time. I have never sketched from other's artwork as we were instructed to do that day. At first I was hesitant and unsure how I could relate this activity to my classroom. I was pleasantly surprised an hour later when I didn't want to leave! I had such a wonderful time looking at the works of art upstairs and gathering ideas for future works of art. It was a relaxing and inspiring time.
It made me reflect not only how to incorporate these types of experiences for my students into the curriculum, but also to incorporate these types of experiences into my own artwork.
I plan to use this summer to find some wonderful places around Charleston to visit and sketch this summer. There are such wonderful art gallaries, architechtural points of interest, beautiful gardens and plantations around the Charleston area, and I fully plan on taking advantage!
From my summer adventures, I plan on incorporating at least two "outings" for my advanced classes next year. One to The Gibbes Museum of Art and one as a photography/sketching experience through the most interesting spots around town.
Thanks for the renewed interest in looking at my environment and the artwork around me!
While I am typically drawn to the modern art sections of museums, I found myself in the Egyptian section most of the visit. I began to notice that many of the works have similar qualities to that of modern art--the abstraction of the form, the use of bold color, and the flat geometric shapes. Although the Egyptian culture and art is very ancient, there are still connections to be made between it and other periods. When drawing, I tried to find similar themes in different sections. I drew a stylized three dimensional fish from the Egyptian section and fish forms from a modern-day blown glass vase. I think that finding these commonalties is a great reminder of how art is universal and connects us as human beings.
I can think of a few ways to incorporate this into a future lesson: 1. Upon completion of a project, the student will search through art history books or the internet to find artists or cultures who use similar themes/ideas to his/her own works. 2. Student will visit a museum and sketch different works of art from different time periods with similar qualities or themes. 3. Students will compare their artwork with that of other students in the class finding similarities in themes, techniques, qualities, subject matter, etc.
Volunteer1, I think that we had a similar experience in viewing the Egyptian exhibit. It seems as though you too were making connections between it and the modern world. I have used your “art game” in my classroom in the past. I learned it at Winthrop and the professor called it “Token Response”. A variation on this game might be a good way for students to compare their artwork.
I loved each of your suggestions about activities that would help students get more active and involved in a trip to the art museum.
I was especailly interested in Bomar's suggestion to have the student's complete a treasure hunt worksheet. I would love to see an example if you've done this in the past! Also, Jim, having students write the exhibition "tags" is a great idea.
This reminded me of a webquest I had seen in which students work in groups to create their own exhibition of artworks for a museum. They each play a role in the process where they have to determine their "theme" which could be a time frame or a certain style, and they set up everything from the layout of the exhibit to the written materials that go with it.
I am always interested in doing these types of projects with students but don't seem to have the time to fit them in with all of the studio projects that need to occur! Any suggestions?
regarding all the comments about the guard: The experiences of how the guards have treated me have been a major part of how I judge my museum going experiences. This guard commented on my drawing, on the statue it came from, as well as the skill necessary to create the statue. I have had guards practically follow my every move (Does this make me want to touch the work...just a little with an index finger...oh, no, of course not!), and those who were uneasy because I had to get close to see through my reading glasses. I also witnessed a guard who did nothing to intervene when a tourist put their arm around a statue and got a photo.
The wall mural of the little girl opening the door gave me a wonderful idea for a wall mural right outside my Art Studio door at school. Instead of a little girl, I am going to design an "Art Angel" opening the door just slightly so that those peeping inside can glimpse the background which will be similar to the background on the Mona Lisa. The Art Angel will, of course, have wings and sport an art apron, hold a paint brush and art palette. This will be an art project for my Art 2,3 class this upcoming Fall. I really enjoyed my visit to the museum and look forward to working with all of you.
Robert, thank you so much for your post about Egyptian Art. I now have a complete new appreciation for this period and the idea of immortality. To link this to the immortatlity of our loved ones as they live on in our hearts and minds...wow....again, thanks!
Concerning ajworkman's comments on museum visitations, I too need to do more to use those resources as motivating factors for my art students. To jim@wadeHamptonHigh and Suzanne...thank you for your ideas on podcasting, showcasing, and using Movie Maker for Advanced Student Artworks. I have been playing around with the idea to use digital technology to showcase student work via e-mail or school websites. I have discussed creating an "Art Exchange" program with the Fine Arts Director of Horry County where Visual Arts teachers can implement the Exchange into their art program if desired. Thank you again for wonderful ideas. You all are Great!
Like Mr. Urban, I have always enjoyed egyptian art and it is very interesting to see sculptures, architecture, and artwork that has been preserved for so long. I felt like this exhibition was alright, but I think that I wanted to see more things, or should I say bigger more extravagant things. A while ago, I went to a Rameses exhibition in Charlotte, and by seeing those things I kind of expected to see those same things, or something similar. Anyway, the exhibition was still kind of good.
I have to echo Amy's sentiments of not visiting museums more. I live and work as little as 20 minutes away from Charlotte, yet I only visit the galleries and museums a couple times a year. Some of my students have probably never been in a museum. Despite the current gas prices, I don't think there is an excuse to not make it happen-- the reward is too valuable.
31 comments:
The experience of viewing the Egyptian exhibit from a wheel chair was very enlightening. From that viewpoint, I saw more of the intricate tiny pieces of stone, terracota and limestone which I missed during my first visit. The next time I take a group to the museum I will have them view the work from a different perspective, for example: some one with disabilities or some who could not read or understand the language.
When viewing the Egyptian exhibit at the Columbia Museum, I tired to decide which objects of art I was most drawn to in the show. I misunderstood our instructions, and thought we were only sketching this exhibit. I scrutinized everything as quickly as I could. The human touch was everywhere; viewers can be connected to an ancient civilization, even in our post modern age.
The jewelry, the utilitarian objects, and the toys captured my attention. We are quickly reminded how intellectual the Egyptian civilization was, and I will definitely use this lesson (if funds are available) in my classroom.
What an experience! I know this is how many artists in the past improved their drawing techniques. When I was in New York students were sketching in the Museum of Natural History. A trip to a museum can be an adventure, limited only to the teacher's creative mind. Moreover, the students' participation in this creative assignment would be a bridge to their aesthetic experiences of visiting a museum.
The third piece that I drew from, Madonna and Child (Francesco Francia in 1515; tempera on panel) looked as though it could be the center piece of a triptych. The presentation of the painting was more interesting to me than the painting itself. In the past, I've used triptychs as a prompt and have had some success, but felt that the lesson was still lacking. After seeing this piece's use of intricate framing designs and use of columns, I'll deal more with this aspect of the lesson in the future.
My experience at the Art museum was great. The egyptian artwork, or pieces were interesting, but not as interesting as the High Renaissance pieces that was upstairs. After the guide explained some of the pieces, it really got me more interested in thier meanings. If teaching art history or a lesson on art movements, this would be a great place to take them when you get to the section on Renaissance paintings and painters. Maybe if you were taking a class there, giving a treasure hunt worksheet that presented them with certain details of a work of art, would get your students involved, as well as help them to have a little fun while in the museum. Also, like Brandt said, the presentation of the paintings could fit into a lesson as well, but I feel like when you discuss the movement itself, the framing could be analyzed as well.
I truly love the experience of going to a museum, but find that I do not take the time often enough to visit our local art musemus. I am appreciative to have this included as part of the class. It once again made me realize how important taking my students on museum trips is. The most exciting part of the Columbia Art Museum experience was a completely unxepected one. As a couple of us ventured into the upstairs galleries, we were greeted by a very welcoming security guard. As we viewed the Renissance work, he began to give us a very indepth Art History lesson. I have to say he was more exciting than any of the college Art History professors I have had. He pointed out many items in the works I had never noticed. His excitement of the art made me more curious about this era of Art. I will also take the knowledge I learned from him back into my classroom as I teach this period of Art.
As is usual for me in a visit to an art museum, I am drawn to the portraits. More specifically, to one or two people from a painting. ( or even a small detail from someone's face). This time I copied a portrayal of a young girl in Bougereau's painting, "Far From Home". She has a somewhat sad and faraway look in her eyes. I might use similar examples in teaching portraiture to show the importance of capturing not just proportions, but emotion.
I was taken with the large paintings upstairs and one in particular the painting of "Mary's Conception". I didn't notice at first but as I was sketching the picture another student told me about how you could see the hands, how they were repainted from one position to the other. You could see a faint outline of hands that were folder on her chest and new hand that are now in front of her in prayer. I found this fact very interesting. The other student went on to point out other objects in the painting. Some I had already noticed some I had not. I find the fact that someone at some time repainted this picture an important fact. Not only in history were written words change or/and altered but also art work to "fit" the time in which the people lived. I like that fact but also feel that artwork should never be altered. Who's to say what people will do with our art once we are gone. I would like to point this out to my students as how art can change depending on the beliefs, thoughts and/or acceptance of the people at that time.
Although a trip to the museum should focus on the artwork on display, I was captivated by the architectural features of the building. I loved the black lines of the stair railing against the soft gold-white of the walls. The diagonal lines, intersected by double vertical lines with small downward pointing “v” shapes, created an uplifting feeling that was sturdy, but also somewhat ethereal. It seemed not to be grounded. Small spheres at the ends of the vertical lines seemed to be holding the entire structure suspended in space. Because the spheres followed the rise of the stairs, they reminded me of musical notes. Well placed lighting repeated the design of the railing in amber shadows against the walls, adding depth and elegance. In the future, I think I will try to make my students more aware of the shapes created by architecture. I will ask them to sketch views they particularly enjoy. I may even take it a step farther and have them create sculpture with those shapes and angles in mind.
As Mary Lou said, point of view is very important. I also had the privilege of seeing the world from a wheelchair for 8 weeks and it was an eye-opening experience. I think it would be very educational for students to have to go through a school day in a wheel chair. Not just so they would know what it feels like to be handicapped, but to help them understand that there are different ways of seeing the world and that slight changes in angle or height can make a dramatic difference in how we perceive and interpret things.
Saturday was delightful trip from Greenville after such a rough week of little sleep. It was unexpected for my "you are as old as you feel" body was able to turn on the mind, spirit, and hand with some success. It was nice to be able to draw in a museum without all kinds of folks coming over to see what you were doing and asking you about it.
I tried charcoal and pencil to capture an old Maumee, old oaks along a drive, and contemporary glass Egyptian with modern Frank Lloyd Wright-like black_hand railing.
Ajworkman-You are a lucky person. I thought that security guard would talk a great history lesson. Smart. I am sorry to have missed it.
Renata-Both of us loved the minimalist and Franklin Lloyd Wright tribute to architecture. After learning it is a converted department store, I appreciate its clever design even more. The display space has been underutilized...One can only wonder what art is in that vault.
Mary Lou- your perspective is wonderful for it reminds me of when I taught elementary and they drew adults with open pig noses because they were looking up.... Volunteer 1- You truly captured the human touch--art as a true legacy of culture and joy.
Lorne b.-You are charming wordsmith, too. This class of witty and wonderful folks should teach me a lot.
Okay, that deleted comment looked tantalizing.
This is a great way to start. Thank you, Mary Lou.
In addition, I really thank you for the expensive and fine art supplies I am now hiding from my children.
I am still exhausted and feeling a bit silly. May you be bright eyed and bushy-tailed with the remainder of your week go well.
I have always enjoyed Egyptian Art, just something about it that has always intrigued me. This was my second visit to this exhibit. It is amazing to me that this art has been preserved for so many years. The idea of "immortality" as it relates to this exhibit and to our own lives, such as our loved ones who have passed on... to me they are immortal in our hearts. That's something I think I'll be exploring in my artwork after seeing this show.
I always enjoy classes with other art teacher. First they are creative in different ways. I know I am creative but just one person coming along with a different point of view changes everything for me.
Volunteer1-your comments make me feel like I could be there, standing with the Egyptians as they created their art. I am wearing the necklace of orange and watching the mummys as they place them in their tombs.
Renata- Ok I never look at the way the building looks. Crazy I know but your so right in the way you say that the building was very interesting. I appreciate the building as it is but not as you see it, however after you describe the way the lines connected on the building I just wished I would have looked closer and studied more of the building.
Mary Lou- Being a bit shorter than most I can appreciate the view you had. Looking at objects at different heights has always been somehting I try to do, I even have my students place their drawings up on a high board to "see" if they are satified with the finished product or if they want to do more.
Looking forward to the next class and sharing more creative moments with all.
In response to the comments about our visit to the Columbia Museum last Saturday:
My eyes caught Bomar's comment on giving students a treaure hunt worksheet that gives the students "certain details of the artwork." If not able to visit a museum, art reproductions might work the same way.
I have, in the past, put out reproductions and asked certain questions about the work. It helps students talk about art. Some questions might be:
Which is your favorite?
Which is the most expensive?
Which would you purchase for your home?
Which one would you purchase for your parents?
Which one do you think is my favorite?(You can make different colored tags for each question.)
I, too, liked Ellen's idea of working on only a small detail from someone's face. I have done this with hair and let the students guess whose head it was.
I can quickly see that everyone of us had a different point of view, as if the museum were a still life and we, as artists, were choosing which parts to paint.
Robert, I loved your idea of Egypt's obsession with "immortality." As a theme the teacher could start the lesson with, "What person has reached immortality?" Then the discussion could narrow to people the student knows. The project could be fragmented, abstracted, or representational.
To ajworkman: I also ran into the security guard as I was asking directions to the exit. He looked at my drawing and immediately recognized the art piece. He said, "I have looked at that painting many times, even studied it." To my "surprise", I said, "You recognized it?" The guard responded. "Yes, and did you see the little house in the distance - or that's what I think it is?" I had to say no, but thanked him and proceeded downstairs.
Oh, well, we all see from different perspectives,don't we?
Jim W:
The very moment that I was told that the Egyptian exhibit only lasts for a short while, I immediately started dreaming up ways to allow my students to experience the exhibit after it moved on to its next museum. The cell phone tour was an ingenious idea. While I had seen this before, I had never experienced it in a museum. The history lesson was well planned and executed. Not only could it help a teacher to better understand the era, but it also can be used miles away with students either before or after the event.
In an effort to rejuvenate our honors and AP program, I thought of many options in which this self-guided tour idea could be useful:
Pre-visitation sessions with online artifacts which aren’t available at the exhibit.
Virtual visits using other resources from the web along with the museum’s exhibition site.
Or the best of them all:
Have students create their own voice exhibit for their own work. Students could create exhibition information/images describing their processes, motivations, and techniques. They could then add their monologue to their artwork’s presentation.
I am not sure of exactly how to present it, but there are services that offer free trials to anyone as well as podcasting. It is also in the cards to present the work on a month-by-month basis on a website with advanced students showcasing their work. Has anyone ever tried this?
In response to ajworkman’s comments about the security guard on the second floor, I couldn’t agree more. While many times, I too have run into art historians whom, at times, seemed to have more contempt for art/artists than love. This man truly loved the works he discussed. He was almost giddy in his efforts to engage, question, and enlighten the three of us while we waited for the next story to unfold. My only regret was that we were unable to stay with him as it was time to regroup for the sketch-time.
Saturday was great and I love getting with other art teachers, it's a wonderful way to re-energize for a new year and the 'adult contact' helps with the sanity. Picking one resource or idea from the collection is hard. I seem to be be drawn to pieces that emphasize line and movement and although there were a number of excellent examples of this in the museum I was drawn to 'The Immaculate Conception'. What a great piece to use in class to discuss how the lines of the fabric draws the viewers eyes to the hands. And the size, I believe a trip to the museum would be much more benefical to my students rather than viewing the piece in the class room. I have not been to the museum for a number of years, generally we (the French teacher and I) go the High Museum since they have been having works from Europe lately, but with the up coming exhibition 'Turner to Cezanne' I'm excited about the field trip for next year and will work that into my plans.
bomar - I like the idea of a 'treasure hunt' sheet for the students. In the past I have discussed what they would see and then have a follow up discussion, but I think the sheet would make the trip fun for all the students.
Jim W. - in the past I have put the senior work on display in the library, but now with AP and there being so many pieces and I was thinking about creating myself a slide show of their work and displaying only a few pieces from each student. But after reading your comment it gave me the idea to have each AP student create a movie in Movie Maker allowing them to show all their work and give a tour with their thoughts about their pieces giving the viewer much more information than just coming to an art show. Thanks!
I found the Etruscan pottery to be the most intriguing works of art during the visit to the Columbia Museum. As a sculpture teacher, the shape and form of the pottery, in comparison to the pictures depicted on the pieces, was inspiring. I believe that an in depth discussion of the Etruscans and their pottery, in relation to utility, would be an excellent topic of study in my Three-Dimensional Design classes. Especially, when introducing ceramics and the historical impact and influences on modern forms.
After this trip to the museum, I realized that I am not utilizing one of the best resources at my fingertips in Charleston, The Gibbes Museum of art. The responses by Bomar and Jim have given me insight in to how to include this experience into my art courses in an inventive and energizing way for students. I am an advocate for students evaluating their own work both orally and in written critiques. The idea of students creating the monologues for a museum tour is a fantastic way to get students to be critics and to synthesize what they are viewing. Thanks for the idea!
I am ashamed to say that this was only my second trip to the Columbia Museum I found it quite interesting and a good collection. I tend to migrate more towards contemporary art than the ancient Egyptian exhibit. I thought the Egyptian exhibit was spectacular but I really loved the second work that I sketched from, "Afternoon Bridge" by Robert Stanley. Soomething about this work drew me in and captivated me. I found myself sitting in front of this painting for what seemed like an hour just looking and drawing.
The idea of looking at works by other artists and drarwing your own representation is an excellent way to introduce students to art history or art styles. I think that this exercise might have to be something that I try to incorporate into my class this year.
I would have to agree with ajworkman in that I ove going to museums but I do not do it enough. Luckily I am going to visit some local galleries this coming week as an assignment for my Master's class. I do not think that enough students are exposed to the worlds that are available to them inside of a museum.
There is a small museum about four blocks from my school but I have yet to take any of my classes there. I know this is shameful but I hope to get better at taking my students to museums. If I got this much out of my visit, it should be something that I want to share with my students.
I have to say that visiting the Columbia Museum for our class was one of the most refreshing things I have done as a teacher/artist in a long time. I have never sketched from other's artwork as we were instructed to do that day. At first I was hesitant and unsure how I could relate this activity to my classroom. I was pleasantly surprised an hour later when I didn't want to leave! I had such a wonderful time looking at the works of art upstairs and gathering ideas for future works of art. It was a relaxing and inspiring time.
It made me reflect not only how to incorporate these types of experiences for my students into the curriculum, but also to incorporate these types of experiences into my own artwork.
I plan to use this summer to find some wonderful places around Charleston to visit and sketch this summer. There are such wonderful art gallaries, architechtural points of interest, beautiful gardens and plantations around the Charleston area, and I fully plan on taking advantage!
From my summer adventures, I plan on incorporating at least two "outings" for my advanced classes next year. One to The Gibbes Museum of Art and one as a photography/sketching experience through the most interesting spots around town.
Thanks for the renewed interest in looking at my environment and the artwork around me!
While I am typically drawn to the modern art sections of museums, I found myself in the Egyptian section most of the visit. I began to notice that many of the works have similar qualities to that of modern art--the abstraction of the form, the use of bold color, and the flat geometric shapes. Although the Egyptian culture and art is very ancient, there are still connections to be made between it and other periods. When drawing, I tried to find similar themes in different sections. I drew a stylized three dimensional fish from the Egyptian section and fish forms from a modern-day blown glass vase. I think that finding these commonalties is a great reminder of how art is universal and connects us as human beings.
I can think of a few ways to incorporate this into a future lesson:
1. Upon completion of a project, the student will search through art history books or the internet to find artists or cultures who use similar themes/ideas to his/her own works.
2. Student will visit a museum and sketch different works of art from different time periods with similar qualities or themes.
3. Students will compare their artwork with that of other students in the class finding similarities in themes, techniques, qualities, subject matter, etc.
Volunteer1, I think that we had a similar experience in viewing the Egyptian exhibit. It seems as though you too were making connections between it and the modern world.
I have used your “art game” in my classroom in the past. I learned it at Winthrop and the professor called it “Token Response”. A variation on this game might be a good way for students to compare their artwork.
I loved each of your suggestions about activities that would help students get more active and involved in a trip to the art museum.
I was especailly interested in Bomar's suggestion to have the student's complete a treasure hunt worksheet. I would love to see an example if you've done this in the past! Also, Jim, having students write the exhibition "tags" is a great idea.
This reminded me of a webquest I had seen in which students work in groups to create their own exhibition of artworks for a museum. They each play a role in the process where they have to determine their "theme" which could be a time frame or a certain style, and they set up everything from the layout of the exhibit to the written materials that go with it.
I am always interested in doing these types of projects with students but don't seem to have the time to fit them in with all of the studio projects that need to occur! Any suggestions?
regarding all the comments about the guard:
The experiences of how the guards have treated me have been a major part of how I judge my museum going experiences. This guard commented on my drawing, on the statue it came from, as well as the skill necessary to create the statue. I have had guards practically follow my every move (Does this make me want to touch the work...just a little with an index finger...oh, no, of course not!), and those who were uneasy because I had to get close to see through my reading glasses. I also witnessed a guard who did nothing to intervene when a tourist put their arm around a statue and got a photo.
The wall mural of the little girl opening the door gave me a wonderful idea for a wall mural right outside my Art Studio door at school. Instead of a little girl, I am going to design an "Art Angel" opening the door just slightly so that those peeping inside can glimpse the background which will be similar to the background on the Mona Lisa. The Art Angel will, of course, have wings and sport an art apron, hold a paint brush and art palette. This will be an art project for my Art 2,3 class this upcoming Fall. I really enjoyed my visit to the museum and look forward to working with all of you.
Robert, thank you so much for your post about Egyptian Art. I now have a complete new appreciation for this period and the idea of immortality. To link this to the immortatlity of our loved ones as they live on in our hearts and minds...wow....again, thanks!
Concerning ajworkman's comments on museum visitations, I too need to do more to use those resources as motivating factors for my art students. To jim@wadeHamptonHigh and Suzanne...thank you for your ideas on podcasting, showcasing, and using Movie Maker for Advanced Student Artworks. I have been playing around with the idea to use digital technology to showcase student work via e-mail or school websites. I have discussed creating an "Art Exchange" program with the Fine Arts Director of Horry County where Visual Arts teachers can implement the Exchange into their art program if desired. Thank you again for wonderful ideas. You all are Great!
Like Mr. Urban, I have always enjoyed egyptian art and it is very interesting to see sculptures, architecture, and artwork that has been preserved for so long. I felt like this exhibition was alright, but I think that I wanted to see more things, or should I say bigger more extravagant things. A while ago, I went to a Rameses exhibition in Charlotte, and by seeing those things I kind of expected to see those same things, or something similar. Anyway, the exhibition was still kind of good.
I have to echo Amy's sentiments of not visiting museums more. I live and work as little as 20 minutes away from Charlotte, yet I only visit the galleries and museums a couple times a year. Some of my students have probably never been in a museum. Despite the current gas prices, I don't think there is an excuse to not make it happen-- the reward is too valuable.
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