The New Formalist Theory looks at the formal qualities of an art work using other/alternative elements and principles of design, that have new context or meaning. (For example, instead of saying that an artwork is good because of how the elements of line and color are used to achieve the principle of harmony, you could say that the edges and brightness achieve excitement...or any other new vocabulary that describes the formal qualities of that work.)
Integrated Lesson Plan
Brett Baldry
Brittany Crowder
New Formalist Geometry Lesson
4th
30-45 minutes
Exploration: Students will explore the New Formalist Theory.
Objective: When finished with the lesson we want kids to be able to understand New Formalism and how it relates to life through geometry.
State Standard:
Grade 4 Visual Arts
Standard 2:
Objective 1- Analyze and reflect on works of art by their elements and principles.
Grade 4 Mathematics Core
Standard 3:
Objective 1 Identify and describe attributes of two-dimensional geometric shapes.
Question of Inquiry: How could you critique art using the New Formalist Theory.
Arts Discussed: Michelangelo, Olivia Gude, Lee Quinones
Other Subject Connections: Geometry
Teacher Visuals/ Supplies:
• Power Point on New Formalism
Preparation: Cut out different shapes for kids to create a mosaic using these shapes.
Student Materials
• Scissors, glue, 8*11 sheet of paper for each kid
• Pencil Crayons
Lesson Sequence:
1. Start by asking the class the question “What is Formalism?” Once they have an idea of formalism move onto the question “what is new?” From there form a definition of the New Formalist Theory
2. Then have two opposing pictures. One being a piece of New Formalism art and one being Formalism. Have the class see if they can pick out which piece of art would be the New Formalism.
3. Ask the class questions that will get them thinking more about the context and history behind the piece of art that you have chosen. Once again explaining that New Formalism brings in new features other than line, color…
4. Show pieces of Olivia Gude’s Art or Lee Quinone’s art. They are New Formalists. Discuss with the class how their art brings in more context or meaning.
5. Ask the class what are some other things in our lives that have good form but also have great meaning to us… Religion. Open the class up for discussion.
6. If you wanted to tie in other cores you could talk about geometry. Talk about how in formalism you use simple geometry like shapes. But in more advanced geometry classes you start to give these shapes meaning by giving them angles and lengths. By giving them more detail we can then use them as a mathematical tool in our lives.
Assessment:
-Class discussion about the artists (what did they like? how did each artist’s culture influence his/her work?, ect.)
- have kids volunteer to discuss their mosaic, and what it means to them.
Resources:
Formalism, picture of formalism:
http://en.wikipedia.org/wiki/Formalism_(art)
Michelangelo’s David:
http://en.wikipedia.org/wiki/David_(Michelangelo)
Olivia Gude:
http://www.uic.edu/classes/ad/ad382/sites/Olivia/OG_01a.html
Lee Quinones:
http://ps1.org/exhibitions/view/147
http://www.leequinones.com/index.php?page=about
http://www.absoluteastronomy.com/topics/Lee_Quinones
DC Temple Pic:
http://www.foulgerpratt.com/const_projects/washingtondc_temple.php
Prototype:
My Thoughts:
I liked this lesson, I especially liked making the mosaics. I thought geometry was a wonderful and natural tie into the core curriculum. I would definitely use mosaics and geometry together in my classroom. I think it would be more meaningful to make their mosaics of a common object, but recreate that object, or make it stand out through the mosaic, just like Olivia Gude did with the park benches.
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