- It's not art unless it is recognized by an art institution (big gallery, or museum)
Teachers: Jessica Morgan & Karyn Alvey
Title: The Institutional Theory and Geometry
Grade Level: 3
Time Needed: 30-45 minutes
Exploration: Hopefully this will spark some interest in children to want to work with sculpting a little more. Also to have them become more interested in their local artists.
Objective: Students will learn about the institutional theory and discuss what art is according to this theory. Students will be able to identify and create basic geometric shapes using sculpture.
State Standard:
• Art:
o Practice making geometric forms out of geometric shapes. Combine any 3-D forms using clay or found items into sculptures
o Represent all 5 geometric forms in clay.
o Using artist’s images, biographies, or any artistic periods to teach how to look at art, what to look for, and how to talk about it.
National Standard:
• Art:
o Manipulate clay (slab, coil, and pinch) into a variety of forms and add textures by scraping, incising, stamping, or adding shapes.
o Create a story or communicate an idea using each of the functions of art (utilitarian, decorative, and art that depicts events).
• Math/Geometry:
o Identify, compare, and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes.
Questions of Inquiry:
• Jeronimo Lozano likes to make his retablos of actual events that have occurred; most of them are historical events from his culture. What event could you make a sculpture of? It can be something that happens every day, or once in a lifetime. It could be something that happens at school or at home.
Concepts/Vocabulary: Geometric Shapes, Institutionalism
Artists Discussed: Jeronimo Lozano, Van Gogh, El Greco
Other Subject Connections: Geometry
Teacher Visuals/supplies: -Play-dough (can be homemade)
Preparation: -Make Play-dough -Prepare pictures of artists’ works and of sculptures
–prepare geometry vocabulary
Student Materials: Shoe boxes or another small container.
Lesson Sequence:
Introduction
• Start with a slide show of pictures of art that can be found in well-known museums (the Met, Louvre). Have some typical and not-so-typical artifacts in the slide show. As each picture comes up ask the students if they think the artifacts are art or not art. After they give you a reply tell them that it is art because it is in such and such museum. Do this with various artifacts.
• Explain to students that you were trying to convey the view of the institutional theory of art with your responses. Ask them if they have an idea what the institutional theory might be from your response.
• Give children a definition of the institutional art theory, (you might want to explain to them what institutional means) and discuss its meaning as a class.
• Show some slides of some famous artists whose works are in all the big museums (Michelangelo, Rembrandt, etc.) Explain how in the institutional theory their work is viewed as art because it is in a prestigious art museum.
• Show a video of Jeronimo Lozano. Is his work art? Why? Why not? Could his art be put in a museum? Why is it not there yet? Maybe he is living in the wrong era?
• Wrong time frame – possible that the public is not ready for some artists work… not ready to recognize it as art. Examples are Van Gogh and El Greco. Their work was not placed in these museums until after their death.
Demonstration
• Show a picture of a famous sculpture; tie it into the institutional theory if you want. Have students try to identify basic geometric shapes: circle, rectangle, square, triangle, sphere, cube, pyramid, cone, cylinder, prisms, etc. (should teach definitions of shapes prior to this lesson)
• After showing the students the sculpture, show a slide of shapes to remind them of basic geometric shapes. Remind them that 2-D shapes have length and height and 3-D shapes have length, height, and width
• Show a few more slides of sculptures and have students once again identify any geometric shapes they may see.
Work Time
• Split children into groups by table or by an activity/game
• Revisit Jeronimo Lozano’s retablo sculptures, and tell children that as a group they will make a retablo sculpture.
• Explain that Mr. Lozano’s work is based of actual events that have occurred; some events are historical and other events that he has observed in his life in America. Ask students what events they can represent in their sculptures. Have them collaborate to think of an idea for their sculpture.
• When students have their ideas, give instructions and rules on the play-dough usage. Also tell children that they need 5 basic geometric shapes in their group retablo sculptures.
• Give students time to make their sculptures
Clean Up and Management:
• While students are creating, walk around the classroom to help students and answer any questions.
• For clean up, have students in each group have a job. One for placing the retablos in the drying area, one to bring the remaining play-dough to the front, another to wipe the table etc.
Closure:
• Ask students what they learned today. Review the institutional theory and geometric shapes
• Have students share their retablo sculptures.
Assessment:
• Look at retablo sculptures for 5 basic geometric shapes.
• Have students write in their class journals about the institutional theory and their thoughts on it. Check for comprehension.
Reflection:
Karyn: If I were to adapt our lesson, I would incorporate the geometry a bit more. I might introduce it closer to the beginning rather the end of the lesson. That way we could talk about the shapes in all of the different forms of art we looked at in the rest of the lesson. Also, I'd have more examples of artwork to use as the students explore what shapes they see. We tried to stick mainly to sculptures because that was the subject of the lesson for the rest of the class period. However, when teaching in another situation I'd include examples of paintings, photographs, drawings, ect.
Another thing I would possibly change would be to give students the option of making their retablos by themselves or in a group. We did the groups because we had a certain amount of boxes. When teaching again, I would ask the students beforehand to bring a box of their own from home to class that day. That way everyone could do their own, personal event.
Jessica (MY THOUGHTS) If I were to do this in an actual 3rd grade classroom I would definitely make sure that I was doing a unit on geometry when I taught it. I really like connecting geometry to the sculpting because it is very natural and makes sense. I would also encourage the children to look for geometrical shapes in the world around them, in buildings, plants, in their homes, etc.
I would also have changed the sequence so that the game would have come before the definition of institutionalism. I think that would make the guessing game a little more interesting and fun. I would definitely adjust the definition of institutionalism so that it makes sense for third graders.
Resources and References:
-National Standards:
http://standards.nctm.org/document/appendix/geom.htm
http://artswork.asu.edu/arts/teachers/standards/grade3.htm
-Jeronimo Lozano:
http://www.nea.gov/honors/heritage/fellows/fellow.php?id=2008_04
- museum websites that we took pics from: http://www.louvre.fr/llv/oeuvres/alaune.jsp?bmLocale=en
http://www.metmuseum.org/Works_of_Art/collection_database/
http://www.philamuseum.org/collections/
-play dough recipe:
http://www.teachnet.com/lesson/art/playdough061699.html
-more picture links and info links:
http://www.ibiblio.org/wm/paint/auth/vinci/
http://www.vangoghgallery.com/painting/
POWERPOINT
MY THOUGHTS
So this was the lesson that I taught with Karyn. It was really fun to do and helped me to better understand how I can tie in arts to regular curriculum. There were some things I would change and I bolded that above. (under Jessica)
PROTOT
YPES
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