Identity – Part 4 – Installation
Students investigate still life through art history and compare this to contemporary practices of the ready-made object.
Students will interpret their understanding of one genre and composition through their own art making.
Outcomes
- 4.1 uses a range of strategies to explore different artmaking conventions and procedures to make artworks.
- 4.2 explores the function of and relationships between the artist - artwork - world - audience.
- 4.3 makes artworks that involve some understanding of the frames.
- 4.4 recognises and uses aspects of the world as a source of ideas, concepts and subject matter in the visual arts.
- 5.1 develops range and autonomy in selecting and applying visual arts conventions and procedures to make artworks.
- 5.2 makes artworks informed by their understanding of the function of and relationships between the artist - artwork - world - audience.
- 5.3 makes artworks informed by an understanding of how the frames affect meaning.
- 5.4 investigates the world as a source of ideas, concepts and subject matter in the visual arts.
Duration
2 weeks.
Content
Students study Dutch still life compositions. They will compare the Dutch composition to kitch and conflicting ideas when constructing their own composition.
- Information and Communication Technology
- Civics and citizenship
- Literacy.
Assessment
All activities require students to demonstrate their learning and are all assessment for learning activities.
Teaching and learning activities
Students will:
- brainstorm a definition of screen printing and its processes.
- view the PowerPoint Introduction to Screen Printing, taking notes when necessary
- create a checklist of the steps of the artmaking process when watching the video an Intro to Screen Printing (07:33)
- complete the worksheet Introduction to screen printing
- create a timeline of screen print examples featuring portraiture over time. See the attached scaffolded worksheet (PDF 4.27 MB) to support this process, if needed.
- watch the video Introduction to 'Dutch Art' (03:25) and answer the following question in your art process diary
- Why is still life important for this period in history?
- watch the youtube analysis of Balloon Dog by Jeff Koons (04:19)
- complete the following activity comparing the two videos above
- What does the Balloon Dog represent and why?
- How does this artwork compare to the practice of historic Dutch painters?
- What did they choose to represent and why?
- summarise the information and complete the activities in the Still life or Observation drawing presentation
- design and construct a still life drawing with ready-made objects
- read the information about the Rembrandt tart competition on the Art Gallery of NSW website
- make an infographic outlining the process for creating a still life composition using ready-made objects, for someone who has never done it before. Canva is a website which contains pre-made infographic templates that can be completed on any device, however, any design program can be used
- copy your infographic into your process diary blog, share and discuss.
Written responses are documented and shared within collaborative discussion facilitated by the teacher.
Students are to:
- document the process of their artmaking within a journal. This can be their visual arts process diary, or an online blog through sites such as Google classroom
- photograph or sketch the process used
- write a response about the process.
Differentiation
Extension
Students could:
- create a still life installation that uses ready-made objects to portray a concept studied above.
Life skills
Outcomes
- LS 8 explores ways to develop ideas in artworks
Students could:
- photograph an item from home
- create a still life inspired art work based on that item
- discuss why they selected that item.
Evaluate
Feedback is formative for the duration of the project.
This sequence and accompanying worksheets are available as word documents below.
- Analysis of Balloon Dog by Jeff Koons, date accessed 27/03/2018.
- Rembrandt tart competition, date accessed 27/03/2018.
- Still life PowerPoint, date accessed 27/03/2018.
- Youtube introduction to 'Dutch Art', date accessed 27/03/2018.
Syllabus
Please note:
Syllabus outcomes and content descriptors from Visual Arts 7–10 Syllabus (2003) © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2017.