TC#4: EXPLORING (& ABUSING) ART HISTORIES
ABOUTThis resource has been designed for KS3 students but is suitable for all year groups. The key themes link closely with Threshold Concept 4: Artists use (and abuse) traditions.
KEY THEMES• Why and how different art movements/cultures develop particular rules, styles and conventions.
• Why and how artists ‘abuse’ established genres and traditions. • How artists and artworks continually influence one another. |
INTRODUCTORY TASK
To be completed prior to viewing the TC illustration or any of the resources here.
- Quickly draw a vase shape - the first that comes to mind. Compare with others, identify similarities and differences. Note/reflect on the language used to describe these drawings and their differences. To what extend do our memories and experiences influence our decisions? Who, for example, has drawn the shape of a vase that is at home, or they've seen somewhere else?
- Add some imagery/decoration of your choice to the vase. Do this quickly without prolonged planning. Once again, compare with others and identify similarities and differences. What makes a vase (a vase shape, a drawing of a vase, a drawing on a vase ...) more or less 'valuable'? Who or what decides the value of art?
- Cut or tear the vase into pieces. Work as a small group to reconfigure, collage, amalgamate, reconstruct a set of vases, or one giant vase. Did the destruction of the vase and subsequent collaboration add more or less 'value' to the outcome and/or your shared experiences?
IN PICTURES
The illustration for TC4 (above) depicts two artworks: a vase of flowers, and then something more violent - the vase seemingly broken and blood (or paint) dripping down the canvas. The illustration was inspired by a range of different artworks. Some of these have been included below.
Consider these artworks carefully alongside the TC#4 illustration. Use the following questions to help discussions. Roll over the images to reveal the titles and artist's names. Click to enlarge.
Consider these artworks carefully alongside the TC#4 illustration. Use the following questions to help discussions. Roll over the images to reveal the titles and artist's names. Click to enlarge.
IN DISCUSSION
- Which images appeal the most to you, and which descriptive words help you best explain why?
- What connections can you make to the TC4 illustration?
- Which of these artworks are trickier to understand or appreciate without further information? What questions would you ask to find out more?
- What visual connections can you make between the images - for example, similar subject matter, colours, textures, tones, shapes or compositions?
- Which of these artworks use similar materials and/or techniques?
- Which of these might you describe as traditional, modern or contemporary ? How about realistic, expressive or abstract? Look at the table below for help with this. Your teacher will explain further - but remember: it's not always easy, necessary or accurate to categorise artworks this way!
Below are some links which provide further insights into the artworks above and/or the artists that made them.
INITIAL activites
- Choose two artworks from the examples above to investigate in more depth. Add print-outs or sketch these in your sketchbook. Use key words, descriptive writing and/or thoughtful notes to show your growing awareness and opinions.
- Re-create the TC4 illustration in your own style(s). For inspiration, use the artist work above, and the additional images below. You might use drawing, painting, collage, or digital media, or perhaps try a 3 dimensional response. Think carefully about your use of visual elements (colour, shape, tone, texture, form, space) and how you arrange these (your composition). In addition, consider how, through the marks you make and styles/techniques you choose, you might make the illustration energetic and eye-catching; or sensitive and subtle; or poignant and powerful - however you wish! Thinking about the potential impact of your work on others can also be important.
The pictures below show the key elements in the TC4 illustration: a vase, some flowers, and an abstract canvas, of sorts.
Use these pictures to think further about styles and techniques, and how these things might changes with time and changing ideas and technologies. Roll over the images to reveal more information.
IN words
The following words might prove particularly beneficial for this project:
- Visual elements: line (flow, weight), tone (light and dark), texture (surface), shape (flat, 2 dimensional), form (3 dimensional), space, pattern, colour.
- Decorative, functional, fragmented, disrupted, abstracted; graphic, stylised, naive; representational, realistic, symbolic, organic; intuitive, expressive; conceptual, metaphorical.
- Conventions, codes; traditional, modern, post-modern, contemporary; social, political, controversial
In THE ARTROOM
The following slideshow supports the additional lesson ideas set out below:
Acts of disruption
Using a ‘traditional’ vase of flowers as your starting point (this might be a drawing, photograph, collage, enlarged print-out of the illustration, or even, an actual vase of flowers!), experiment with adapting and disrupting this in a creative way.
How might your vase of flowers be re-interpreted, re-arranged, deconstructed? How might you alter the image - and our expectations of it - through various media and techniques?
Importantly, think about your motivations and interests. Will you be led by visual appeal? - for example, what looks most pleasing to the eye.
Or will you work in a more conceptual way, perhaps motivated by a personal, social or political issue that you would like to address? - for example, decorating the vase with a message, or using flowers to represent something else.
Art Genres
The first 5 slides in the presentation share 5 examples of art genres (with a specific focus on painting). A genre is a category or style of art (or music or literature). The 5 art genres introduced here are:
- History;
- Scenes of everyday life (genre painting);
- Landscape;
- Still life;
- Portrait.
Using drawing or collage, experiment with combining artworks and ideas or themes from different genres. For example, how might you playfully disrupt a portrait by converting it to a landscape? Is it possible to create a portrait from a still life? How might a dramatic history painting clash-combine with a scene from everyday life?
Playing with Portraits
Leonardo da Vinci's portrait of Mona Lisa is probably the world's most famous portrait. There are a variety of reasons for its high profile fame. It might be suggested it is now most famous for being famous - a symbol (icon, even) for traditional 'art' and portraiture. Because of this, many artists have responded to, or 'played' with, this portrait, with various motivations. Research a variety of responses to the Mona Lisa - and the portrait itself. Consider which appeal to you most and why. Click here for further examples and ideas.
Respond to the Mona Lisa in your own creative way. How might you create something distinctly different yet connected in some way, either visually, contextually or conceptually? This might be through drawing or painting with traditional materials, or something more experimental such as sculpting with everyday objects, or using collage, performance, film or audio recordings. Click here for further inspiration.
ART IS A SUBSTITUTE FOR VIOLENCE. THE SAME IMPULSES THAT DRIVE PERSONS TO VIOLENCE — THE HUNGER FOR MEANING, THE NEED FOR ECSTASY, THE IMPULSE TO RISK ALL — DRIVE THE ARTIST TO CREATE. HE IS BY NATURE OUR ARCHREBEL. … THE ESSENCE OF THE REBELLION IS IN THE NEW WAY OF SEEING NATURE AND LIFE. ROLLO MAY