Exchange and Critique
Description
After the first phase of the project is complete and graded teachers will exchange their student’s works with the works of collaborating students. Each student will receive one work made by a student from across the country an in a different medium than the one they produced. With this lesson students will be asked first to interpret the social barrier or boundary depicted by their peer. Then to create a visual response by altering their peer’s artwork using a variety of mixed media techniques. The aim of their alteration or intervention is to “break” or offer an alternative to the social barrier that is depicted in the work. Students will get a chance to display their works in the hallway or teacher display board before returning it to the original artist. Students will also get to display their artwork which has been altered by another student.
Objectives
Materials
Defining Terms:
Alter or Alteration -to make different in some particular way, to modify the size, style or course of something.
Intervention- to come between disputing people, groups, to mediate, to occur incidentally so as to modify or hinder, to interfere with force or a threat of
force.
Manipulation- to manage or influence skillfully, to adapt or change to suit one's purpose or advantage.
Procedure:
Day 1:
4. When is it beneficial to break social boundaries?
5. What are some alternatives (different views or perspectives) to social boundaries?
6. How will others perceive you if you break social boundaries?
7. Who decides what your social boundaries are?
Closure:
Students will display both the original work (digital documentation) and their altered version of the work side by side. Students will critique and discuss the effectiveness of the altered or “broken boundary works.” Following a period of display the works will be sent back to their original creator. Students will receive their altered work back with documentation of the “mock interview” style critique. Students will assess how well their original images communicated the social boundary based on the clarity of the visual response and written documentation they received.
Assessment:
After the first phase of the project is complete and graded teachers will exchange their student’s works with the works of collaborating students. Each student will receive one work made by a student from across the country an in a different medium than the one they produced. With this lesson students will be asked first to interpret the social barrier or boundary depicted by their peer. Then to create a visual response by altering their peer’s artwork using a variety of mixed media techniques. The aim of their alteration or intervention is to “break” or offer an alternative to the social barrier that is depicted in the work. Students will get a chance to display their works in the hallway or teacher display board before returning it to the original artist. Students will also get to display their artwork which has been altered by another student.
Objectives
- Students will interpret and respond to an image created by a student their age from the other side of the country.
- Students will imagine that they are the artwork and pretend to interview the creator of the work. Students will creatively interpret the work; considering the messages, point of view of the artist, and the intended audience.
Materials
- Display space
- Name cards to accompany the artworks
- Interview Response sheet (See Resources Page)
Defining Terms:
Alter or Alteration -to make different in some particular way, to modify the size, style or course of something.
Intervention- to come between disputing people, groups, to mediate, to occur incidentally so as to modify or hinder, to interfere with force or a threat of
force.
Manipulation- to manage or influence skillfully, to adapt or change to suit one's purpose or advantage.
Procedure:
Day 1:
- Students will select an artwork and document the image in it’s original state.
- Students will spend time analyzing the symbols, texts, images, and the arrangement of the elements within the work.
- Students will role-play the artwork and creatively interpret the choices of the artist, role-playing a “mock interview” style critique. Guiding questions will be provided on the Interview Response Handout (see Resources page). Students will document their responses and interpretation in writing.
- Teachers may arrange to have a skype video conference between classes, to further play out the “mock interview” style critique.
- Students will consider an alternative way to visually “break” the social boundary represented in the work by: adding or subtracting, manipulating, transferring, smudging, cutting, sewing, etc.
- Following a demonstration of various alternative processes, students will alter, manipulate or intervene into the original artwork changing its meaning and/or message.
- Students will document their visual response with a digital camera.
4. When is it beneficial to break social boundaries?
5. What are some alternatives (different views or perspectives) to social boundaries?
6. How will others perceive you if you break social boundaries?
7. Who decides what your social boundaries are?
Closure:
Students will display both the original work (digital documentation) and their altered version of the work side by side. Students will critique and discuss the effectiveness of the altered or “broken boundary works.” Following a period of display the works will be sent back to their original creator. Students will receive their altered work back with documentation of the “mock interview” style critique. Students will assess how well their original images communicated the social boundary based on the clarity of the visual response and written documentation they received.
Assessment:
- Formative Assessments: Teacher will monitor understanding and participation in the “mock interview” style critique. Teacher will informally assess and discuss student’s understanding of social boundaries and discuss methods of visual communication, connection of ideas and design techniques with each student.
- Summative Assessment: Students will grade their visual response projects based on the criteria and rubric. Teacher will grade assess how well the responding peer understood the message and intentions of the student’s original ideas.