Students will begin by viewing a piece of video art by the artist Kimsooja. The students will then use the first three steps of the Feldman model to talk about the piece of art, without applying judgement to the work. Students will be given a handout to prompt them in the first three steps of the Feldman model of critique and as a class, discuss the formal elements, symbols and images present in the work. Students will then be broken up into groups to participate in an activity putting together various video clips to convey meaning and reiterate the principle of repetition and symbolism and metaphor.
High School - Beginning
One 2-hour class period
Kimsooja, A Needle Woman, 1999
Lesson Objectives/Student Learning Outcomes:
Students will be able to:
- Analyze a piece of video art using the elements and principles of art related to video art.
- Demonstrate a broad and appropriately used art vocabulary.
- Use the first three steps in the Feldman model of critique to analyze a piece of Kimsooja’s work.
- Work collaboratively in a group to solve an art puzzle.
- Practice the art observation strategy of “slowing the looking down”.
- LCD projector and projection screen
- Vocabulary sheet about elements and principles of art.
- Kimsooja video art
- Whiteboard markers
- Video clips for group activity
- Handout - Slowing the Looking Down
- Students will be given reading handouts as homework to come to the next class prepared to talk about the elements and principles of design.
- Students are asked to recall the elements and principles of design from their readings the night before and distribute the Slowing the Looking Down handout (5 minutes).
- Teacher projects one of Kimsooja’s videos on the whiteboard for the students to watch. The video will continue playing as the class completes their discussion (10 minutes).
- As a class, students along with guided questions from the teacher will analyze the ways in which certain elements and principles of art are present in Kimsooja’s video, contrasting them to a 2-D piece the students are already familiar with. The teacher will write insights on the whiteboard. The students will be asked to reference their worksheet as they make observations (45 minutes).
- Teacher will then break students up into groups and explain the video clip activity (10 minutes)
- In groups, students will reorder clips of found footage to convey meaning. They will be given an iPad preloaded with ten 6-second clips which they will reorder to create a compelling sequence. Groups may choose symbolism, narrative, time, or process as the rationale behind their order (45 minutes).
- Each group will write a short summary of their reasoning to be turned in at the end of class (10 minutes).
- Teacher will explain that finding the elements and principles of art in video art requires a bit more thoughtful looking and consideration. As the students move on to create their own video art, they must think of the “composition” in terms of scenes, symbols, and their sequence in the video.
Modifications for Learners’ Specific Needs:
- Gifted and talented: students will be put into a leadership role to facilitate the discussion and ensure participation of all group members. Students may also be given an additional piece of art to compare and contrast to Kimsooja’s work.
- Learning disability: students will be paired with gifted or talented students to aid in their discussion and ensure participation. Students will be given a list of vocabulary terms to help them strengthen language skills.
- Physical limitations: students will be situated so that they have access to the rest of the group and can participate in the discussion.
Multiple Intelligences Used:
- Linguistic intelligence: Artistic Perception: addressed as students work in groups to discuss Kimsooja’s work and use the Feldman method to form critiques of the work.
- Interpersonal intelligence: addressed as students work in groups to formulate a critique of Kimsooja’s work using the Feldman method.
- Intrapersonal intelligence: addressed as students use the Feldman model to critique a piece of Kimsooja’s work and decide what their thoughts and feelings are about it.
- Form (n.) - An element of art that is three-dimensional and encloses volume; includes height, width AND depth (as in a cube, sphere, a pyramid, or a cylinder). Form may also be free flowing.
- Value (n.) - The lightness or darkness of tones or colors. White is the lightest value; black is the darkest. The value halfway between these extremes is called middle gray.
- Space (n.) - An element of art by which positive and negative areas are defined or a sense of depth achieved in a work of art .
- Color (n.) - An element of art made up of three properties: hue, value, and intensity.
- Hue: name of color
- Value: hue’s lightness and darkness (a color’s value changes when white or black is added)
- Intensity: quality of brightness and purity (high intensity= color is strong and bright; low intensity= color is faint and dull)
- Rhythm (n.) - A principle of design that indicates movement, created by the careful placement of repeated elements in a work of art to cause a visual tempo or beat.
- Balance (n.) - e A way of combining elements to add a feeling of equilibrium or stability to a work of art.
- Emphasis (n.) - A way of combining elements to stress the differences between those elements.
- Harmony (n.) - A way of combining similar elements in an artwork to accent their similarities (achieved through use of repetitions and subtle gradual changes)
- Variety (n.) - A principle of design concerned with diversity or contrast. Variety is achieved by using different shapes, sizes, and/or colors in a work of art.
Criteria for Assessment of Student Learning:
Did students ….
- Analyze a piece of video art using the elements and principles of art related to video art?
- Demonstrate a broad and appropriately used art vocabulary?
- Use the first three steps in the Feldman model of critique to analyze a piece of Kimsooja’s work?
- Work collaboratively in a group to solve an art puzzle?
- Practice the art observation strategy of “slowing the looking down”?
Method of Assessment:
- During the lecture and class discussion, the teacher will ask students questions to ensure understanding and address any student concerns (formative assessment).
- The teacher will check in on the students during their group activity to make sure the students are successfully executing the activity and on track (formative assessment).
- Students will turn in summaries of their activity that convey their understanding of the elements and principles of design in a piece of video art. (summative assessment).
California Visual Arts Standards Addressed:
1.0 ARTISTIC PERCEPTION
- 1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.
- 1.2 Describe the principles of design as used in works of art, focusing on dominance and subordination
- 1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.
- 1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.
- 1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.
- 1.6 Compare and contrast similar styles of works of art done in electronic media with those done with materials traditionally used in the visual arts.
For PDF handouts associated with this lesson, click here.
For PDF discussion worksheets associated with this lesson, click here.
For PDF activity worksheets associated with this lesson, click here.
For a PDF version of this lesson, click here.