Art Appreciation Activity
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Activity Topic/ Focus
Art Appreciation of Alexander Calder:
Students will be exploring and learning about the artist Alexander Calder. Students will be analysing Calder’s “Mobiles” to develop an understanding of his artwork. This activity was chosen to allow students to have the opportunity to develop knowledge of the tools used, techniques and meaning of Calder’s experiencing and reflecting on the culture of his works.
Artwork: A Universe (1934) and Untitled (1935)
Artist: Alexander Calder
Grade/ Year Level
3 or 4
Duration of Activity
45 minutes
VELS Domain
The Arts
VELS Dimension
Visual Arts
Learning Outcomes/ Standards
When exploring others art work:
- Students will develop techniques to process expelling emotion and ideas to
signifying purpose within the artwork
- Students will describe ways the artist uses specific elements, techniques to discuss their
feelings
- Students will identify the key features of the artwork
- Students will appreciate the form of art (VELS, 2007)
Background to learning
Students: None
Teacher: The teacher has researched the works of Alexander Calder from various museum sites and auto biographies. The teacher is aware that Alexander Calder is most famous for his wire sculptures in particular the mobile. To make the mobile Calder uses wire, wood and paint. The techniques Calder uses to construct his mobiles were the use of abstract shapes, arching lines, motions of space and balance, volume, twisting and bending of wires and sketching. Calder’s mobiles represent his abstract vision of the world around him.
Activity Resources (Referencing Included)
High Museum. (2011). Getting to know Alexander Calder [Video File]. Retrieved from http://www.youtube.com/watch?v=UCQvGie068g
The Museum of Modern Art. (2010). The Collection. Retrieved April 1, 2012, from http://www.moma.org/collection/browse_results.php?criteria=O:TA:E:calder&page_number=2&template_id=1&sort_order=1
The Salmon R. Guggenheim Foundation. (2012). Collection Online: Alexander Calder. Retrieved April 1, 2012, from http://www.guggenheim.org/new-york/collections/collection-online/show-full/piece/?search=Katherine%20S.%20Dreier%20Bequest&page=1&f=Major%20Acquisition&cr=1
Paper
Textas
Whiteboard and markers
Computer with projector
Introduction
The teacher will introduce the lesson by briefly discussing that today’s activity will be appreciating the artwork of Alexander Calder.
The teacher will then show the YouTube Clip.
http://www.youtube.com/watch?v=UCQvGie068g
The YouTube Clip was chosen to give students an introduction to the artist and his artwork, the focus of this activity.
Development
Once the YouTube Clip is finished the teacher will give students a moment to reflect on what they just watched. The teacher will then ask if there are any questions.
The teacher will explain to their students that Alexander Calder is a wire sculptor and painter. His artwork uses the form of kinetic art which means his artwork contains moving parts and motion. He is most famous for his invention of the mobile as seen in the video. To make the mobile Alexander Calder uses three main materials wire, wood and paint. Before making his artwork Alexander Calder would sketch his work. The techniques he used to construct his mobiles were twisting, bending and curving the wire into the desired shape, the use of abstract shapes, arching lines, motions of space, balance and volume. The tools that Alexander Calder used were wire cutters, sheet metal ships, flat jawed pliers and fliers and to join the pieces together he would use metal rivets.
The teacher will then move the clip and pause it on 8 seconds and ask students who is this artist? The teacher will start a discussion with their students creating a brainstorm on the whiteboard about Alexander Calder. With “Calder” as the title of the brainstorm, the teacher will prompt their students by generating discussion asking questions such as “where does the artist work?” “What are the artist intentions when creating art?” “What types of art does he make?” “How is he influenced by the world around him?” If students have difficulties show the video again.
Within the video were some key words that should be introduced to the students. On the white board the following words will be written by the teacher. Before giving the definition the teacher should challenge their students by asking them what they think the following words mean:
Abstract Shape: Looking at a shape then transforming it so it looks completely different to when it started
Mechanical Motion: Using machinery such as batteries or motors to move the artwork
Mobile: Balanced elements that move with air winds
Forms: The shape and structure of object
Kinetic Art: Art that contains moving parts and motion
Materials: Objects/ resources used to make the art
Movement: What the artist wants the audience to see
Elements: the shapes, the colours used, lines and texture of the artwork
The teacher then explains to their students that they will now be looking at Alexander Calder’s works of the mobile. On the computer through the projector the teacher shows this webpage (which has an image and information of the artwork being explored): http://www.moma.org/collection/browse_results.php?criteria=O:TA:E:calder&page_number=2&template_id=1&sort_order=1
The teacher introduces Alexander Calder’s wired sculpture A Universe (1934). The teacher then asks the following questions to their students generating thinking about the artist and the artwork.
Who is the artist? Alexander Calder
What movement is the artist trying to show? His perception/ what he believes the solar system is
What is the title of the artwork? A Universe
What year was it made? 1934
Where is it located? Museum of Modern Art, New York
The teacher then describes the elements of the art work. Asking students what do you personally think? Then discussing with students the artwork is a motorised mobile, materials used is iron, pipe, wood, string, wire and the balls move up and down with a motor making it mechanical motion.
The teacher introduces the second sculpture that will be discussed. Alexander Calder’s Untitled (1935) mobile. Once again on the computer through the projector the teacher shows this webpage (which has an image and information of the artwork being explored):
http://www.guggenheim.org/new-york/collections/collection-online/show-full/piece/?search=Katherine%20S.%20Dreier%20Bequest&page=1&f=Major%20Acquisition&cr=1
The teacher then asks the following questions to their students generating thinking about the artist and the artwork.
Who is the artist? Alexander Calder
What is the title of the artwork? Untitled
Based on the elements, what would you call the artwork? And Why? (Get students thinking)
What year was it made? 1935
Where is it located? Guggenheim Museum, New York
The teacher then describes the elements of the art work. Asking students what do you personally think? Then discussing with students it is a mobile, materials used are wood, metal and string. The structure of the wire/ lines are curved, there are different colours used (primary/ secondary) and abstract shapes.
The teacher asks their students to discuss with the person next to them if there are similarities or differences between the two artworks shown. Then discuss with class.
Allowing students to explore the diversity and culture within Alexander Calder’s artwork, the teacher continues the slide show of his works on the web page by clicking “More works by Alexander Calder” at the webpage:
Consolidation and Practice
The teacher will demonstrate on the whiteboard how to make abstract shapes. The teacher does this by taking any shape such as a square and making it in different forms to its original. The teacher explains to students that Calder uses lots of abstract shapes when constructing his mobiles.
Students will each be given a piece of paper and some coloured textas. The teacher will instruct students to choose any shape and explore the different forms of it. The teacher makes sure their students are making them different to the original shape by walking and observing their students.
This activity should not go for too long as the students are appreciating the use of abstract shapes used in Alexander Calder’s artworks.
Closure
The teacher will sit their students in a circle on the floor. The teacher asks each student to reflect on something they learnt about Alexander Calder and whether they liked and disliked his artwork of the mobile.
Opportunities for sequential learning
- Cutting out the abstract shapes to create a tessellation
- Have students decorate the abstract shape putting their name on it and make a
poster to display in the classroom
- Create a large abstract shape using large pieces of paper. Similar to Calder who
made his mobiles with the use of large objects such as stainless steel.
References for Activity
High Museum. (2011). Getting to know Alexander Calder [Video File]. Retrieved from http://www.youtube.com/watch?v=UCQvGie068g
The Museum of Modern Art. (2010). The Collection. Retrieved April 1, 2012, from http://www.moma.org/collection/browse_results.php?criteria=O:TA:E:calder&page_number=2&template_id=1&sort_order=1
The Salmon R. Guggenheim Foundation. (2012). Collection Online: Alexander Calder. Retrieved April 1, 2012, from http://www.guggenheim.org/new-york/collections/collection-online/show-full/piece/?search=Katherine%20S.%20Dreier%20Bequest&page=1&f=Major%20Acquisition&cr=1
Victorian Essential Learning Standards. (2007). The Arts. Retrieved April 3, 2012, from http://vels.vcaa.vic.edu.au/vels/arts.html
Art Appreciation of Alexander Calder:
Students will be exploring and learning about the artist Alexander Calder. Students will be analysing Calder’s “Mobiles” to develop an understanding of his artwork. This activity was chosen to allow students to have the opportunity to develop knowledge of the tools used, techniques and meaning of Calder’s experiencing and reflecting on the culture of his works.
Artwork: A Universe (1934) and Untitled (1935)
Artist: Alexander Calder
Grade/ Year Level
3 or 4
Duration of Activity
45 minutes
VELS Domain
The Arts
VELS Dimension
Visual Arts
Learning Outcomes/ Standards
When exploring others art work:
- Students will develop techniques to process expelling emotion and ideas to
signifying purpose within the artwork
- Students will describe ways the artist uses specific elements, techniques to discuss their
feelings
- Students will identify the key features of the artwork
- Students will appreciate the form of art (VELS, 2007)
Background to learning
Students: None
Teacher: The teacher has researched the works of Alexander Calder from various museum sites and auto biographies. The teacher is aware that Alexander Calder is most famous for his wire sculptures in particular the mobile. To make the mobile Calder uses wire, wood and paint. The techniques Calder uses to construct his mobiles were the use of abstract shapes, arching lines, motions of space and balance, volume, twisting and bending of wires and sketching. Calder’s mobiles represent his abstract vision of the world around him.
Activity Resources (Referencing Included)
High Museum. (2011). Getting to know Alexander Calder [Video File]. Retrieved from http://www.youtube.com/watch?v=UCQvGie068g
The Museum of Modern Art. (2010). The Collection. Retrieved April 1, 2012, from http://www.moma.org/collection/browse_results.php?criteria=O:TA:E:calder&page_number=2&template_id=1&sort_order=1
The Salmon R. Guggenheim Foundation. (2012). Collection Online: Alexander Calder. Retrieved April 1, 2012, from http://www.guggenheim.org/new-york/collections/collection-online/show-full/piece/?search=Katherine%20S.%20Dreier%20Bequest&page=1&f=Major%20Acquisition&cr=1
Paper
Textas
Whiteboard and markers
Computer with projector
Introduction
The teacher will introduce the lesson by briefly discussing that today’s activity will be appreciating the artwork of Alexander Calder.
The teacher will then show the YouTube Clip.
http://www.youtube.com/watch?v=UCQvGie068g
The YouTube Clip was chosen to give students an introduction to the artist and his artwork, the focus of this activity.
Development
Once the YouTube Clip is finished the teacher will give students a moment to reflect on what they just watched. The teacher will then ask if there are any questions.
The teacher will explain to their students that Alexander Calder is a wire sculptor and painter. His artwork uses the form of kinetic art which means his artwork contains moving parts and motion. He is most famous for his invention of the mobile as seen in the video. To make the mobile Alexander Calder uses three main materials wire, wood and paint. Before making his artwork Alexander Calder would sketch his work. The techniques he used to construct his mobiles were twisting, bending and curving the wire into the desired shape, the use of abstract shapes, arching lines, motions of space, balance and volume. The tools that Alexander Calder used were wire cutters, sheet metal ships, flat jawed pliers and fliers and to join the pieces together he would use metal rivets.
The teacher will then move the clip and pause it on 8 seconds and ask students who is this artist? The teacher will start a discussion with their students creating a brainstorm on the whiteboard about Alexander Calder. With “Calder” as the title of the brainstorm, the teacher will prompt their students by generating discussion asking questions such as “where does the artist work?” “What are the artist intentions when creating art?” “What types of art does he make?” “How is he influenced by the world around him?” If students have difficulties show the video again.
Within the video were some key words that should be introduced to the students. On the white board the following words will be written by the teacher. Before giving the definition the teacher should challenge their students by asking them what they think the following words mean:
Abstract Shape: Looking at a shape then transforming it so it looks completely different to when it started
Mechanical Motion: Using machinery such as batteries or motors to move the artwork
Mobile: Balanced elements that move with air winds
Forms: The shape and structure of object
Kinetic Art: Art that contains moving parts and motion
Materials: Objects/ resources used to make the art
Movement: What the artist wants the audience to see
Elements: the shapes, the colours used, lines and texture of the artwork
The teacher then explains to their students that they will now be looking at Alexander Calder’s works of the mobile. On the computer through the projector the teacher shows this webpage (which has an image and information of the artwork being explored): http://www.moma.org/collection/browse_results.php?criteria=O:TA:E:calder&page_number=2&template_id=1&sort_order=1
The teacher introduces Alexander Calder’s wired sculpture A Universe (1934). The teacher then asks the following questions to their students generating thinking about the artist and the artwork.
Who is the artist? Alexander Calder
What movement is the artist trying to show? His perception/ what he believes the solar system is
What is the title of the artwork? A Universe
What year was it made? 1934
Where is it located? Museum of Modern Art, New York
The teacher then describes the elements of the art work. Asking students what do you personally think? Then discussing with students the artwork is a motorised mobile, materials used is iron, pipe, wood, string, wire and the balls move up and down with a motor making it mechanical motion.
The teacher introduces the second sculpture that will be discussed. Alexander Calder’s Untitled (1935) mobile. Once again on the computer through the projector the teacher shows this webpage (which has an image and information of the artwork being explored):
http://www.guggenheim.org/new-york/collections/collection-online/show-full/piece/?search=Katherine%20S.%20Dreier%20Bequest&page=1&f=Major%20Acquisition&cr=1
The teacher then asks the following questions to their students generating thinking about the artist and the artwork.
Who is the artist? Alexander Calder
What is the title of the artwork? Untitled
Based on the elements, what would you call the artwork? And Why? (Get students thinking)
What year was it made? 1935
Where is it located? Guggenheim Museum, New York
The teacher then describes the elements of the art work. Asking students what do you personally think? Then discussing with students it is a mobile, materials used are wood, metal and string. The structure of the wire/ lines are curved, there are different colours used (primary/ secondary) and abstract shapes.
The teacher asks their students to discuss with the person next to them if there are similarities or differences between the two artworks shown. Then discuss with class.
Allowing students to explore the diversity and culture within Alexander Calder’s artwork, the teacher continues the slide show of his works on the web page by clicking “More works by Alexander Calder” at the webpage:
Consolidation and Practice
The teacher will demonstrate on the whiteboard how to make abstract shapes. The teacher does this by taking any shape such as a square and making it in different forms to its original. The teacher explains to students that Calder uses lots of abstract shapes when constructing his mobiles.
Students will each be given a piece of paper and some coloured textas. The teacher will instruct students to choose any shape and explore the different forms of it. The teacher makes sure their students are making them different to the original shape by walking and observing their students.
This activity should not go for too long as the students are appreciating the use of abstract shapes used in Alexander Calder’s artworks.
Closure
The teacher will sit their students in a circle on the floor. The teacher asks each student to reflect on something they learnt about Alexander Calder and whether they liked and disliked his artwork of the mobile.
Opportunities for sequential learning
- Cutting out the abstract shapes to create a tessellation
- Have students decorate the abstract shape putting their name on it and make a
poster to display in the classroom
- Create a large abstract shape using large pieces of paper. Similar to Calder who
made his mobiles with the use of large objects such as stainless steel.
References for Activity
High Museum. (2011). Getting to know Alexander Calder [Video File]. Retrieved from http://www.youtube.com/watch?v=UCQvGie068g
The Museum of Modern Art. (2010). The Collection. Retrieved April 1, 2012, from http://www.moma.org/collection/browse_results.php?criteria=O:TA:E:calder&page_number=2&template_id=1&sort_order=1
The Salmon R. Guggenheim Foundation. (2012). Collection Online: Alexander Calder. Retrieved April 1, 2012, from http://www.guggenheim.org/new-york/collections/collection-online/show-full/piece/?search=Katherine%20S.%20Dreier%20Bequest&page=1&f=Major%20Acquisition&cr=1
Victorian Essential Learning Standards. (2007). The Arts. Retrieved April 3, 2012, from http://vels.vcaa.vic.edu.au/vels/arts.html