HUDSON RIVER: CHANGING POINTS OF VIEW
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RIVER
ARTWORKS
VIDEO
PHOTOGRAPHY
PAINTING
SCULPTURE
MUSIC
HISTORY
SCIENCE
LESSON PLANS
MAPS
PUT-INS
TIDES
GOOGLE EARTH |
Lincoln Center Institute at
State University of New York at New Paltz
Smiley Arts Building - Room 206
SNP / Ann Teed - Dennis Szymansk - Thais Cunhai
LCI / Heidi Miller - program director / John Toth - teaching artist
LINE OF INQUIRY:
How do artists (of the Hudson River School) use points-of-view to make commentaries on aspects of the Hudson
River valley?
ARTWORK UNDER STUDY: Bradford Graves at the Dorsky Museum
Frederic Church, Albert Bierstadt, Thomas Cole, Asher Durand, Jasper Cropsey, Joan Grossman and John Toth, Other Links 1
EDUCATION LINE OF
INQUIRY:
How can the content of art history become
the subject matter for making interdisciplinary connections between art and science?
AIM: To understand that the arts of the Hudson River can be understood as a language that can
communicate a deeper understand of our community, namely, through the Hudson River. Understand the expressive and conceptual use of art to
communicate an experience on the Hudson River that allows collaborations between the arts and science. Know multiple approaches to
learning that allow the arts to bridge skill, knowledge, reflection,
cultural, curriculum and education standards.
BRAINSTORMING: Ann Teed, Dennis Szymanski, John Toth
Jan 24, 2009 11:00-3:00
interdisciplinary connections between art and science, metaphor for discovery, honoring local history, sustainable
living, Points-of-view: Birds-eye,
worms-eye, eye-level
Water,
rocks, vegetation, biology, environment and chemical world.
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Session 1 |
FEBRUARY 4, 2009 (Toth / Teed)
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Morning
9:00
article
survey
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FRAMING: Zoom Out / Zoom In
Guiding question:
How do artists and scientists of the Hudson Valley use framing to call attention to specific shapes, colors and textures that create a sense of focus?
Read: Maxine Greene: Wide-awakeness. download article
Maxine Greene and the Current/Future Democratization of Curriculum Studies
"Troubled by impersonality, by abstract vantage points, I wanted people to name themselves and tell their stories when they made their statements."
1. Name yourself and tell a short story about your relationship to the Hudson River. (use survey)
Draw / create a self portrait and depict your story of the Hudson River using point of view?
How do you represent yourself?
How do you represent the details that tell your story?
Discuss what skills, methods and medium that are necessary to complete this task.
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10:00
survey
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COLOR AND
TEXTURE: on the
Hudson River.
Aim: Explore and
understand multiple techniques for rendering textures on the Hudson through
the close observation of details.
Objective: Take a series of
digital photos of textures and surfaces from the Hudson River area.
Use markers, pastels, watercolors,
etc. to create artworks based on these studies.
Skill Activity: Fold paper into 4 sections: fold vertical and horizontal.
Choose a found object from the Hudson River. Make a quick sketch of the object, so that it goes out of the box on at least three sides. In the second box, sketch the object so that it fits in the box in an interesting way. In the third box, sketch the texture of the object using the side of a crsaypa. In the fourth box, sketch the texture of the object in a way that vastly enlarges the details of the surface texture.
2. Discuss and compare the sketches with a neighbor and make a vocabulary list that define the characteristics of the exploration. (use survey) Report back to the whole group.
Aim: Introduce the process of
noticing: describe, analyze, interpret, reflect… description, comparison,
synthesis, constructing new meaning, consider the opinions of others.
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11:00
survey
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FRAMING:
Creative Activity: Make a sketch: Use a slide mount (photography) and a magnifying glass (science) to frame two different points-of-view of a object found on the Hudson River. Explore the difference between zooming-in and seeing-the-big-picture.
Reflection: In groups of two discuss what you see in each others work.
3. What do you notice about the advantage or limitation that 'framing' presents? (use survey)
ARTWORK UNDER STUDY: view artworks on the Hudson River that explore P-O-V.
Joan Grossman and John Toth
Reflect on artworks: describe, analyze, interpret, reflect… description, comparison,
synthesis, constructing new meaning, consider the opinions of others. |
Afternoon
1:00
SURVEY
Hudson River:
Changing
Points of view
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POINT-OF-VIEW: People and Places on the Hudson River
Guiding Question: How does point of view / satellite-view,
birds-eye, worms-eye and eye-level orientations influence communication?
Objective: Create an artwork using point-of-view to say something about the Hudson
River.
Aim: Understand how the use of POINT-OF-VIEW can create two
contrasting ideas or feelings about people, places or things that we see on the Hudson River. Understand reason and imagination as a means of transforming the way we
interpret our world through the use of point-of-view, colo and copmposition that communicate something that matters to you.
Activity: POINT-OF-VIEW: People, Places and Things on the Hudson River.
Explore the use of
POINT-OF-VIEW to create 4 contrasting ideas or feelings about people
and places on the Hudson
River. How do points-of-view; satellite-view, birds-eye, worms-eye and
eye-level orientations influence our view of the river and it’s
surroundings?
- Use
a digital camera to take 3 different points-of-view of the Hudson
River area. (Satellite, Bird's-Eye, Worm's-eye and Eye-Level)
- Take
3 more pictures of each view, only now, try to EXAGGERATE these views
to show a different feeling or meaning about the same place or object.
- Use Google Earth to capture a satellite view of the
area you were photographing.
New Paltz: Arieal view #1, #2, #3, #4,
Pair Share / Report to group
Aim: describe, analyze, interpret, reflect… description, comparison,
synthesis, constructing new meaning, consider the opinions of others.
Reflection: Discuss and compare your finish artworks with a neighbor
4. What do the exagerated points-of-view in your art works reveal, that might not be seen in the everyday point-of-view? (use survey)
Report back to the whole group.
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Session 2 |
FEBRUARY 18, 2009 (Toth / Teed / Thais)
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Morning
9:00 – 10:30
SURVEY
Describe, Analyze
and Interpret
Science
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PATHWAYS, BOUNDARIES, CREEKS, TRAILS, RAILWAYS, STREET, HIGHWAYS: Lines: on the Hudson River
Aim: Explore the expressive and conceptual use of
line in 4 drawings of the Hudson River.
Objective: sketch the Hudson River
Activity: LINE: on the Hudson River.
Sketch and draw the Hudson River using different qualities of line. Explore the expressive and conceptual use of line
in 4 drawings of the Hudson River and it’s surroundings.
Where do you see CURVY lines on the Hudson
River? Show me.
- Where do you see STRAIGHT lines on the
river? Draw.
- Where do you see JAGGED lines on the
river? Sketch.
- Where do you see WISPY lines on the river?
Draw.
- Where do you see other qualities of lines?
Draw them.
INSECTS: on the Hudson River (Thais)
Zoom into the microscoptic wotld of insects.
Draw details using shapes, lines and texures.
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10:30 - 12:00 |
SYMBOLS: on the Hudson River
OBJECTIVE: Write a short poem about your point of view on
the current state of nature and turn it into an artwork.
AIM: Explore cultural symbols as a means of
communicating a point of view about the Hudson River. Understand the
complexity of multiculturalism in the region of the Hudson River.
Inquiry: How can landscape painting and the presentation of nature use symbolism to
communicate a point of view that is personal, communal and cultural?
REFLECTION: on the Hudson River
What
do the finished artworks reveal that goes beyond product? How can we create
a creative space for learning, discovery, and experimentation?
Objective: write an art review of your neighbor’s artwork.
Aim: Understand the process of
noticing: describe, analyze, interpret, reflect… description, comparison,
synthesis, constructing new meaning, consider the opinions of others.
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Afternoon
1:00 3:00 |
ARTWORK UNDER STUDY: view artworks on the Hudson River
Objective: Students
will take turns leading the process of noticing: describe, analyze,
interpret, reflect… description, comparison, synthesis, constructing new
meaning, consider the opinions of others.
AIM: Look at and consider the
content and expression of artworks on the Hudson River art reviews.
MAKING CONNECTIONS TO THE CLASSROOM
OBJECTIVE: Understand how the arts can be used to make interdisciplinary connections with science.
AIM: Understand kind of choices we give our students
to define their own creative space?
OBJECTIVE:
Create a simple portfolio of your
artwork adding contextual information and photographs, newspaper clippings,
found objects, sound, etc.
AIM: Understand the difference
between active and passive reflection.
INQUIRY: How a portfolio of your artwork becomes an assessment instrument? How does
the philosophy and situations of the day affect the way we ‘read’ or
interpret the work of art? How does contextual
information add to the process of art making and aesthetic inquiry? How can
we create a work of art from our research, experimentation, and educational
practice.
THE PORTFOLIO AS
MEDIA PRESENTATION
Activity:
Electronic Portfolio (great if schools have computers and projectors)
This would require students bringing their digital camera and laptops.
For the final project I would like to have the students take digital photos of their art works, drop them into powerpoint, along with their photos from the River and along with contextual information (which could be a paragraph of text on their experience, a web page, Hudson River art, significant community info. etc.) and then a sound or a voice-overlay.
Analog Portfolio Book. (probably the most practical)
This would require students to mount their art images on large color construction paper and make a simple book (bound with string). This also would include: a paragraph of text, web page, Hudson River art, significant community info., lesson plans, etc. all mounted on CC paper.
Movie Portfolio (this would only require a TV monitor to plug their camera into)
The above Portfolio Book could be turned into a short movie using their digital cameras with either sound playing the background or a voice-over explaining the portfolio material.
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Session 3 |
FEBRUARY 24, 2009 (Miller) |
Morning
9:00 – 10:00 |
Museum Visit: The Samuel Dorsky Museum of Art |
10:00 – 10:30 |
DEEPENING THE NOTICING:
THE PLANNING SESSION: on the Hudson River
AIM: Understand that elements of the arts form the
language that considers connections across learning modalities. |
Afternoon
1:00 3:00 |
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Context |
CONTEXTUAL
INFORMATION: SURVEY #1, SURVEY #2, |
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What kind of
information, reading, research or demonstration can you use after or before
a visual arts unit of study?
What kind of connections
can you make to link the visual arts to curriculum?
- Maxine Greene and the Current/Future Democratization of Curriculum Studies
- The
Hudson River Valley Institute,
- Henry Hudson: Dreams and
Obsession.
- History of the Indian Tribes of Hudson's
River, By Edward Manning Ruttenber
- Henry Hudson Questions,
An Internet Web Quest on His Life created by Mrs. Carle and Mrs. Osterman,
Dows Lane School
- Maxine Greene, “Variations on a Blue Guitar”
- John Dewey, “Art As Experience”,
Chapter 9
- Hudson River Launch Ramps.
- 3-D maps of the Hudson, John Toth web site. 1, 2, 3,
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