Expressivism Theory Unit

 Expressivism Theory of Art
This is a theory of art that values art that expresses an emotion. It is useful in an elementary classroom because it leads children to identify and use emotion in their writing, speech, and art. In this lesson plan Expressivism is used to show how evoking emotions in others can lead to social awareness.


Integrated Lesson:
 Expressivism & Social Change  
Kendall Hutchison and Mallory Belnap
Grade: 5
Time Needed: 45 minutes
Objective: Students will understand how evoking emotions in others can lead to social awareness.
State Standards:
Grade 5 Social Studies
Standard 5
Assess the impact of social and political movements in recent United States history.

Objective 2

Assess the impact of social and political movements in recent United States history.

1. Identify major social movements of the 20th century (e.g. the women's movement, the civil rights movement, child labor reforms).

Grade 5 Language Arts
Standard 8
(Writing): Students write daily to communicate effectively for a variety of purposes and audiences.

Objective 6

Write in different forms and genres.

1.Share writing with others incorporating relevant illustrations, photos, charts, diagrams, and/or graphs to add meaning

Grade 5 Visual arts

Standard 1

(Making): The student will explore and refine the application of media, techniques, and artistic processes.

Objective 3

Handle art materials in a safe and responsible manner.

1. Practice appropriate behavior with sharp or dangerous tools at all times.

http://www.uen.org/core/

National Standards:
Grade 5 Social Studies
What are the Roles of the Citizen in American Democracy?

What is citizenship?

What are the rights of citizens?

What are the responsibilities of citizens?

What dispositions or traits of character are important to the preservation and improvement of American constitutional democracy?

How can citizens take part in civic life?

Grade 5 Visual Arts
5-8.1: Understanding and applying media, techniques, and processes

Achievement Standard:

Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices

Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas

K-12 Language Arts

Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

http://www.educationworld.com/standards/

Materials Needed:Powerpoint
Examples of art from Kara Walker and Jacob Riis

Introduction

• Show powerpoint presentation of different art pieces. Have the students write down one emotion they feel while looking at the piece.
• Discuss in groups: What did you feel while looking at this art? What made you feel like that? Colors, staging, lighting, etc.

Lesson Focus

• Kara Walker -
  • she just uses silhouettes and shadow puppets to evoke such emotion about her message of the cruelty of slavery
   

• Jacob Riis & Child Labor Reforms

• Teach about what child labor is, what initiated the reform, what laws were made, what the laws prevented/changed. (history lesson)
• Discuss how he used his pictures to bring national attention to child labor in his book How the Other Half Lives
• Inspired politicians to make changes

TransitionWhat are some social issues now? What problems do you see around you?

Assignment
Photography Prompt: Take a photo or find an existing photo (must be on photo paper) that highlights a social problem or  political movement.

Part 2 (2 Days Later)

• Students bring back the pictures they took.
• Have a couple students share the photos and explain why they took it. With each one, ask what it is that is most powerful about the photo.

Materials: Exacto Knives
Cardboard to protect table
Extra Pictures for the students who forgot
Video about Richard Galpin’s work

Lesson Focus

• Discuss Richard Galpin’s technique and how it can emphasize their pieces and the emotion.
• http://www.youtube.com/watch?v=mJCTw1vtTl4
• Ex. Cut out picture so only trash shows...emphasize litter. Or cut out trash to emphasize no litter.

 

• Teach technique and SAFETY with exacto knives. Emphasize not cutting too deep.
  • Might want to research teaching knife safety to kids (http://www.ehow.com/how_7455180_teach-knife-safety-kids.html)
  • Let them know you trust them that they can be responsible
• Students create their pieces.
• When students are finishing up, have them start working on their assessment to avoid down time and danger!

Assessment

• Students write in their journals.
• Writing prompt: What emotions did you feel and hope that your audience would feel when looking at your art? What change would you like to see and why would these emotions lead to this change?
• Assesses their understanding that their picture can evoke emotion and awareness of social issues and how.

****can incorporate editing their paper like they edited their picture. Discuss the importance of editing and what it can do to refine pieces

****Alternate artists to use:

Tony Orrico (www.tonyorrico.com) - can use different methods to show expression. PROCESS!!

William Kentridge (http://www.youtube.com/watch?v=5_UphwAfjhk) - more PROCESS with movement!