MOPA museum of pinney art
The Experience Project
State Standards
Perceiving/Knowing
The second art project of The Experience project, was a chance for the students to
1PE Understand that the context of an art
practice several symbolic thinking techniques to help them dig deeper for their final
object has an effect on how that object is
Experience project art piece. We began the lesson looking at, Robert
Rauschenberg’s, Erased de Kooning Drawing, 1953. This work of art focused more
on the thinking and conceptual qualities, as opposed to just the aesthetic ones. As
a class, we discussed many different interpretations of this piece of art. We looked
perceived.
Producing/Performing
1PR Integrate observational and technical
skills to strengthen art making.
at several other conceptual works of art and really dug deep, to look at the ways
artists inspire viewers to think in addition to simply seeing a work of art. Each class
Responding/Reflecting
we learned a new symbolic thinking technique to assist in the art making process.
6RE Use criteria to assess works of art
We explored the ideas of shifting the context to deepen meaning, use of layering,
individually and collaboratively.
juxtaposition, appropriation, adding something illogical, concealing part of an
artwork, adding metaphors, parody, and/or creating a sense of opposition in their
artwork. Students could then choose a few to incorporate into their overall design.
The purpose of this lesson, was to learn different ways to inspire thinking and
meaning making through art. This project was viewed as a “practice” artwork. A
chance for the students to take risks, make mistakes and grow their creative
capacities. Upon completion of these projects, the students were asked to take
Post-It notes and select a few thinking techniques they wanted to highlight and
explain their purpose. These Post-It notes were left on to help make the creative
process visible, as well as the thinking behind these wonderful works of art.