Contemporary Art
Curriculum
Amy Holzer
University of Central Florida
Introduction
• “Contemporary art education must become a sophisticated
hybrid practice that uses style (in its visual and verbal
manifestations) to interest (and even enchant) students in
order to enhance students’ abilities to engage, to analyze,
to apprehend, to make, and to enjoy”. (Gude, 2008, p. 101)
• Goal- Identify contemporary artists that are creating
artwork from ideas of today and use their imagery and
content as inspiration in my classroom.
• Result- Students are more engaged and therefor are able to
express their ideas, create art with content important to
them, and understand and critique others work.
Artists & Media
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Gehard Demetz
Banksy
Ron English
Deborah Faye Lawrence
Alex Gross
Media- Shoes
Gehard Demetz
Biography
• Demetz was born in Italy in
1972 and has a background
in art and sculpture from
the Institute of Art in Selva.
• “I assemble the ideas of my
work by reading and living. I
try to create a dialogue, to
make questions and to
think over possible answers
with every sculpture”.
(Moroder, 2012)
About His Work
• His sculptures use children to investigate contemporary culture and issues
of war, religion, and politics.
• He constructs his sculptures by using small woodblocks, making some
parts finely polished and others having very rough and sketchy surfaces.
He fits the blocks together, but leaves the lines exposed which is especially
visible when viewing the children's backs, which expose a hollow body.
• Each child holds an object associated with themes of religion, adulthood
or war, creating a contrast of power.
• The children's expressions seem to be calm, showing that they are not
victims, but that they now know a secret or new knowledge.
• His sculptures show the awareness of becoming adults, a choice that
children may or may not have made.
Application
• Class discussion about the meaning behind Demetz’s
sculptures.
• Identify the innocence that children possess before they
learn about “the truth” behind something.
• Students brainstorm ideas about their childhood
experiences in the sketchbooks of when they learned or
became aware of something that changed their innocence
or view; something that altered their perspective of life.
• Writing- Students choose one of these important times and
write a narrative essay about their experience.
• Studio- Students create a piece of art to represent their
story. This would include 1 to 2 sketches and a final piece.
Standards
• VA.68.C.2.3 Examine artworks to form ideas and
criteria by which to judge/assess and inspire
personal works and artistic growth
• VA.68.H.1.1 Describe social, ecological,
economic, religious, and/or political conditions
reflected in works of art.
• VA.68.H.1.4 Explain the significance of personal
artwork, noting the connections between the
creative process, the artist, and the artist’s own
history.
Gehard Demetz
-The boy wears the gloves of an adult, but
loses his ability to use his hands as a child.
-Shows the sacrifice that children make to
become adults.
Stones in my
pocket, 168,5 x
38 x 35 cm,
wood, 2013
Gehard Demetz
The mouth full of
stars, wood, 166 x
50 x 40 cm, 2006
Gehard Demetz
Your monsters are
just like mine,
wood, 168,5 x 38 x
35 cm, 2006
Gehard Demetz
How you reacted
was right, wood, 51
x 15,5 x 14,5 cm,
2011
Gehard Demetz
My Shadow Can
Walk on Water,
2011, lime wood
and acrylic paint,
66 1/8 x 20 1/2 x
12 5/8 inches
Gehard
Demetz
For my Fathers,
2009, 260 x 90 x
51 cm, wood
Reflection
• I think that Gehard Demetz’s work would be great
to use in my 8th grade classes.
• The students would benefit from using their
personal experiences to help them understand
this artist’s work because they would get a look
back into a moment in their childhood that
changed their perspective on life.
• The writing component would not only help
students plan for their studio art, but it would
also be considered an inclusion of Common Core.
Alex Gross Biography
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Born August 30, 1968 in New York,
currently working in Los Angeles,
California.
He specializes in oil paintings on canvas
with themes that include globalization,
society, dark mayhem, and the passage
of time.
Alex graduated in 1990 from the Art
Center College of Design in Pasadena,
CA.
In 2000, he received a fellowship from
the Japan Foundation. He spent two
months in Japan, researching and
collecting a wide variety of Japanese
Fine and Commercial art, as research
for his own artwork.
In 2007 Alex’s book The Art of Alex
Gross featuring Alex's painting, drawing
and printmaking from 1999 through
2007 was published.
About his Work
• His artwork contains ideas about marketing,
globalization, and consumerism.
• He uses bright colors, realistic portraits, and
familiar products to express his view of society.
• Gross gives us “a tsunami of consumer culture
that is drowning our collective soul in a sicklysweet flood of lattes and Double Gulps. We are
clones with phones, guarded by drones, grimly
satisfied by the perks of consumerist culture and
just distracted enough to avoid introspection and
all its inconveniences.” (Steen, 2014, para.2)
Application
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Questions to ask ourselves:
Is it impossible to escape from corporate influence?
How is the world we live in today different from 10 years ago?
How are we influenced by technology and consumer goods?
What do we really need and want do we want?
Writing- Artist Statement
Studio- Self-portrait painting inspired by the idea of a consumerist
society. Must contain a media driven product, company, or image
of something they personally use, eat, or have.
Standards
• VA.68.C.1.3 Identify qualities of exemplary
artworks that are evident and transferable to the
judgment of personal work.
• VA.68.C.1.1 Apply a range of interests and
contextual connections to influence the artmaking and self-reflection processes.
• VA.68.F.2.5 Create an artist statement to reflect
on personal artwork for a portfolio or exhibition.
• VA.68.O.1.4 Create artworks that demonstrate
skilled use of media to convey personal vision.
Alex Gross
Distractions,
2014, Oil on
Canvas, 60 x 42
inches
Alex Gross
Cascade, Oil
on Canvas |
51.75'' x 77'' |
2011
Alex Gross
Candy Crush,
2014, Oil on
Canvas, 48.25
x 33.5 inches
Alex Gross
Narcissism, 2014, Oil on
Canvas, 28 x 28 inches
Alex Gross
Shopaholics,
2014, Oil on
Canvas, 37 x
37 inches
Alex Gross
Android, 2011, Oil
on Canvas | 42'' x
42" | 2013
Reflection
• The work of Alex Gross is not only
aesthetically pleasing, but the content is
something that students can really relate to.
• Creating artwork that is about them, students
will be more engaged and excited.
• Great artist to use for all middle school grades.
• Lets students analyze marketing, globalization,
and consumerism.
Banksy
Biography
- Although Banksy's identity remains
unknown, the two names most often
suggested are Robert Banks and Robin
Gunningham.
- Banksy began his career as a graffiti
artist in the early 1990s.
- His work became recognized around
London as his signature stencil style
developed.
- Most of his street art focuses on
combining political and social
commentary with dark humor and satire.
Film
• Banksy’s popularity escalated with the release of the
2010 documentary Exit Through the Gift Shop, a film
which premiered at the Sundance Film Festival and was
nominated for an Academy Award.
• https://www.youtube.com/watch?feature=player_detai
lpage&v=a0b90Yppqu
Application
• Focus on technical aspect of his creation process.
• Discussion: laws, techniques, history, and materials used in graffiti as well
as reviewing Banksy and his work, students will brainstorm ideas for their
own graffiti artwork.
• Use the information about graffiti and Banksy to first sketch ideas in their
sketchbooks for their artwork which must make a statement about
contemporary culture or politics.
• Use their hand drawn sketches and modify their images using Paint or
another similar program.
• Print images, place them on stencil sheet, and use a X-acto knife to cut
away the part of their image where they want the paint to show.
• Have students use their stencils and spray paint on large sheets of paper,
which would be displayed in a public area somewhere around the school.
Standards
• VA.68.C.3.3 Use analytical skills to understand
meaning and explain connections with other
contexts.
• VA.68.F.1.1 Use non-traditional thinking and
various techniques to create two-, three-,
and/or four-dimensional artworks.
• VA.68.F.1.4 Use technology skills to create an
imaginative and unique work of art.
Banksy
Crayon Soldier,
2011
Banksy
Keep your
coins, I want
change, 2013
Banksy
Crayon
Foreclosure,
2011
• In Banksy’s newest piece, he shows two
people in a close embrace but whom are
distracted and checking their phones over
each other’s shoulder. This piece is very
relatable to many by the fact that our phones
rule our lives. Even in intimate moments
there is constant chirping, messaging, and
push notifications have made us partially
removed from what’s around us, even if it is
the one we love.
Banksy
Mobile Lovers,
2014
Dina Goldstein
Great example of
Banksy’s
thoughtful
placement of his
graffiti
Spy Booth,
2014
I hate Mondays,
2014
Conclusion
• Students will investigate meaning expressed in
the work as well as the technical aspects of the
creation process.
• By creating graffiti artwork inspired by Banksy
students will be able to express their point of
view in a smart and creative way while using
technology and learning about stenciling.
• Students will also benefit from planning out their
idea and relating current events into their work.
Deborah Faye Lawrence
Originally from California,
Deborah Faye Lawrence now
teaches in Seattle University’s
Arts Leadership MFA Program.
She has been an arts educator
and artist for many years and
uses satire to look beneath the
surface.
She has taught at many places
such as University of
Washington, Path With Art,
Lesley University, UCLA Arts
Extension, Seattle Public
Schools, Seattle Children’s
Hospital, Seattle Children’s
Museum, Exceptional Children’s
Foundation, and many others.
Application
• I would choose several topics and have the students discuss
political views and social issues for items that they feel
strongly about.
• Introduce some of Deborah Faye Lawrence’s artwork and
ask the students to assess the meaning behind some of the
pieces. Talk about her use of images, collage, and text and
how she uses them as tools to get her message to the
viewer.
• Students each choose one political or social topic and
create a collage displaying their view on that topic.
• Students write an artist statement to support their work.
• Students would write critiques on one other students
artwork (with previous knowledge of critiquing process)
Standards
• VA.68.C.2.4 Use constructive criticism as a
purposeful tool for artistic growth.
• VA.68.F.1.2 Use creative risk-taking strategies
learned from artists’ works to incorporate artistic
solutions in the creation of new personal
artworks.
• VA.68.F.3.2 Analyze the procedural and
divergent thinking skills developed in visual art to
identify a purpose for the communication of art
ideas.
Deborah
Faye
Lawrence
Shredder number
tree, 2012, Acrylic,
shredded
documents, collage,
varnish/board,
frame,
28 x 38 inches,
Deborah Faye
Lawrence
All Tomorrow’s Parties, 2013,
Acrylic, collage and varnish
on wood panel and frame, 20
x 16 inches
Deborah Faye
Lawrence
Weatherman, 2012,
Acrylic, collage,
varnish on panel 10
x 10 in.
Deborah Faye
Lawrence
The mysterious allure of
rural America, 2008, Acrylic,
collage, varnish on board,
20 X 16 in.
Deborah
Faye
Lawrence
March of the
Costumes
24″x20″; acrylic,
collage, varnish
on paper and
wood panel;
2013
Deborah Faye
Lawrence
The Visionary Woman,
2013, Acrylic, collage,
varnish on panel 12 x
12 in.
Ron English
Biography
- Ron English was born in
Dallas, Texas in 1966.
- He is best known for being
an American contemporary
artist who uses color and
collage techniques to
explore brand imagery,
consumerism and
advertising.
- Holds a MFA degree from
The University of Texas
- His art has appeared in
many different locations
including on the street, in
museums, in movies, books
and television.
About His Art
• English’s art is colorful, bold, and graphic, but it also gives us a
critical and sometimes humorous look into today’s culture.
• His street art techniques blend stunning visuals with political,
consumerist and surrealist statements.
• His work forces the consumers of the world to take a closer look at
society.
• He has also uses different packaging products as a focus, such as
cereal boxes, cigarette packs, and milk cartons
About His Work
• English makes comparisons from using traditional pieces of art to
contemporary ideas of today.
• In Mcstarry, English shows us a comparison of the traditional Starry
Night by Vincent Van Gogh and compares it to a scene from today.
According to English, “The original painting shows a stylized version
of the town of Saint-Remy as seen from the window of the mental
hospital where Van Gogh was living at the time, in 1889. What I see
out of my window today is a sea of advertisements.” (Handley,
2013)
• In English’s version of Picasso’s Guernica he features school children
in the same poses as the original, but surrounded by carousel
animals while a young boy in the center drops bombs from a toy
airplane. This scene is meant to show how violence from toys,
games, and television is normal for children to see in today’s
society. (Handley, 2013)
Application
• Focus on the interpretation to help students determine the
messages English is trying to address with his contemporary
artwork.
• Students work in groups and come up with comparisons between 1
of the six examples.
• Ask the students about how these changes alter the meaning of the
artwork.
• Class discussion on interpretations of the new meaning that English
is trying to represent about our society today.
• Assessment would consist of short response questions. The
students would have to use the information they learned from the
class discussion and lecture and explain the meaning of each of the
6 original pieces of art as well as the new meaning of the parallel
piece created by English.
Standards
• VA.68.C.3.2 Examine and compare the
qualities of artworks and utilitarian objects to
determine their aesthetic significance.
• VA.68.F.3.3 Collaborate with peers to
complete an art task and develop leadership
skills.
Ron English
Vincent van Gogh, Starry Night
Ron English, McStarry,
2013
William Bouguereau,
Virgin of the Lilies
Ron Englisk, KISS, 2013
Pablo Picasso,
Guernica
Ron
English,
Guernica
GoRound,
2013
Leonardo
da Vinci,
The Last
Supper
Ron English, Super Supper,
2013
Edvard Munch, The Scream
Ron English, Harmonic Scream, 2013
Rene Magritte, The Son of Man,
1964
Ron English, Stereo Magritte,
2013
Media- Shoes
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What are they trying to sell you?
Who are they trying to sell to?
What can you tell me about how the ad looks?
Which of the advertising tricks might they be
using for each brand?
Application
• Introduce the list of advertising tricks and discuss the
different tactics.
• The students will look at shoe advertisements from a
magazines, billboards, or commercials and decided what
technique the company is using to sell their product.
• What age group they are gearing their products toward?
• What are they trying to sell and what are they trying to
make me feel, think, and do?
• Each student will create their own shoe advertisement and
us one or more of the 9 strategies to sell their new product
to the class. They will have the option of creating a
billboard, a magazine ad, a video, or a live commercial.
Standards
• VA.68.C.3.4 Compare the uses for artwork
and utilitarian objects to determine their
significance in society
• VA.68.F.3.4 Follow directions and complete
art tasks in a timely manner to show
development of 21st-century skills.
• VA.68.S.1.1 Manipulate content, media,
techniques, and processes to achieve
communication with artistic intent
Advertising Tricks
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Targeting a Specific Group of People
Using Testimonials
Providing Information
Creating a Mascot
Using a Famous Spokesperson
Appealing to Peer Pressure
Solving a Problem
Appealing to a Desire for Affluence
Exaggerating a Product's Benefits
• 1. Targeting a specific age group: By speaking to
a specific group of people, an advertisement
makes them feel as if they belong together. They
are united.
• 2. Using testimonials: Makes the consumer feel
assured the product is good because someone
that has it is telling them the “truth”.
• 3. Creating a mascot: Lets you quickly recognize
a brand. Makes them standout from similar
items.
• 4. Using a famous spokesman or model:
Establishes trust in the product because they
use it. Makes you similar to them.
• 5. Appealing to peer pressure: Makes you
feel like you will fit in or belong with a group.
• 6. Solving a problem: Gives you solution to
your problem. Fixes something.
• 7. Providing Information: By giving facts, you
may be convened you need a product.
• 8. Appealing to a desire for affluence: Makes
you feel or be seen as wealthy.
• 9. Exaggerating a products benefits:
Embellishes the truth.
Nike “Just do it”
(#4, #6, #9)
Adidas “Impossible is nothing”
(#1, #4)
https://www.youtube.com/watch?v=9pRU2bDAdms
Toms Magazine Ad
(#7)
Prada (#5, #8)
DC Shoes (#1, #4, #5)
Timberland (#2, #6)
Conclusion
• The use of contemporary art in the classroom makes art
more relevant to students.
• I gained a lot of knowledge by researching contemporary
artists and constructing curriculum ideas for each.
• My students will not only be interested in this
contemporary curriculum, but they will be more open to
expressing their ideas and beliefs.
• “The goal of art education is not the art itself, or the
aesthetic product, or the aesthetic experience, but rather
the child who grows up more creatively and sensitively and
applies his experience in the arts to whatever life situations
may be applicable”. (Efland, 1990, p.235)
References
Alex Gross. (n.d.) [Image] Selfie. Retrieved from http://www.alexgross.com/
Alex Gross. (n.d.) T-mobile. [Image] Retrieved from http://www.alexgross.com/
The anti-marketing campaigns: The art of selling via non-selling. (2013). Retrieved from
http://blog.appnova.com/tag/ad/
Banksy. (2014). The Biography.com website. Retrieved 01:46, Nov 09, 2014, from
http://www.biography.com/people/banksy-20883111.
CPALMS: Where educators go for bright ideas. (n.d.) Retrieved from
http://www.cpalms.org/Public/
Efland, A. (1990). A history of art education. New York, NY: Teachers College Press.
Gehard Demetz. (Artist). (2006). The mouth full of stars. [Image] Retrieved from
http://www.geharddemetz.com/works.asp?sezione=w&l1=90&id=9
Gehard Demetz. (Artist). (2006). Your monsters are just like mine. [Image] Retrieved from
http://www.geharddemetz.com/works.asp?sezione=w&l1=90&id=12
Gehard Demetz. (Artist). (2009). For my fathers. [Image] Retrieved from
http://www.geharddemetz.com/works.asp?sezione=w&l1=40&id=4
Gehard Demetz. (Artist). (2011). How you reacted was right. [Image]
Retrieved from
http://www.geharddemetz.com/works.asp?sezione=w&l1=20&id=6
Gehard Demetz. (Artist). (2011). My shadow can walk on water. [Image]
Retrieved from
http://www.geharddemetz.com/works.asp?sezione=w&l1=20&id=6
Gehard Demetz. (Artist). (2013). Stones in my pocket. [Image] Retrieved from
http://www.geharddemetz.com/works.asp?sezione=w&l1=1&id=9
Gude, O. (2007). Principles of possibility: considerations for the 21-st century
art & culture curriculum, Art Education, 6-17.
Gude, O. (2008). Aesthetics making meaning, Studies in Art Education, 98-103.
Jardin, X. (2014). Future Tense: paintings by Alex Gross. Candy Crush. Retrieved from
http://boingboing.net/2014/10/20/future-tense-paintings-by-ale.html
Jardin, X. (2014). Future Tense: paintings by Alex Gross. Distractions. Retrieved from
http://boingboing.net/2014/10/20/future-tense-paintings-by-ale.html
Jardin, X. (2014). Future Tense: paintings by Alex Gross. Narcissism. [Image] Retrieved from
http://boingboing.net/2014/10/20/future-tense-paintings-by-ale.html
Jardin, X. (2014). Future Tense: paintings by Alex Gross. Shopaholics. Retrieved from
http://boingboing.net/2014/10/20/future-tense-paintings-by-ale.html
Jobson, C. (2014). Mobile Lovers’ & ‘Spy Booth': New Murals from Banksy. Colossal. [Image]
Retrieved from http://www.thisiscolossal.com/2014/04/mobile-lovers-spy-booth-new-murals-frombanksy/
Lawrence, D.F. (2008) The mysterious allure of rural America. [Image] Retrieved from
http://www.deedeeworks.com/pages/statement.htm
Lawrence, D.F. (2012) Shredder number tree. [Image] Retrieved from
http://www.deedeeworks.com/pages/statement.htm
Lawrence, D.F. (2012) Weatherman. [Image] Retrieved from
http://www.deedeeworks.com/pages/statement.htm
Lawrence, D.F. (2013) All tomorrows parties. [Image] Retrieved from
http://www.deedeeworks.com/pages/statement.htm
Lawrence, D.F. (2013) March of the costumes. [Image] Retrieved from
http://www.deedeeworks.com/pages/statement.htm
Lawrence, D.F. (2013) The Visionary Woman. [Image] Retrieved from
http://www.deedeeworks.com/pages/statement.htm
Robertson, J. & McDaniel, C. (2010). Themes of contemporary art, visual art after
1980. Oxford, NY: Oxford University Press.
Ron English. (Artist). (2013). Guernica Go-Round. [Images] Retrieved from
http://listverse.com/2013/03/02/10-pop-culture-versions-of-famous-paintings/
Ron English. (Artist). (2013). Harmonic Scream. [Images] Retrieved from
http://listverse.com/2013/03/02/10-pop-culture-versions-of-famous-paintings/
Ron English. (Artist). (2013). KISS. [Images] Retrieved from
http://listverse.com/2013/03/02/10-pop-culture-versions-of-famous-paintings/
Ron English. (Artist). (2013). McStarry. [Images] Retrieved from
http://listverse.com/2013/03/02/10-pop-culture-versions-of-famous-paintings/
Ron English. (Artist). (2013). Stereo Magritte [Images] Retrieved from
http://listverse.com/2013/03/02/10-pop-culture-versions-of-famous-paintings/
Ron English. (Artist). (2013). Super Supper. [Images]. Retrieved from
http://listverse.com/2013/03/02/10-pop-culture-versions-of-famous-paintings/
16 Trends for Prada Shoes. (2012). JustFab. Retrieved from http://trendkid.com/prada-shoes-women-2012.htm
2014 Ad layouts. (2014). Transworld Motocross. Retrieved from
http://bengiese.com/defy-convention-ad-campaign/