Teacher: Kevin
Miller
Arts Discipline:
Visual Arts
Grade Level: High School
Team: E
Topic: Considering the Postmodern
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Incomplete Lesson Ideas on Postmodernism:
Photographic
Images
/ Perspective / Art Cars
UNIT:
Conflict in Postmodernism: Destructured, Decentered, Dehumanized!
LESSON: "Urban Reflections" -Street Art/Photographic
Images as Reflections
DATE:
BACKGROUND:
The urban scene is gritty and gray, but the real color comes from observations
of the not so obvious or even hidden. Postmodernism can make strong
statements about the culture and society in which we move and function.
Using black and white photography, make the assignment one of reflections
only. Suggest shooting the postmodern levels of an urban environment
by seeing the images-within-images as reflections of storefront windows,
bumpers on cars and trucks, sunglasses on faces, etc. Ask that a reflective
documentary style be used to create an original story (illustrated storytelling
as music . . . music video?) Use conflict (drama), movement (dance),
and sound (music), to support photographic imagery. Immediacy is part
of postmodernism and Polaroid Instant Cameras, bought on the scene,
shot on the scene, and developed on the scene might be effective conceptual
media in support of the unit's focus on "Conflict." Photography
can be used to get behind the myths . . . compare/contrast--streetsmart/interpersonal
weaknesses for example. There is a rich abundance of resources in support
of this kind of lesson.
UNIT:
Conflict in Postmodernism: Destructured, Decentered, Dehumanized!
LESSON: "Gaining Perspective" -Street Art/Perspective
as seen in urban street design
DATE:
BACKGROUND:
Perspective as a tool of art is a difficult skill to teach normally.
What about taking a postmodern approach by combining storytelling through
the media of photography and combine it with illustrations in colored
pencil or better yet, the computer and its manipulative software!
Either way, have
the students find, observe, and research an urban street location that
provides the depth, height, and distance to see clearly the shortening
process inherent in the concept of perspective. Taking a postmodern
approach of destructuring, have panoramic photos, prints or scanned
images, fixed in place and time as a reasonable facsimile of the original.
Next, have the students begin to selectively remove/alter/manipulate
the photographic images, removing much of the structure that appears
in the architecture, etc., of the scene.
Using colored pencils
or the computer, replace missing elements either with reality, or fantasy,
or with complete abandon . . . all the while demanding of them that
they retain the integrity, flavor and "story" of the scene.
Depending upon what scene the student chooses for the project, the story
could and most likely will contain a "story" of conflict that
can be developed as they perfect their ability to communicate imagery
through altered perspective reality.
UNIT:
Conflict in Postmodernism: Destructured, Decentered, Dehumanized!
LESSON: "Road Scholars" -Street Art/What's an Art Car?
DATE:
BACKGROUND:
Art Cars, based on the website www.atcars.com "Art Cars in Cyberspace"
and "The Orange Show's How To's of Art Cars" by Beth Secour,
usually begin life as an older or used vehicle (car, truck, van, bus,
jeep, golf cart, etc.) The owner of the car decides that he/she wants
to alter the car, not necessarily converting what's under the hood,
but instead transforming the exterior/interior of the car. To what degree
and how this transformation is made is entirely up to the imagination,
skills, and resources of the the art car artist.