20th Century Art: An Introduction to Styles - Author: Sandra Hildreth - Grade Level: 10-12 - Subject Area: Art - This learning experience addresses Art Standard 3: Responding to and analyzing works of art . The specific benchmark is to explain the visual and other sensory qualities in art and nature and their relation to the social environment.

20th Century Art: An Introduction to "Styles"

Learning Experience for H.S. Art Elective	Author: Sandra Hildreth
Grade Level: 10-12	School Address: PO Box 67, Madrid, NY 13660
Subject Area: Art	School Phone/Fax: (315) 322-5746/4462

1. LEARNING CONTEXT This learning experience addresses Art Standard 3: Responding to and analyzing works of art . The specific benchmark is to explain the visual and other sensory qualities in art and nature and their relation to the social environment. The learning experience will also assess ELA standard 2) Language for information and understanding and will assess the ability to write and present on a variety of topics and use standard English skillfully. This learning experience is part of a high school Art elective course, created by the teacher, called 20th Century Art. It is a combination of art history and criticism as well a hands on art activities and is available for students in grades 10-12 to take as part of an Art sequence. In order to succeed with this learning experience, students do need to have a basic background in the visual arts, usually achieved through completion of the Studio in Art course. They need an understanding of the Principles and Elements of Art as well as experience with a number of different media.
2. PROCEDURE Day 1: This learning experience introduces the entire course and is designed to help students understand the four basic styles of Art. "Art in Focus" textbooks are distributed and students are asked to turn to specific pages. The teacher has preselected 4 different works of art that are appropriate examples for the 4 basic styles: realism, formal order, expressive, and fantasy. As each example is examined, students are asked to describe what they see: subject matter, media, the artists' use of the elements and principles of art, artistic techniques observed, and what might be communicated. The teacher needs to guide the discussion to form a general definition of the style (realism, formal order expressive or fantasy). Each style is summarized on a chalkboard or poster. At the same time, this is a review of terms and concepts that relate to the elements and principles of design and the interpretation and analysis of artwork. Students are to work with a partner and are asked to locate 4 new examples of each of the specific styles, not using any of the same examples as anyone else at their table. They are to be prepared to explain their choices to the class. Students can be called on one at a time to tell the page or illustration number of one of their examples and to explain what style they believe it to be. As a closure activity for the first day, students will be asked to turn in written definitions of the 4 styles, realism, formal order, expressive, and fantasy - in their own words, not book definitions. It is important to assess and provide comments on the student definitions prior to the next class. Day 2: The 4 styles of art are quickly reviewed by the teacher, to refresh the minds of the learners, and students' graded definitions handed back. Assignment (Days 2-6): Using a 12x18" piece of paper folded into fourths, students are to select a single topic - landscape, portrait, or still life - and complete four versions of it, one in each of the 4 styles of art (realistic, formal order, expressive, and fantasy). Whatever topic is selected, it need not be the exact same image for each style but simply a variation of a single topic for all of the styles. Any media may be used and varied from style to style. Day 7: Upon completion of the artwork, students are instructed to cut apart the examples of the 4 styles, glue them to a larger colored background paper, and add a written definition of each of the 4 styles beneath the appropriate artwork, using their own words. (Classroom computers should be used for the text and principles of graphic design applied to their posters.) Students are encouraged to make sure their artwork matches their definitions. Day 8: Display and discuss, critiquing student work as well as comparing artwork to definitions. Ask students to reflect upon projects and respond in writing to the following questions: how did you use the visual elements and principles of design in your 4 art styles project? Is there anything else you could do to make sure your examples correspond to your definitions? Technology Enhancement (if adequate hardware and software are available): Student artwork created as examples of the 4 styles of art could be scanned so that students could created their own typed and illustrated documents; or presentations using software like PowerPoint; or internet pages for art history section of a school web site. As subsequent Art movements are studied, and original student artwork created, digital images could be assembled into a student designed timeline or internet reference site. As various Art movements of the 20th century are covered in the course, these student designed posters can be referred to when discussing "style".
3. INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS Students work in collaborative pairs during the Day 1 assignment where they are to look up their own examples in the textbook which represent the 4 styles of art. During this process, the teacher can provide assistance to students with disabilities or limited proficiencies. Because the entire lesson involves visual, oral, written, and hands-on interpretations of the 4 art styles, it is designed to address different learning styles and abilities. Students may self select media and topics at a level of difficulty that they feel comfortable with.
4. TIME REQUIRED One class period is needed to select appropriate book illustrations for the introductory activity. Approximately 8 forty minute class periods are needed to complete the learning experience. The last class was used to discuss and critique student posters. An additional class period is needed to assess the projects.
5. RESOURCES A good art history textbook, such as "Art in Focus" (Gene Mittler, Glencoe Publishing), is most helpful because unlike slides or videos, each student has access to every image used in class activities and can return to it at any time for further study. Using a textbook also provides a vast number of images for students to choose from, thereby enhancing the sense of self discovery as well as exposing students to many artists and art movements. The use of the textbook is equally beneficial to the teacher, who can custom tailor selected images to the level of understanding of specific classes or students.
6. ASSESSMENT PLAN Part of the assessment criteria comes from the students themselves - they create personal definitions of the 4 art styles, and their artwork needs to clearly match their own definitions. During the display and discussion, they are again reminded that their artwork needs to correspond with their definitions. To conclude the learning experience, they are to reflect upon their projects (and revise if necessary), and respond in writing to self evaluation questions. The examples of each style that students create clearly indicate their progress in terms of the benchmark. They are explaining visually (in their artwork), in written form (their definitions and their self evaluations) and orally (during the display and discussion period) the visual and other sensory qualities in the 4 art styles. The initial definitions that students write are graded (check, plus, minus); discussed, so that weak or incorrect definitions can be improved; and applied to the art work each student produces. The final reflection document is an additional way for students to demonstrate understanding of the 4 art styles, even if they were limited in ability to create appropriate art examples. Rating Scale for Self & Teacher Evaluation 1. Realism: Does the definition and the artwork clearly explain the style? yes \| mostly \| somewhat \| a little \| no Does the definition or the artwork clearly explain the style (circle one)? yes \| mostly \| somewhat \| a little \| no What could be done to improve the definition and/or artwork? 2. Expressive: Does the definition and the artwork clearly explain the style? yes \| mostly \| somewhat \| a little \| no Does the definition or the artwork clearly explain the style (circle one)? yes \| mostly \| somewhat \| a little \| no What could be done to improve the definition and/or artwork? 3. Formal Order: Does the definition and the artwork clearly explain the style? yes \| mostly \| somewhat \| a little \| no Does the definition or the artwork clearly explain the style (circle one)? yes \| mostly \| somewhat \| a little \| no What could be done to improve the definition and/or artwork? 4. Fantasy: Does the definition and the artwork clearly explain the style? yes \| mostly \| somewhat \| a little \| no Does the definition or the artwork clearly explain the style (circle one)? yes \| mostly \| somewhat \| a little \| no What could be done to improve the definition and/or artwork?
7. STUDENT WORK

Realism: When the artist tries to make artwork look real, and it is based on a real place or person.	Formal Order: Artwork where the organization of the elements is most important.

Expressive: Usually show emotions or feelings of the artist; can be done through color & brushtrokes.	Fantasy: Artwork that is unrealistic; something you would not normally see or experience.
This is an example of basic, acceptable work. The realism example was not particularly realistic, but that was due to the student's lack of advanced skills. The formal order example is perhaps too simplified. The expressive example shows more "feeling" than the digital image communicates. The student did demonstrate a good understanding of the 4 styles, both in her illustrations and her definitions (which were improved upon after the self evaluation was completed).
8. REFLECTION It is important for student to be able to analyze and respond to works of art in the 4 different styles if they are to understand the history of modern art. They must be able to explain the visual and sensory qualities of art and see how art is related to the social environment. The idea that self discovery is a most effective way to learn something was reinforced by this learning experience. By having students write their own definitions and create their own examples, their understanding of the 4 styles of art was much clearer than the traditional method of using a slide lecture and written notes. Each student was also allowed to interpret the styles at their own level of proficiency.