Jeff Rodriguez

Topic:

There is accounting for taste.



Grades:10-12

Objectives:

-Students will examine their personal history for insights into their influences.

-Students will learn to analyze their own tastes and preferences in art and culture and will use this knowledge to create an artist statement and self-portrait.

Core Curriculum Standards:

Standard 1.1 (aesthetics)

B. 2. Formulate a personal philosophy or individual statement on the meaning(s) of art.

Standard 1.2 (creation and performance)
D. 2. Perform various methods and techniques used in the production of works of art.

Standard 1.3 (elements and principles)

D. 2. Analyze how a literary, musical, theatrical, and/or dance composition can provide inspiration for a work of art.

Supplies:

Online access
Personal Sketchbooks
Magazines
paper supplies
illustration supplies

Anticipatory Set/Introduction:

Start by playing a strange piece of music. Play something that will cause at least some negative reaction among the class. Then get into discussion about personal taste. Talk about why we like what we do and how our environment and upbringing has affected our taste. Most people never bother to investigate the origin of their tastes, but when there is self-reflection, insights into those questions occur.

Procedure:

1. Discuss what may or may not influence people into liking something. Why some people are proud to proclaim their “likes” for some things but are ashamed to admit that they enjoy something else. (something that may not be popular to like)

Talk about the effect role-models have on our tastes. (we want to be like them so we want to like what they like)

Talk about examples from movies or programs, family (younger siblings), etc.

2. Talk about ways in which students can discover more about their motives when it comes to art. Ways in which they can find their true purpose for creating art. Talk about journaling, morning pages, dream-journal, learning to pay more attention to the qualities of the art they like.

Talk about the stages artists go through when doing art. They learn, they emulate, discover their own voice and direction and blossom.

Talk about finding purpose and developing an artist statement.
Show many examples. Some are long; some are short and simple. It is up to the individual what their statement is going to be. It is intended to be something that is constantly changing and this is just an introduction.

3. Self-discover exercise:
Have students fill out an online questionnaire.

See “Online Survey” on Electronic Portfolio

Questions: (to be discussed)

-Did you discover something about yourself? (something that you may have forgotten)

-Did you recognize any pattern in the types of interests you have?

-Did you notice in any changes of your taste?

-Share one question/answer with class


4. Talk about Dream interpretation and analyzing the dreams to understand what is going on in our consciousness.
Discuss other ways of being introspective
-meditation
-finding quiet
-engaging in right-brain activities



5. Homework
Have students start morning pages. Also encourage them to write down their dreams.
(1-2 pages of stream of consciousness journal writing)
*tell them that this will not be read by anyone, but will be checked to see if it was done.

Final Project: Self-portrait.

Students will do a self-portrait in a 10/14 in. illustration board in any medium of their choice and will incorporate a quote or section from their artist statement.

Assessment:
Survey: Rubric
Homework: check to see that journal writing is done, but do not read. Privacy is important if students are to be open and honest.
Final Project: class critique/rubric