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Using Visual Art in History

Using Visual Art in History. Kristy Brugar Michigan State University. Museum Walk. Take a walk around the room. Observe the images displayed. What do these images have in common?. Revolution. rev ⋅ o ⋅ lu ⋅ tion    [rev- uh - loo -sh uh n] Noun

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Using Visual Art in History

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  1. Using Visual Art in History Kristy Brugar Michigan State University

  2. Museum Walk • Take a walk around the room. • Observe the images displayed. • What do these images have in common?

  3. Revolution rev⋅o⋅lu⋅tion   [rev-uh-loo-shuhn] Noun 1.an overthrow or repudiation and the thorough replacement of an established government or political system by the people governed. 2.Sociology. a radical and pervasive change in society and the social structure, esp. one made suddenly and often accompanied by violence. Compare social evolution. 3. a sudden, complete or marked change in something: the present revolution in church architecture. Dictionary.com

  4. Observations • Clarification of Images • What are some things you noticed about the selected images?

  5. Discipline-Based Art Education(DBAE) A student's understanding of the meaning of an artwork increases when the student experiences working with the materials and processes that artists use to create art. Understanding also broadens with knowledge of when and where the work was made, the creator, the function it served in society, and what experts said about it.

  6. Components of DBAE • Art history: Students study the artistic accomplishments of the past and present as motivation, examples of style or technique, and as discussion topics, especially in relation to cultural, political, social, religious, and economic events and movements • Art criticism: Students describe, interpret, evaluate, theorize and judge the properties and qualities of the visual form, for the purpose of understanding and appreciating works of art and understanding the roles of art in society. • Art production: Students learn skills and techniques in order to produce personal, original artwork. • Aesthetics: Students consider the nature, meaning, impact and value of art, are encouraged to formulate reflective, “educated” opinions and judgments about specific works of art, and examine criteria for evaluating works of art. (Clark, 1991)

  7. Art and History • All dimensions of the history of humankind, like the history of art, include a description of when, where, and by whom. • Historical criticism, like art criticism, requires analysis of the unique features or aspects of the event, interpretation of how the event influenced the world around it, and judgment about the importance of the event in the historic continuum. **Production & Aesthetics will be aspects of your digital stories

  8. Working with Art in HistoryActivity • Each participant will be given part of an image. • Find other participants to create a complete image. • Answer the following sets of questions about your image. • Don’t worry about the “right answer” - make an educated answer based on what you know and see.

  9. For analyzing images, the following questions are a starting point: • Why was the image created? • What does the image reveal about its subject? • What is the point of view of the image? • Whose story is it telling? • What is the setting of the image? • What sorts of details does it include or emphasize? • What sorts of details does it exclude? • What are the underlying messages of the image and motives of the artist? • How long after the event was the image created? • How does this influence the image's content or perspective?

  10. For Elementary Students: Guiding Questions • What do you see? • What does the painting suggest about the place or the historical period of the event? • Is it an accurate representation? Explain. (Brophy & Alleman)

  11. Art Timeline • Place images in chronological order. • Museum Walk 2: • Review images & think about guiding questions: • What do you see? • What does the painting suggest about the place or historical period of the event?

  12. Museum Walk 2 • Are any changes necessary to the timeline of images? • While we review the chronology, we will discuss the guiding question: • Is it an accurate representation of this time, place, and event? Explain.

  13. http://www.metmuseum.org/explore/gw/el_gw.htm

  14. What are the big ideas portrayed through these images? • Questions • Concerns • Comments

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