Artwork Title: Hortatory

Name of Artist: Karmilah Khamis, Marie-Elena Louisa Soliano, Michelle Han Shu Qing, Md Lokman, Zaki Zulfakar

School: Si Ling Secondary School

This lesson is suitable for students in: Secondary 3/4

Introduction:

DURATION:

12 periods OR 2-Day Art Programme (Post Exam Activities)

TOPIC:

Visual / Conceptual Thinking through Decollage

LESSON IDEA:

In this lesson idea, students could be asked to think about Contemporary Asian Art Form versus Traditional Art Form.

A possible elegant art task could be:

Create an artwork that shows your relationship with others, or with objects. Use recycled materials and personal artefacts that are symbolic to you.

Drawing inspiration and ideas from your own culture, familiar social structures, inter-generational relationships.  i.e. generation gap

CLASS PROFILE & PRE-REQUISITES:

  • Students would have already learnt about Modern Contemporary Art Movement.
  • Students have acquired an understanding of Elements of Art (EOA) and Principles of Art (POA).
  • Students would have basic understanding or experience with collage at lower secondary level.

Objective/ Introduction:

Students will be able to:

  • Gather and use relevant objects, as symbols or metaphors, to illustrate relationships
  • Use recycled materials to give renewed meaning
  • Experiment with a new media, besides painting and design

MEDIUM / TOOLS:

  • Damaged musical instruments (due to be discarded by the school)
  • Wooden drawers /found objects
  • Personal artefacts of symbolic importance (objects have stories behind them)

LESSON PLAN

STEP SUGESTED TIME PERCEIVING & APPRECIATING RESOURCES

1 10min Pre-activity

1. What do you see in these photographs?

 

2. What similarities can you see between the two artworks?

 

3. Why do you think is the artistic intent in the choice of medium?

What made you say that?

 

4. How else can we convey a similar artistic intent in another medium?           

             

  Artwork title: “Hortatory” Totally Fried up but absolutely delicious decollage (2016)

Name of artist:    Zaki Zulfakar Noordin

Or

Artwork title: “Fountain” (1917)

Name of artist: Marcel Duchamp

 

(Students to cross reference with other interpretations of “Hortatory” 2016  by artists:

Michelle Han

Md Lokman

Karmilah Khamis

Marie Soliano

 

And works by Joseph Cornell

2 40min OBSERVING, GATHERING AND IDEATING RESOURCES

    Students in group of fours to choose ONE SECONDARY colour. With the chosen colour, they are required to create a mind map as well as art vocabulary associated with the colour with the cultural and social context in mind.

 

Students will go around school compound to capture images of object/s associated to their work. They can also use these objects as part of their artwork.

 

Students as a group choose the “frame” that they want to work their collage on. These frames could be unused drawers, musical instruments etc

 

Students should explore a diversity and range of possibilities that best describes/illustrate their ideas as a team.

 

Homework:

Each student to bring at least 4 recycled items from home that best suits their concept with the following design principles in mind:

Concept (Create an artwork that shows your relationship with others, or with objects)

Symbolic, focus on what is necessary and tells a story

Colour decided by the group

– Keeping in mind the restriction of Space

-Purposeful Texture and designs to accentuate their work

 

 

 

 

Android phones/iphones

 

3 120 min EXPRESSING AND EVALUATING RESOURCES

    Students as a group will select the best items from their pool of resources that can best be used as symbols/metaphors to represent an* emotion and or idea

 

Students will seek advice and assistance from Art teachers and technicians on ways to assemble their works

 

Students to do reflections based on their observations and to make decisions as a team on the best ways to represent their artwork

 

  Materials provided by school:

-Hot glue gun, cutting tools , paints etc

-Collaboration with D&T technicians to provide technical support such as drilling etc

 

Materials brought from home by students

 

Samples and prototypes made by teachers

 

4 60min COMMUNICATING AND APPRECIATING RESOURCES

     

Students will curate their exhibition

 

Every member of the team needs to do a short presentation and brief about their artwork

 

Everyone else is invited to give positive feedback. Each group to nominate one member to be a scribe to record down relevant and purposeful comments  

Classroom to be transformed into a mini exhibition space or they can use the school’s art gallery

Alternatively, the artworks can be exhibited at the hall and open to all students

 

 

 

5 20min EVALUATING RESOURCES

    Teachers recapped learning activities and highlight some useful key learning points and strategies used by students that may be beneficial for future inquiry-based learning. Quote some successful practises from classroom observations.

 

Teacher brief students on follow-up activity from this lesson.

 

 

 

 

 

 

Teacher’s own resources on observational  studies

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