ART ED 478

UNIT: HEALING

ART HISTORY LESSON

JOHN SINGER SARGENT

"GASSED"

RESOURCE: https://hms.harvard.edu/news/harvard-medicine/musical-notes-healing

"When Conrad and his colleagues tested the patients, they found that classical music reduced blood pressure and heart rate, lowered stress-hormone levels, and reduced the need for sedatives. Another finding was more surprising: The patients’ levels of pituitary growth hormone rose by 50 percent, while levels of interleukin-6, which increases in response to stress, dropped significantly. These changes illustrate the potential of music to encourage relaxation and modulate immunity."

"There is the same world for all of us, and good and evil, sin and innocence, go through it hand in hand. To shut one’s eyes to half of life that one may live securely is as though one blinded oneself that one might walk with more safety in a land of pit and precipice." -OSCAR WILDE

QUESTIONS:
WHAT TOLL DOES WAR HAVE ON HUMAN BEINGS?
HOW DO WE DEAL WITH WAR?
WHAT ARE SOME OF THE COSTS?
WHAT ARE SOME OF THE REASONS?
HOW DO WE AS HUMANS RESPOND TO DEVASTATION?


DOES ART HAVE A PLACE IN WAR?
DOES ART PLAY A NEUTRAL ROLE IN WAR?
CAN ART BE A WEAPON? 
CAN ART BE MEDICINE?
HAVE YOU EVER HAD A HAPPY EXPERIENCE WITH ART?


http://arteyewitness.blogspot.com/2014/11/art-eyewitness-book-review-john-singer.html

http://whowhatwhy.org/2014/05/26/pictures-to-honor-memorial-day-with-art-no-words-are-necessary/

In the autumn of 1939, the Winged Victory was removed from her perch in anticipation of the outbreak of World War II. All the museums of Paris were closed on August 25. Artwork and objects were packed for removal to locations deemed more safe outside Paris for safekeeping. On the night of September 3, the statue descended the staircase on a wooden ramp which was constructed across the steps.^[15] During the years of World War II, the statue sheltered in safety in the Château de Valençay along with the Venus de Milo and Michelangelo's Slaves.^[16]

 " The Winged Victory of Samothrace, also called the Nike of Samothrace,^[2] is a marble Hellenistic sculpture of Nike (the Greek goddess of victory), that was created about the 2nd century BC. Since 1884, it has been prominently displayed at the Louvre and is one of the most celebrated sculptures in the world. H.W. Janson described it as "the greatest masterpiece of Hellenistic sculpture",^[1] and it is one of a small number of major Hellenistic statues surviving in the original, rather than Roman copies."



https://daily.jstor.org/healing-art-in-hospitals-today/

https://www.jstor.org/stable/29517700?mag=healing-art-in-hospitals-today&seq=1#page_scan_tab_contents

https://www.jstor.org/stable/29517701?mag=healing-art-in-hospitals-today&seq=1#page_scan_tab_contents

Art Ed 450:
Post a response to the following questions: What is the relationship between your experiences and ongoing artistic work to your curriculum and teaching.  How do you describe what you do as an artist.

Growing up in a family with eight kids and two parents to care for us all, I lived in an environment that was both playful and chaotic, prayer centered, and faith based. We were constantly seeking balance, and order. Rooms that took the whole army of us to straighten and clean could be demolished in a matter of one meal time, one afternoon with two friends over. Our house was full of durable things, worn out things, taped together things, because simply when you have that many kids pulsating through the environment, nice things are no longer the priority. They get broken, misused, colored on, spit-up on , thrown away, left outside-repurposed. My mom was an artist, but also very much so go with the flow. She cared about pretty things but cared about living more. We grew up in this house where physical beauty lived on the outside. It was found in moments. In the walks we took around the lock together, and the long necklaces my mom wore accenting her closet of simple dresses that were chosen over her 16 year periods of pregnancy- weight-gain, weight loss- they fit all her sizes. Beauty was seen in my sister anna's golden hair, in the bright red color of my mom's strawberry jam, it stood out brightly on the green granite countertop my parents chose because it did not show so easily every crumb that constantly found a home there, no matter how many time it was wiped off. Beauty was in my dad's soft hair, falling out gradually till one ay he buzzed it all off. He was still handsome. Beauty was my sister praying and teaching me how to see God in my everyday life. It was framed in my oldest brother Daniel's missionary service, and how Michael hung up the christmas lights every year for my mom, even though he didn't come home much any other time during those years. I saw it in the pancakes Uncle Jeff brought for me and my siblings, each Saturday when we went to visit grandma in the rest home. Food dribbled down her chin because she couldn't help laughing and smiling when we were there. I took this to mean she loved us, because I don't remember ever having a developed conversation with her.

I still think dark wood is elegant, and Norman Rockwell is the best painter who ever lived. He saw what I saw- beauty in the unpredictable, intamable , existence.

I am influenced the same. I want to paint people and landscapes. I want to use vibrant colors, and display figures realistically moving through scenes, that cameras were never quick enough to catch. I tell stories and want to tell more and more of them. 

This influences how I look at curriculum planning and teaching. I want to include themes and events that are significant in my students lives to what we learn and explore in the classroom. The classroom can be a safe place to explore what they fear, what is heavy and unknown, exciting and beautiful in the world they live in. So in planning lessons I like to plan for questions and time to explore and think and be. To try new things.

Art Ed 450

UNIT THEME:  Borders

                                               

1.  Questions:

How do borders affect our lives? What kind of borders do you see around you and your peers? Who creates borders? Are borders important? Are borders constructive or destructive? How do borders influence our sense of identity? How is our body like a border?  Do human beings create borders based on physical traits? What does the human figure teach us about freedom and borders?

2. Rationale: As students come to understand the perceived borders associated around body type and pigment t and personal/ natural/ cultural bordered they can work to improve or change them in creating  the life they hope for.
 3-5 Learning Goals:1. Help students examine the physical/ societal borders present in their own lives.
                                  2. Observation skills
                                  3. Writing skills
                                  4. Figure drawing
                                  5. Representation
                                  6.. Conceptual design

3. Knowledge Base:

Banksy, civil rights movements, Jackson pollock, Monet, Jesus Christ, Ei Wei Wei, Jewish Children's Holocaust Museum, Prague, John singer sergeant.

4. Learning Activities,

- learn about how scientists and researchers have recorded  Research and field journals over time.( from dark ages to now)
-learn about observational drawing
- learn about concept design
- study figure drawing
- architectural drawing
- representational drawing
- non- representational drawing.
-anatomical drawing

5. The Big Project:  

 Students will express their thoughts about the borders present in their own lives by doing an observational study of the borders ( perceived and physical) in their lives and how they interact with these borders, based on their own figure. they will record their thoughts and observations in a research diary and do a final art project describing their findings using sculpture or drawing to describe their indigna.