Building an Art History Timeline
(In conjunction with What the heck is that artist up to?)
Grades 7-12
PREPARATION
Materials:
• Pencils and scratch paper
• Computer paper
• Masking tape
• Colored makers
Resources:
• Computer with Internet access and color printer
• Handouts: examples of short biography with bibliography
Vocabulary:
• Culture - - a group of individuals with common bonds (e.g., family, friends, church group, country)
• Aesthetic - the compositional, thematic, and philosophical contents of an art work
• Social - the beliefs, attitudes, and assumptions of a culture
• Political - the laws, regulations and governmental policies of a culture
Overview:
Students will cooperatively make a timeline on the wall that uses biographies of artists and images of their work in chronological order. Traditional and traditionally disenfranchised artists will be represented. Multiple classes, and even semesters, can add to the timeline. The research and report aspect of the timeline can be seen in the lesson plan What the heck is that artist up to?
INTRODUCTION
Objectives: (Arkansas Dept. of Education Standards)
• Compare and analyze artists and their work to their contemporary aesthetic, social, and political concerns. (Grades 5 to 8 - 1.2.10., 1.3.11., 2.1.12., 2.1.13.) (Grades 9 to 12 - 2.1.17., 2.1.19.)
• Identify technological influences on artists and artwork. (Grades 5 to 8 - 1.3.8.) (Grades 9 to 12 - 2.1.18)
• Analyze and compare formal elements of the different artworks. (Grades 5 to 8 - 1.3.12. ) (Grades 9 to 12 - 2.1.16)
STUDENT ACTIVITY
Timeline
• On one wall of the classroom "draw" line using masking tape or a long ribbon of paper. Mark divisions of art historical periods, leaving more room for 20th Century art.
• See What the heck is that artist up to? (Alternative method would be to draw names out of a hat.)
• Place report and reproduction in correct place on timeline. Make labels for artist's name and birth and death as well as title, medium, date, and dimensions of artwork.
Timeline can be created by several classes and added to with more artists or details in subsequent years.
Critique
• Each student gives a brief report on their artist and the current events of the period.
• Class will compare artworks and how they relate to the aesthetics and political and social events of the time periods.
Possible critique questions:
• What technologies are evident in the artwork?
• How does the technique of this work relate to their subject matter?
• What is the artist trying to express? Is this successful?
• What are the ways we can approach art?
• How does the artwork relate to its time and culture?
• How does it reflect political activities at the time?
• How does the art work relate to other artworks of the time (aesthetics)?
• Why is this work important?
• How are you reacting to this and why?
• How good do I think this is?
• How do all of the works compare to each other? Similarities? Differences?
• Do you see a progression of techniques? Of ideas?
• What connections can I make to my own experience?
• How does art relate to life?
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