BRING THE ADIRONDACKS INTO YOUR CLASSROOM


ADIRONDACK CHALLENGES

Artwork Inspired by the Adirondacks
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Grade: 11th - 12th grade
Class: Art Elective and possibly Social Studies and English Language Arts
Author: Ashley Havens
NYS Content Area Standard:
The Arts:
Standard 3: Responding to and Analyzing Works of Art
NYS Interdisciplinary Standard:
Social Studies:
Geography
Adirondack Curriculum Content Area:
Culture & The ArtsHuman History
Performance Indicators:

Art Performance Indicators 1 & 2

  • discuss and write their analyses and interpretations  using appropriate critical language
  • identify, analyze, and interpret the visual and sensory characteristics that they discover in natural and human-made forms

Social Studies Standard 3 Geography: Performance Indicator 4

  • describe the relationships between people and environments and the connections between people and places
Keywords: art history, art analysis
The Challenge:
Investigative Question or Issue: How has/does geography of an area affect and/or inspire artists?
Context:

Although originally conceived as a challenge for Art class, this project might lend itself nicely to a multidisciplinary approach combining elements of Art, Social Studies, and English Language Arts. The teacher(s) involved may want to create interest in this project by showing students a slide show of different geographic features of the Adirondacks along with artwork inspired by these features. These slides might be accompanied by musical selections from the time period in which the artworks were created and photos of national events taking place at that time as well.

This slide show should be followed by a discussion that explores student reactions to the presentation:

1) What are your responses to the images you have seen?

2) In what ways might these places, events, images and sounds be connected and interpreted through the work of the artist? What is the evidence in the artwork that supports your thinking on this?

The Challenge:

In teams of two paired with the help of your teacher, select an artist whose work you believe has clearly been influenced by the Adirondacks. Research your artist using approved on-line and other resources.

Create an engaging and informative PowerPoint presentation that introduces your artist, the geographic and social context of his work, and your interpretation of his/her work to the class.

  As you prepare your presentation, please consider the following:

1) Your presentation should  be no longer than 3 minutes in length

2) Your presentation should include a title slide that identiies you as authors and indicates the topic you are exploring 3) Your presentation should include several well designed slides that communicate (both in text and illustrations)  your researched response to the following Focus Questions:

  •  
    • When and where did your artist live?
    • What experiences did your artist have with the Adirondacks that you think influenced his/her work? What evidence can you show of this influence?
    • What was going on in the United States at the time of the artist's work that may have influenced his/her work? What evidence can you show of this influence?
    • What is your interpretation of your artist's work? What response does it evoke in you?

4) Prepare a well written, one page essay/summary of your findings to give to the student audience so that they may follow the major insights of your presentation. This essay/summary should meet all the criteria for Quality Writing posted in class.

Both members of your research team should share equally in the preparation of your presentation and be prepared to respond to questions regarding any aspect of your work.

As a corollary to this presentation, each team member should produce a two-dimensional work of art that is in the style of the chosen artist or is inspired by local geography that is personally meaningful. This work will be shared with and critiqued by class members

The student should also write an entry in their personal journal explaining the reason for their choice of geographic location and its meaning to them.

Student Handout

Examples of Student Work

Quality Standards:

PowerPoint Presentation

  • Presentation is engaging and informative
  • Presentation is no more than 3 minutes in length
  • Presentation begins with a title slide that identifies the authors and the topic of the presentation
  • Presentation includes several slide that address all of the Focus Questions directly and fully
  • Presentation includes a one page essay/summary of the major insights of the presentation that is given to the audience. This summary meets all criteria for Quality Writing.
  • Each member of the research team shares equally in the preparation of their product
  • Each member of the research team  adequately responds to questions about any aspect of their work

Personal Work

  • Each team member produces a two-dimensional work of art either in the style of the featured artist or inspired by a feature of local geography that is personally meaningful
  • Each team member writes an entry in their personal journal explaining the reason for their choice of geographic location and its meaning to them
Product Quality Checklist
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Standard/Criteria: Points Possible: Points Awarded:

PowerPoint Presentation

  • Presentation is engaging and informative
  • Presentation is no more than 3 minutes in length
  • Presentation begins with a title slide that identifies the authors and the topic of the presentation
  • Presentation includes several slide that address all of the Focus Questions directly and fully
  • Presentation includes a one page essay/summary of the major insights of the presentation that is given to the audience. This summary meets all criteria for Quality Writing.
  • Each member of the research team shares equally in the preparation of their product
  • Each member of the research team  adequately responds to questions about any aspect of their work

Personal Work

  • Each team member produces a two-dimensional work of art either in the style of the featured artist or inspired by a feature of local geography that is personally meaningful
  • Each team member writes an entry in their personal journal explaining the reason for their choice of geographic location and its meaning to them

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