Authorship: Hung Liu Title: Refugees: Little Girl Original Location: N/A Big Idea/Subject: Social Order Major Theme: Refugees Medium/Presentation: Oil on Canvas Visual Components: Color, Emphasis/Dominance, Gradation, Radiation, Rhythm, Scale, Shape, Value, Variety Category: Fine-Art Description/Interpretation:
“Known for paintings based on historical Chinese photographs, Hung Liu’s subjects over the years have been prostitutes, refugees, street performers, soldiers, laborers, and prisoners, among others. As a painter, Liu challenges the documentary authority of historical Chinese photographs by subjecting them to the more reflective process of painting. Much of the meaning of Liu’s painting comes from the way the washes and drips dissolve the documentary images, suggesting the passage of memory into history, while working to uncover the cultural and personal narratives fixed – but often concealed – in the photographic instant. Washing her subjects in veils of dripping linseed oil, she both "preserves and destroys the image.” Liu has invented a kind of weeping realism that surrenders to the erosion of memory and the passage of time, while also bringing faded photographic images vividly to life as rich, facile paintings. She summons the ghosts of history to the present. In effect, Liu turns old photographs into new paintings.” -From Hung Liu’s Bio on her website An image of a young girl, appearing to be frightened, is surrounded by a collage of paint and linseed oil. A red bird adorns her head above her left eye. The viewer’s eye rotates in a radial pattern from the focal point, the little girl, towards the bird, following the linseed oil drips to an image of buildings pointing to a figure on the left hand of the canvas, all to continue through waves of brushstrokes. This work captivates the viewer through mystery and radiance. The dripping linseed oil creates a somber tone for the young girl; she appears to be teary-eyed while she slightly looks down into her clothing. She is alone besides the waves of color swirling around her. She is the least colorful on the entire composition, yet she is the focal point. The title gives us a clue to the context: she is a young refugee. The longer I look into this painting, the more I begin to question the life of this young girl. Is she alone? Is she afraid? Will anyone help her? I believe Hung Liu created this piece, along with others in the series, as a statement to the terrors and tragedies refugees face. The young girl is painted with little to no color, yet she is surrounded by color. The red bird adorning her head serves as an icon of freedom. In Chinese culture, red is considered a lucky color, and this young girl is surrounded in red. But red also symbolizes blood, death, and despair. What does the red symbolize for her? Her faded memories or her rough and tiring journey surround her in a radiant storm. How many homes must she pass through? How many people must she pass on the street? How many stamps until she finds a home? Her eyes pierce the viewer and forces the viewer to question her validity and place in our social hierarchy. She’s a young bird who has travelled far, but has been left bloodied and tired. Use in Teaching: What do you see? What stands out to you the most in this painting? I want you to look at this painting a little while longer. What more do you see? Do your thoughts change as you notice more details within the work? What do you think the artist was trying to say? There’s a saying that a picture is a thousand words, but what of a painting? Do your thoughts on the piece shift once you learn the title? What if I told you this was of a refugee girl? Many times, we are left to assume a story until the author, or in this case, the artist tells us the story. Can you think of any other images where the meaning changes once you learn the purpose of the piece? Many works of art leave us with more questions than answers, and we interpret works of art in a variety of ways. Although we may not all come to the same answer, we are still drawn to artwork for a variety of reasons. Find a partner and discuss the other works I have provided of Hung Liu. Discuss her bio on her website and how her process of creating work alters your perceptions of her messages. After working in groups discussing her work and the importance of storytelling in artwork, students will begin a multimedia painting. I want you to find an image, or multiple images, in either the newspaper format or printed from a computer. We will learn how to work with multimedia on canvas to create a textured surface. We will then alter these images with paint and other multi-media materials. A key question to think about while creating this work is: How am I altering the truth to the original image?
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Authorship: Mr. Brainwash Title: Campbell's Condensed Trooper Spray Original Location: Art Wars Exhibition (2013) Saatchi Gallery, London, UK Big Idea/Subject: Materialism Major Theme: Iconography Medium/Presentation: Mixed-Media Sculpture Visual Components: Balance, Color, Scale, Shape, Emphasis, Repetition Category: Pop-Art Description/Interpretation:
To begin to understand this piece, two references must be addressed: Andy Warhol’s Campbell Soup Cans and the Star Wars films. Mr. Brainwash’s Campbell’s Condensed Trooper Spray is a form of Pop-Graffiti. Graffiti is typically made from spray paint. The depiction of the Campbell’s soup can is in direct relation to Andy Warhol’s Pop Art. The artist altered this paratrooper helmet. The helmet is white with red, black, and gold accents. The upper portion of the helmet is red, similar to a Campbell’s soup can. The gold accents on the bottom are shaped as fleur de lis; they are repeated as a bottom border. The text in the upper portion in red says “Campbell’s Condensed.” The lower portion of the helmet is in white, and the text near the mouth piece says “Trooper Spray.” There are three, red spray nozzles resembling spray can nozzles: one on the top of the head, and two by the mouth piece. The eye guard is made of chrome and highly reflective. The entire helmet can be regarded as a spray can (in a storm trooper helmet form). A play on art history and almost seemingly a mockery of pop art exists in this piece. Two highly known forms of culture, Andy Warhol and Star Wars, are combined to create this work. This spray can would be near-impossible to use, if functional, due to the size of the helmet. The piece could possibly be worn, serving to be functional, but I strongly believe this piece was made to be obnoxious for function. From the works of Mr. Brainwash (his work has only been documented to be created by others in a large studio) that I have seen, I am lead to believe he is only well-known simply due to knowing big-name street artists. His work largely plays off of the culture he has immersed himself in: street art. His large influence from Banksy can be seen in his constant iconography of a spray can. Other works also seem to be strikingly similar to Andy Warhol’s works, and even runs a studio similar to Andy Warhol’s studio (hiring artists to create the work in a workshop). Use in Teaching: What do you see? Do you believe this is art? (Let students answer and explain their reasoning) In what ways can you argue that this work is art? In what ways can you argue this is not art? What if I told you who the artist was and that he hired others to make this piece for him? Street artists have often been told their work is not street art, but rather it is Graffiti. What is the difference between street art and graffiti? Is there a reason why one is regarded as a higher art form than the other? Do you think this is right? (Show images of Andy Warhol, Shepard Fairey, Banksy, and other Pop Artists) What do you see that these works have in common? Any common themes or topics? (iconography) We can all easily recognize the people portrayed; this is an element of pop art. For this assignment, I want you to find an image, an image that we all know (show an example: Shepard Fairey’s HOPE poster) and create a print by carving a block of that image. We will use two blocks using both sides for multiple colors. You will layer colors, similar to Shepard Fairey, to create your image. First, I want you to find an image, a well known image that everyone would know, and print it. We will then work in partners to discuss our ideas on how we can turn that image into pop art using printmaking before we begin. You are given two choices depending on your desired outcome: You can print directly on top of your printed image OR you can choose to represent your chosen image to the best of your ability with only printmaking tools. You must explain through your finished work and your artist statement: what message you want to make about your print. Do not simply copy the image, alter it to make a statement. Be sure to show: -Printmaking demonstration -Examples of student work using both methods (printmaking over the printed image and use of only printmaking) Authorship: N/A Title: N/A, but regarded as Pure Gold Original Location: Street art at an abandoned guest house, Street 80, Beoung Kak, Phnom Penh, Cambodia Big Idea/Subject: Community Major Theme: Property Rights Medium/Presentation: Street Art Visual Components: Line, Direction, Form, Movement, Repetition, Shape, Space Category: Non-Art Description/Interpretation:
Pure Gold is spray-painted street art fixed between two corridors of a crumbling, abandoned building. Beneath the piece, trash and waste is clearly visible. This area is a dump for many residents in the area (many Southeast Asian countries struggle with this issue). The environment surrounding the street art is important to note in an attempt to understand the purpose. The street art consists of an abstract, yet seemingly mechanical image. There are shapes of circles, lines, and rectangles throughout the form with what appears to be circuit-lines softly protruding from the central image. The image appears as though they are the inner workings of the building. The two colors used are gold and black with varying shades (the black spray paint is used for shading). The color choice is peculiar for the setting. Gold is considered as a luxurious color, and this piece exists in an abandoned guest house in Cambodia. The trash surrounding the street art, give the sense of the art being a phoenix rising from the decay and filth. While the environment is in shambles, this art works as an aid to alleviate the symptoms of living in a decaying world. This “inner image” of what lies beneath the decay (that being the crippling building) is luxurious. What lies beneath the rubble is something beautiful. I personally believe that the street art of Cambodia is created to alleviate the void of art in a crumbling environment. Most of the rural portions of Southeast Asia are crumbling and filled with trash. If some of these depressed areas can be canvases of art to “fight the filth,” I am sure many of the residents can find some beauty in their daily lives. Use in Teaching: Is this art? Why could this be viewed as non-art? The Cambodian government deems this as non-art and promptly paints over or destroys the work. Why could we also argue that this is art? This piece is located in Phnom Penh, Cambodia where many street artists have “marked” places throughout the city. (show more images) Handout article: http://sea-globe.com/hitting-a-wall-street-art-phnom-penh/ and have students read. After reading, ask: What does the article say about the Cambodian government? Do you think the citizens agree with the government? (the article shows differing opinions – some citizens do not understand the art while some praise the art) Who might be affected by this street art? (think of home owners who may have to cover the art themselves) (Show images of Western street artists like Banksy and Shepard Fairey) What do we think of these street artists? What makes them different? Why do we place certain street artists on a pedestal while others are quickly “erased?” Can street art “revive” areas? 2 ways to approach: 1: Create a community mural project (if the school allows for a mural, that would be best) We first need a theme – let’s create a list of ideas and vote on them. We will work to incorporate more art into the community. (this project would highly depend on the resources and provided location for art to be placed) 2: Create “street art” on clear plastic sheets similar to Aug(de)mented: https://www.youtube.com/watch?v=gpum4nK2wOM What do you enjoy about Aug(de)mented’s work? Is this kind of work achievable? Everyone will receive 3 pieces of clear sheets to draw on with sharpie. I want you to have 3 areas of the town or school that you would like to “improve” through art. Now, we do not want to physically alter any area due to various reasons, mostly legal, so using a method like Aug(de)mented is a safe way to convey our messages without harming property or breaking any laws. Find your three areas after creating your art on your plastic sheets and take photos of you holding up your drawing to the three various surfaces in the community/school. After photos are taken: write a reflection on the process and share your thoughts on how art can benefit the community. Authorship: Shepard Fairey Title: We the People (from series) Original Location: N/A Big Idea/Subject: Cultural Judgment Major Theme: Protest/Propaganda Medium/Presentation: Print (Printed in Newspapers for Protest Purposes) Visual Components: Color, Line, Emphasis, Rhythm, Value, Balance Category: Pop Art Description/Interpretation: The artist created a red, white, and blue print for the purpose of large distribution. The print was published in the Washington Post to use the poster on inauguration day. The purpose of printed distribution via newspapers was due to the ban of banners and signs on inauguration day. Being printed in a newspaper, an allowed medium at the inauguration, allowed protesters to visually represent their beliefs. The form is of a Muslim wearing an American flag as a hijab. Her lips are red, creating a focal point. Her eyes draw attention to the viewer as well due to staring directly at the viewer. Below the image of this portrait states “We the People Are Greater Than Fear.” This propaganda piece was created in response to the election of Donald Trump, and this piece accompanied two more prints by Shepard Fairey, one depicting a Latina woman with a rose in her hair, and one of an African-American woman with dreadlocks. As the quote states, the piece was created as a message stating that the protesters are not afraid and are American citizens. “We the People” has been a popular phrase used to declare the citizens of the United States. These posters create a statement that marginalized women of color in the United States are powerful forces that are declaring recognition from the government. Each woman is looking to the viewer, forcing the viewer to acknowledge their presence. Their declaration “we the people,” ushers the viewer to see them as American citizens in a government that looks down upon them. Artists have been creating artwork in response to politics throughout history. Propaganda posters were frequently used throughout World War II: Germany used anti-American themes in mass-produced prints and the United States created themed prints of Americans working together as a unified country to fight against the Axis Powers. Many artists are heavily involved in the political process through political cartoons that frequent newspapers to political propaganda shared in the streets. Shepard Fairey’s recent work represents the history of artists sending political messages in newspapers. Use in Teaching:
Art is relevant in the news. Do a quick online search for recent artwork created, write a short response about the piece, and include the article you found the image(s) from. What is important about studying “up and coming” art? Why is art an important form of expression? During difficult times as well as major changes to life, art has been present. Why do you believe art is important during times of distress? Does art unify causes? Being “up-to-date” with the news is important, but so is studying the current art being created. Studying art history is useful, but we must also study the present. After researching a current artist responding to any current headline in the news, write a paragraph response to the work. You will share your findings with another student in the room. Please discuss these questions: Why did the artist create this piece? What is the significance of creating artwork as a form of propaganda? What are your thoughts on your partner’s selected artist? After exploring various artists and ideas, you will create your own “propaganda” poster. Find an article published within the last year on a subject you care about and create propaganda art in response on paper. Begin by sketching your idea. Will you include words? Will there be color? Where would you want to place your poster? Would your poster be printed in mass quantities (think about printing and color usage)? Or would you create a select few (this would allow for more color)? Posters may be printed via printmaking, drawn, or created in photoshop. (For this assignment, a list of issues can be “pre-picked” by the teacher to prevent too controversial of topics – selected newspaper articles can be provided as well if computers are not easily accessible) Authorship: Emily Greer Title: Cognitive Headway Through D&D Original Location: Online - Digial Art Big Idea/Subject: Mental Health Major Theme: Relationships Medium/Presentation: Digital Art Visual Components: Balance, Color, Emphasis, Line, Movement, Space Category: Fine Arts Description/Interpretation:
The artist depicts three people playing Dungeons and Dragons at a dining room table in a family home. A clue to this being a family home is visible in the family portrait visible on the left wall. The three figures are placed around the table with the center figure being the dungeon master (the person who narrates and guides the game). We know this person is the dungeon master because she has a “security folder” guarding her notes. The two players on her left and right both possess playing dice and a character sheet. We can assume there is a third player who is currently away from the table due to another character sheet and set of dice appearing in the lower left corner. The dungeon master is holding a d20 die which has been split in half. A light-blue glowing substance is seen pouring into the minds of the two present players. This substance is feeding plants growing from the minds of these two players. The dungeon master is stimulating brain growth in the players via running this campaign of Dungeons and Dragons. The two players are actively engaged in one another as they strategize across the game board. The title of this piece, Cognitive Headway through D&D, gives us a clue in interpreting the piece. Dungeons and Dragons provides stimulation for the brain. Playing a game seems like an unlikely form of “growing one’s mind,” yet this piece creates the argument that the group activity of playing Dungeons and Dragons indeed does aid in cognitive development. This piece provides a metaphorical visual to what occurs in the brains of board game players. The dungeon master is gleeful in providing “a nectar of brain stimulation” to the two players who are deeply involved in discussion debating their next move in their game. Not only are the players cognitively stimulated, they are collaborating to form a strategy within the game. This piece demonstrates building positive relationships with others in an activity that is beneficial to promote an active brain. The nurtured flowers also show the viewer the long-term benefits of playing board games; the flowers have been continuously nurtured for quite some time. Use in Teaching: This piece of artwork was created in photoshop by a local artist whose subject matter focuses on mental health and social anxiety. What do you think the artist was trying to convey in this piece? Have you previously or do you currently engage in an activity where you have been told you were “wasting your time” when you believed you were actively improving yourself via this activity? Some of you may know the game they are playing in this piece. Those of you who know the game presented, please share with the class the objectives of the game. (Then ask other students who did not answer:) From what your classmates have shared about this game, explain why playing a game such as this is beneficial for mental health. (Ask the class to create a list that will be written on the board): What other activities can be argued to be beneficial when they have been argued to be harmful? (provide one example) Videogames, for example, have been known to be blamed for multiple problems within society, but many videogames have been proven to stimulate language learning. (Create a list on the board of student ideas) Next, I want you to work with someone sitting next to you. Ask them: Do you enjoy an activity that someone has told you is a “wasted activity?” Discuss with your partner how this activity benefits you. You can use the list on the board as a reference. (After collaboration with partner) Now, I want you to design an advertisement promoting your hobby. You are encouraged to research how your chosen hobby stimulates the brain and/or is beneficial to mental health. Your homework is to gather images of you and/or your family or friends engaging in this activity. Next week, we will create photo manipulations in photoshop to create our advertisements. Authorship: Faith Ringgold Title: Change 1: Weight Loss Performance Story Quilt Original Location: N/A - Private Collection Big Idea/Subject: Determination Major Theme: Weight Loss Medium/Presentation: Photoetching on Silk Fiber/Fabric/Quilt Visual Components: Balance, Line, Repetition, Texture Category: Fine Arts Description/Interpretation:
The artist created a largely monochrome quilt with the exception of red within the border of the piece. There are seven panels that consist of black and white photos and eight panels of text within the quilt. These panels tell tales of the journey of weight loss. The quilt itself is one-hundred pounds, representing weight lost. A quilt represents the determination of weight loss through linking the panels of the story together to create a tale that is whole. The weight of the blanket contributes to the idea of determination of losing weight to better one’s health. Use in Teaching: We all have hopes, dreams, and aspirations. Some of our determinations require more time than others to complete. What are some goals you have set that required time to complete? Did you receive the desired outcome? Looking at Faith Ringgold’s quilt, Change 1: Weight Loss Performance Story Quilt, we can follow the artist’s journey of her determination of losing weight. The weight of the quilt is symbolic of losing weight. What is a current goal or dream that you hold? A new game system? A trip to the park? Doing well on your next test? What will you do to prepare yourself for your future goal? First, write about a current goal you have and your plans (step by step) on how you will achieve that goal. Second, sketch your idea in a series of panels representing your steps. What will you include in your final piece (fabric) that will represent your determination symbolically, similar to Ringgold’s quilt weighing 100 pounds? |