You should turn in the following by Monday, June 4th –
- Your gray Guerilla Art Project Plan sheet
- Your observations and notes from the project
- Your written reflections to the questions below
In class, we will discuss (and then add written reflections upon) the following:
- What impact does Art have upon one’s mind? How does it affect individuals?
- Which pieces were the most important?
- Which pieces were the most shocking?
- Which art pieces were most popular?
- Which art pieces had the greatest impact on our culture? Was that impact good? Bad?
- What did Art do the culture of the school? How did the tone of the day change?
In addition, your reflection should include the following reflections about your own installation:
- Your notes and observations of your art.
- Did you achieve what you intended to achieve?
- How did people react? What did they say? Do?
- Did you get additional reactions that you had not intended? If so, what were they and why did they happen?
- What did you learn about art by doing this project?
- If you were to do things differently, what would you do to enhance the reactions of the public?
- What did you learn about ‘the public’ and their ability to understand art?
Guerilla Art visitation
Today, during class [or at another opportune time], spend about 15 minutes to observe others interacting with your work. The goal is to gather at least 15 observations (that may take 5 minutes or longer) and then to wonder (in writing) about whether or not your installation achieved its purpose. A model might look like the following:
|Freshman girl stops, looks, turns to friend, then laughs
||She looked directly at the collage portion – It seemed as if she was laughing at the Bieber portion of the collage. She didn’t seem to link it to the Satan drawings nearby – perhaps a missed opportunity…
||Perhaps the positioning needed to be more deliberate. Do I have to train people to interpret my art? Is that like explaining a joke? Is it a failure if I have to tell them what it means????
Your observations and the following steps will accompany the following in your Ethics/Art journal to be collected next week:
a) Your plan – originally submitted to Mr. Braman – with your initial expectations
b) Your observations – done today at some point [see grid above]
c) Your reflections – after you are done presenting and observing, you should consider the questions from the assignment sheet. You will need to do written reflection that will go into your Journal.
d) Lastly, you may include discussion notes from Friday, June 3rd as we debrief the process and the things you have learned.
Guerilla art is a fun and stealthy way of sharing your vision with the world. It is a method of art making which entails leaving anonymous art pieces in public places. It can be done for a variety of reasons, to make a statement, to share your ideas, to foster discussion within a community, to send out good karma, or just for fun. Guerilla artists often have a belief in the importance of making art without attachment to the outcome. They do something that has nothing to do with making money, listening to the ego, or earning praise.
Your Art assignment is as follows: Create some form of art and display it in a public place.
ALL ART INSTALLATIONS MUST BE APPROVED.
Your art may be anonymous… but you will need to install it before the end of class on Thursday*.
You will need to tell Mr. Braman where your art is located so it can be observed, & evaluated.
You will be evaluated on:
the thought invested into your plan [due Tuesday] the observations and reflections you make as others interact with your art when they see it on Thursday
the art you create –
Does it get noticed? Does it have a deliberate intent or message? Is it a quality effort?
Is the installation completed by EOC? Is the location appropriate? Did you avoid brick?
the cleanup – [Is your art taken down by 3:00 on Thursday afternoon?]
Consider Guerilla art as one option for your assignment.
Remember, that this is not the time for the philosophical discussion suggesting all is art. To turn in a brick, or to do a stick drawing is not going to cut it. Your purpose is to create art that will inspire thought in individuals. What thoughts you hope to inspire is up to you.
Now it is unacceptable for you do anything illegal, potentially life-threatening, or possibly preventing the learning of others. Though this isn’t the place for mischief, there is something wonderfully interesting about provoking thought by leaving some form of art in public places.
Sidewalk chalk Sticker art Journals (pass it on) Object leave behinds (money, gifts, junk)
Flyers/posters Painting/drawing Performance Art (theatre, music, mime, etc.)
|Public Art Display Project Rubric
|| [these will earn a failing grade for Display]
Is displayed publicly
Disrupts the learning of others
Interacts with the intended audience
Reflects an investment of time, thought
Causes damage or leaves a mess for others to clean
Breaks school rules or creates a dangerous situation
|Is purposeful in content and presentation
||Does not get noticed by a substantial # of people
Art Evaluations: Written Plan /50 Display /50 Reflection /25
Reflection ideas: a) How did people react to/interact with your art? b) What did you learn (about self, peers, art, artists) by doing the project? c) How would you do things differently? [2+ pages] due 6/4/12
As you are working on your photography assignment, you might take a minute and reflect upon the things you learned or were inspired to consider after his visit on Tuesday. I hope you had a chance to view some of his work. If you didn’t see it, here are a few of his photos on the Seattle Times Photography site. If it works for you, click on the ‘leave comment’ link on this post. If it tells you ‘comments are closed’, then send me the comment to my school email and I’ll put it on individually. I know many of you appreciated the visit and I’ll try to send some of your thoughts to the Seattle Times.
Those of you with drafts due on May 24th should submit to the substitute your work in two pieces –
- a polished draft with rubric inside
- all portions of drafting and peer editing
In class Thursday, students should work on their photography assignment. The assignment has four parts:
- Find a photograph that you would say has great aesthetic value [not personal value]. Choose it for reasons beyond it’s subject matter or personal meaning. Avoid a family photo.
- Analyze the photograph and synthesize your analysis into a paragraph explaining its essential elements. Include the paragraph on the same 8 1/2″ x 11″ paper as the photo.
- Take a photo [it must be a photo taken since Tuesday…] that meets as many of your criterion as possible.
- In a paragraph, analyze the elements contained in your recent photo and reflect on the process it took to create it. Those responses that can incorporate learnings that relate to the Ringman presentation and make connections to their own experience as a photographer will merit extra consideration.
This assignment [on 2 sheets of paper] will be submitted/published at Skyline… those who wish to also email me a copy of their work with a note giving me permission to post their work on the blog, will be considered for publication on the blog. Please attach the photographs in the email. Please put “My Photography Assignment” in the subject heading.
In addition, please feel free to send a comment to me thanking Steve Ringman for coming to class and speaking to you. I’ll approve the comments as they come in and they will appear on the blog.