Integrated Arts?

The Integrated Arts is a model designed to offer support, extension, and supplementary experiences in content areas through interdisciplinary arts activities. The Common Core Standards' emphasis on developing depth and rigor in thought and the ability to communicate relevant information with increasing skill provides the necessary impetus for this model. Content will be viewed through many lenses, allowing the entirety of relevant ideas to be processed and applied broadly and with added depth. Work with visual arts, music, drama, literature, writing, technology, and design will be incorporated and collaboration with classroom teachers will be ongoing. As Yeats wrote, "Education is not the filling of a pail, but the lighting of a fire". The Integrated Arts is an opportunity to light a very purposeful, very directed fire.

Friday, September 27, 2013

Ziggurats and Minimalism- a study in similarities across millenia




 The painting begins...

Sixth grade students study incredibly interesting civilizations as part of their social studies work. The first of these is the Mesopotamian culture. Mesopotamia was built around some of the first successful specialized labor groupings. Relatively few farmers could feed the masses while others worked on other necessary jobs. This allowed time for some of the first large-scale architectural works. The ziggurats were pyramid-like structures which were both religious temples and symbols of privileged power. They were bold and powerful in line and design.

Some millenia later, American artists like Donald Judd, Frank Stella, Mark Rothko, and Barnett Newman explored demonstrating power through simple, spare design and color work in a movement called Minimalism.

The task set forth for our students was to understand the basic design premises of both periods and compare them for similarities. Then, after developing an assessment rubric, compose an original minimalist work to be displayed in array with classmates in the form of a zuggurat which echoes the power, mystery/religious nature, and formality of the mesopatamian monuments. The thinking was rich and conversation began to shift perspectives about both art and understanding of design. Students grappled with how to make something so simple still hold power and elegance. We are now in the middle of the painting process, expected to take two class sessions, and will move on to formal presentation and justification of artist choices in written and oral presentation.

I appreciate the thoughtful and brave pursuit of new thinking that our sixth grade students have brought to this project.

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