Title: The Institutional Theory and Geometry
Grade Level: 3
Time Needed: 30-45 minutes
Exploration: Hopefully this will spark some interest in children to want to work with sculpting a little more. Also to have them become more interested in their local artists.
Objective: Students will learn about the institutional theory and discuss what art is according to this theory. Students will be able to identify and create basic geometric shapes using sculpture.
State Standard: • Art: o Practice making geometric forms out of geometric shapes. Combine any 3-D forms using clay or found items into sculptures o Represent all 5 geometric forms in clay. o Using artist’s images, biographies, or any artistic periods to teach how to look at art, what to look for, and how to talk about it. National Standard: • Art: o Manipulate clay (slab, coil, and pinch) into a variety of forms and add textures by scraping, incising, stamping, or adding shapes. o Create a story or communicate an idea using each of the functions of art (utilitarian, decorative, and art that depicts events). • Math/Geometry: o Identify, compare, and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes.
Questions of Inquiry: • Jeronimo Lozano likes to make his retablos of actual events that have occurred; most of them are historical events from his culture. What event could you make a sculpture of? It can be something that happens every day, or once in a lifetime. It could be something that happens at school or at home. Concepts/Vocabulary: Geometric Shapes, Institutionalism
Artists Discussed: Jeronimo Lozano, Van Gogh, El Greco
Other Subject Connections: Geometry Teacher
Visuals/supplies: -Play-dough (can be homemade)
Preparation: -Make Play-dough -Prepare pictures of artists’ works and of sculptures –prepare geometry vocabulary
Student Materials: Shoe boxes or another small container.
Lesson Sequence:
Introduction • Start with a slide show of pictures of art that can be found in well-known museums (the Met, Louvre). Have some typical and not-so-typical artifacts in the slide show. As each picture comes up ask the students if they think the artifacts are art or not art. After they give you a reply tell them that it is art because it is in such and such museum. Do this with various artifacts.
• Explain to students that you were trying to convey the view of the institutional theory of art with your responses. Ask them if they have an idea what the institutional theory might be from your response.
• Give children a definition of the institutional art theory, (you might want to explain to them what institutional means) and discuss its meaning as a class.
• Show some slides of some famous artists whose works are in all the big museums (Michelangelo, Rembrandt, etc.) Explain how in the institutional theory their work is viewed as art because it is in a prestigious art museum.
• Show a video of Jeronimo Lozano. Is his work art? Why? Why not? Could his art be put in a museum? Why is it not there yet? Maybe he is living in the wrong era?
• Wrong time frame – possible that the public is not ready for some artists work… not ready to recognize it as art. Examples are Van Gogh and El Greco. Their work was not placed in these museums until after their death.
Demonstration
• Show a picture of a famous sculpture; tie it into the institutional theory if you want. Have students try to identify basic geometric shapes: circle, rectangle, square, triangle, sphere, cube, pyramid, cone, cylinder, prisms, etc. (should teach definitions of shapes prior to this lesson)
• After showing the students the sculpture, show a slide of shapes to remind them of basic geometric shapes. Remind them that 2-D shapes have length and height and 3-D shapes have length, height, and width
• Show a few more slides of sculptures and have students once again identify any geometric shapes they may see.
Work Time
• Split children into groups by table or by an activity/game
• Revisit Jeronimo Lozano’s retablo sculptures, and tell children that as a group they will make a retablo sculpture.
• Explain that Mr. Lozano’s work is based of actual events that have occurred; some events are historical and other events that he has observed in his life in America. Ask students what events they can represent in their sculptures. Have them collaborate to think of an idea for their sculpture.
• When students have their ideas, give instructions and rules on the play-dough usage. Also tell children that they need 5 basic geometric shapes in their group retablo sculptures.
• Give students time to make their sculptures
Clean Up and Management:
• While students are creating, walk around the classroom to help students and answer any questions.
• For clean up, have students in each group have a job. One for placing the retablos in the drying area, one to bring the remaining play-dough to the front, another to wipe the table etc.
Closure:
• Ask students what they learned today. Review the institutional theory and geometric shapes
• Have students share their retablo sculptures. Assessment: • Look at retablo sculptures for 5 basic geometric shapes.
• Have students write in their class journals about the institutional theory and their thoughts on it. Check for comprehension.
Reflection:
Karyn: If I were to adapt our lesson, I would incorporate the geometry a bit more. I might introduce it closer to the beginning rather the end of the lesson. That way we could talk about the shapes in all of the different forms of art we looked at in the rest of the lesson. Also, I'd have more examples of artwork to use as the students explore what shapes they see. We tried to stick mainly to sculptures because that was the subject of the lesson for the rest of the class period. However, when teaching in another situation I'd include examples of paintings, photographs, drawings, ect. Another thing I would possibly change would be to give students the option of making their retablos by themselves or in a group. We did the groups because we had a certain amount of boxes. When teaching again, I would ask the students beforehand to bring a box of their own from home to class that day. That way everyone could do their own, personal event.
Jessica: If I were to do this in an actual 3rd grade classroom I would definitely make sure that I was doing a unit on geometry when I taught it. I really like connecting geometry to the sculpting because it is very natural and makes sense. I would also encourage the children to look for geometrical shapes in the world around them, in buildings, plants, in their homes, etc. I would also have changed the sequence so that the game would have come before the definition of institutionalism. I think that would make the guessing game a little more interesting and fun. I would definitely adjust the definition of institutionalism so that it makes sense for third graders.
Resources and References:
-National Standards: http://standards.nctm.org/document/appendix/geom.htm http://artswork.asu.edu/arts/teachers/standards/grade3.htm -Jeronimo Lozano: http://www.nea.gov/honors/heritage/fellows/fellow.php?id=2008_04 - museum websites
that we took pics from: http://www.louvre.fr/llv/oeuvres/alaune.jsp?bmLocale=en http://www.metmuseum.org/Works_of_Art/collection_database/ http://www.philamuseum.org/collections/ -play dough recipe: http://www.teachnet.com/lesson/art/playdough061699.html -more picture links and info links: http://www.ibiblio.org/wm/paint/auth/vinci/ http://www.vangoghgallery.com/painting/
Reply by Karyn Alvey
I'm not sure where I'm supposed to post this exactly,so I'm just going to do it here. :) Here's my reflection on what I would do a bit differently if we taught the lesson again. If I were to adapt our lesson, I would incorporate the geometry a bit more. I might introduce it closer to the beginning rather the end of the lesson. That way we could talk about the shapes in all of the different forms of art we looked at in the rest of the lesson. Also, I’d have more examples of artwork to use as the students explore what shapes they see. We tried to stick mainly to sculptures because that was the subject of the lesson for the rest of the class period. However, when teaching in another situation I’d include examples of paintings, photographs, drawings, ect. Another thing I would possibly change would be to give students the option of making their retablos by themselves or in a group. We did the groups because we had a certain amount of boxes. When teaching again, I would ask the students beforehand to bring a box of their own from home to class that day. That way everyone could do their own, personal event.
Reply by Brooke Stevenson
I really liked this lesson and the retablo activity was a lot of fun. If I taught this lesson I would incorporate geography. I would talk about where different museums are found and use a world map to show what city and country they are in. We would put stickers on the locations of the museums. For the retablo activity I would have students pick a country, city, museum, etc. that we talked about and sculpt that.
Reply by Kim Brown
I loved this lesson! Especially the emphasis on how art can be defined very strictly or very loosely. When teaching the institutionalist theory, I would love to make our own institution, and make the plaster sculptures that would go in our "classroom museum". I also have some ideas for curriculum expansion: Geometry: Look at more paintings, of various institutionalist artists of different styles and have kids identify more shapes. I love the geometric shapes in play dough sculpture! Great way to go from 2-D to 3-D! Math/Business: As a way to practice using larger numbers, introduce the idea of buying and selling art. Talk about how and where artists can sell their art. Let your students know that they are making art pieces to sell, and after a few weeks, when the "Art Gallery" (just a counter or shelf in the classroom) has a few art works from other students. Give all the students pretend money and allow them to buy and sell their artworks. To keep control of the classroom, perhaps have the students make price tags for their art. Then, while the class is working on another project, silent reading, table work of some kind, call back a few students at a time to the Art Gallery to make their purchases.
Reply by Nichole Mahas
I LOVED your lesson. You are awesome. The only thing I would have done different was to incorporate the geometric shapes more. Maybe I would have the students try hard to use geometric shapes in their shoe box scene. Also it might be cool to give the students the option of creating an institutionalist work. Even though their work may not be anything near "institutional" it could be fun if they attempted to create a sculpture from the play doh, or if they tried to do an institutional-like painting. That way they could become even more familiar with what it takes to make institutionalist art. That's all, you guys did great.
Reply by Natalee Biggs
I really liked the play doh retablo activity. It was really cool to see a local artist and learn a little bit about him. If I were to add something to the lesson, I would incorporate the geometry a little bit more. I would extend the part of the lesson when we identified different shapes in the David. The students could identify shapes in other art works and also around the classroom. I also really like Kim's idea of having an institution in the classroom. I think that would be a great way for the students to become involved with the art and it would help them to better understand the institutional theory.
Reply by Amanda Morgan
Great job! I loved that we were able to make shapes with play dough and actually build a scene from the shapes. I really like how you two emphasized the importance of telling the difference between art that is in a museum and art that is just for fun. If I could change something about this I would add another art project. Only this one would do with painting. In the power point we saw lots of pictures or statues that was considered art because it was in a museum. I would have to children paint something and then help them to distinguish between their art and famous art. It would even be fun to pretend that the classroom is a museum and all the children are famous artists. That might actually excite them and encourage them to do the project!
Reply by Nancy
They did a great job on this lesson! I learned a lot about the Institutional Theory and what that theory considers art. I really liked the play dough activity, this was so fun and we could create anything. I think it would have been really fun if we could each make our own out of a small food box of some sort that the students could bring in themselves.
Reply by Ellen Funch
I loved this lesson also!! The institutionalism theory is interesting and i think i might try more to emphasize that in my classroom. Depending on the age (i was thinking older grades), for a writing activity/english, i would want my kids to tell me their own opinions of this theory and whether they agree with it or not. I would follow the same sequence and show the kids different examples of art according to the theory and then let them write a small essay on why art is art. I think another interesting question to ask (i'm not sure if it would be too expansive for elementary school) would be "is art still art if no one observes it?" It would be interesting for the kids to answer that after they have done their own retablo and made art. I really liked the lesson alot, especially the play doh and the retablos! Awesome art project...also i still play with the play doh i took home :) .
Reply by dan barney
Amanda Morgan said:
Great job! I loved that we were able to make shapes with play dough and actually build a scene from the shapes. I really like how you two emphasized the importance of telling the difference between art that is in a museum and art that is just for fun. If I could change something about this I would add another art project. Only this one would do with painting. In the power point we saw lots of pictures or statues that was considered art because it was in a museum. I would have to children paint something and then help them to distinguish between their art and famous art. It would even be fun to pretend that the classroom is a museum and all the children are famous artists. That might actually excite them and encourage them to do the project!
Hey, great ideas! Your suggestion about turning the classroom into a museum is such a great idea. It reminded me of an artist, John Erickson, who creates mini-museums in boxes. He asks different artists to curate an exhibition or to create their own art inside this miniature space that is able to travel around in a tiny box. Check it out.
Reply by Nayelli Concha
I really liked your lesson even though the institutional theory is not my favorite art theory. I learned a lot and loved the activity that you guys included to your lesson. Play dough is so much fun! Something that I was thinking I would do is having the children create their own museum in the classroom and have everyone expose their artworks. Also, it would be a good idea as an extra activity to plan a fieldtrip to a museum so they can understand more about this theory and how it works. It is always good to emphasize to the kids that any creation can be considered art even though this theory contradicts this idea.
Reply by Tiffany Baum
I really enjoyed this lesson, you guys did an amazing job. One thing that I would do a little differently is that I would teach them the shapes prior to this lesson, than I would have the lesson focus on just a few shapes. For an art project I would have the kids find things in the class room made from the different shapes.
Reply by Ellen Funch
awesome lesson plan! Thank you so much for all of your attention to detail! This will be so easy to adapt into my classroom! You girls are wonderful!
Reply by Tiffany Baum
You guys did an amazing job. Personally there isn't really much that I would do different. Except maybe see if I could get the funds to take the children on a trip to a museum.
Reply by Brittany Crowder
I thought you guys did a GREAT job! I thought the lesson was very teachable to just about any age group. I really liked how you asked many times throughout the presentation if the art would be considered artwork; it gave everyone a chance to participate. I don't think I would change anything except for allowing time at the end to share the sculptures everyone made because they turned out so cute!
Reply by Brielle Romney
great lesson! i really enjoyed it! i think it might be fun to, in stressing the definition of what institutional art is, have each kid draw something they make think is institutional art. then have an "art museum/display" and include some of the drawings but not all. then ask which ones are institutional and why. as they try to come up with their own theories, listen, and afterwards tell them that those drawings in the "museum" weren't chosen because they were institutional - they are institutional bc they were put in the museum. yall did such a good job!
Reply by Brett Baldry
I really enjoyed this lesson. I think that it is a great way to teach both math and Art. I would use this in my math classroom with a very few changes. It covers both the math and art so well. I actually used some of our ideas already in a lesson plan for a different class. Great Job!
Reply by Mandy Turner
I think this is an amazing lesson plan. By making their own retablos, the students will definitely have an easier time remembering that art form. I liked how after you showed a lot of examples of institutionalized art, you pointed out that Mr. Lozano wasn't considered that, but that that could change over time as his art form gains appreciation. By showing the students pictures of institutionalized art and those not considered that, kids notice that the latter are just as good, if not sometimes better. I think this can help children realize it is okay to have an opinion for themselves when it comes to appreciating art, and that they don't have to agree with their teacher or some museum curator as to what they think is beautiful. Maybe another possible activity could be for the class to be shown paintings from throughout history and they pick out what their own "institutionalized art" that can be hung up around the classroom after the lesson is over. This could encourage individuality and pride in their classroom.
Reply by Rachael Haught
You guys did a wonderful job! Wonderful idea to make your own playdough. It was a great way to personalize this theory and style. I think I woud try to take them to an art museum or perhaps construct a classroom museum of artworks that they do! That would be fun!
Reply by Rebecca Ferguson
I loved this lesson because I think many elementary students truly believe in the institutionalist theory, that art is not "good" unless it is found in a museum. I think its important to point out that although art found in museums are obviously extremely noteworthy, we can all make beautiful art. I like that this lesson was adaptable to just about any grade level.
Reply by Ellen Funch
Again, wonderful lesson and i feel like i cant really change that much just like the other girls! I LOVED the homemade play doh and the retablos, i think our students would have a fun time with that because i know i did! I think it would be really great to incorporate the retablo project into whatever we are teaching in history. It might be a cool idea to have this be a bigger project during the year where each kid could research a specific time in the history we would be studying, make a clay retablo, and then write a speech or small essay about this time in history and put on a fair for the other classes in the grade. This would give them public speaking experience but not in a super intimidating way! Awesome job girls!!
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