Title: Queer Theory
Grade Level: 5th or 6th
Time Needed: 30-45 minutes
Exploration: Students will explore Queer theory and different artists associated with it. They will create their own piece of Queer theory art.
Objective: Students will learn that art can come in many different forms-not just the classic forms of painting or sculpture. Art can be used to make a statement or evoke a feeling.
State Standard (Utah): Grade 5 Visual Arts
Standard 3 Objective 1: Explore possible content in art prints or works of art.
Grade 5 Visual Arts Standard 4 Objective 1: Compare the arts of different cultures to explore their similarities and diversities.
National Standard: Visual Arts Grades 5-8: Understanding the visual arts in relation to history and cultures. o Students know and compare the characteristics of artworks in various eras and cultures o Students describe and place a variety of art objects in historical and cultural contexts o Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art
Question of Inquiry: What non-traditional forms of art are being created and what are the motivations for creating them? What has been normalized in society and how are those things being represented or questioned?
Concepts/Vocabulary: Queer Theory Artists Discussed: Pepón Osorio, Collier Schorr, Felix Gonzales Torres, Luiz Luxvich, Martin Waugh, Fotoopa, Pablo Picasso, Manet, and Other Subject Connections: English (Creative Writing)
Teacher Visuals/Supplies: examples of queer theory art, long, skinny balloons, permanent markers
Preparation: Collect different examples of Queer Theory art, learn different ways of making balloon animals, create animal balloon prototype with words describing a passion.
Student Materials: balloon and a permanent marker Lesson
Sequence:
Introduction:
-Define Queer Theory and discuss what it is all about.
Demonstration:
-Show works of Picasso and Manet and compare and contrast them with traditional art pieces. Discuss their motivations and how their art affected people of their time. -Show clip from Improv everywhere (cited below) and discuss how art can be created in many different ways. It doesn’t have to be something on paper or what we would typically think of as art.
-Show works of Felix Gonzales
-Torres and discuss the motivation for his pieces.
-Show Attila Csorgo and discuss context and why it is disturbing for a horse to be stuffed, but not other animals in a museum.
-Show works of Pepon Osorio and video clip (cited below). Tell stories from his culture and how they became motivation for his pieces. Share experiences that were supposed to be a celebration that ended up being traumatizing or not as they were supposed to be.
-Show water drop art and discuss whether or not the students think that they are art. -Show works of Collier Schorr and have a discussion on her motivation. Also discuss stereotypes and the facades that are common in society.
Work Time:
-Demonstration of how to create balloon animals and show prototype -Give examples of creative words
-Students create their own animals
-Each student will write words on his/her animal describing a passion that he/she has.
Clean Up and Management:
-Put markers away -Place balloon animals in a designated area for the remainder of the school day
Closure:
-Review Queer Theory and the idea that art can be expressed in many different ways. Assessment:
-Class discussion about the artists (what did they like? how did each artist’s culture influence his/her work?, ect.)
-Students volunteer to share their balloon animals with the class and the words they used to describe their passion.
Reflection: We could add more emphasis on the cultural influences that motivated the artists discussed and show more historical examples of Queer art and how they were “strange” for their time period.
Resources and References: Felix Gonzales-Torres http://www.queerculturalcenter.org/Pages/FelixGT/FelixBio.html http://www.cmoa.org/international/html/art/gonzalez-torres.htm http://www.huliq.com/22244/felix-gonzalez-torres-represent-exhibiti... http://www.queerculturalcenter.org/Pages/FelixGT/FelixIntro.html Pepon Osorio www.chicano.ucla.edu/research/PEPONOSORIO.html http://americanart.si.edu/collections/exhibits/kscope/osorioexhfram... http://www.pbs.org/art21/slideshow/?slide=965&showindex=78 “No Crying allowed in the Barbershop” video: http://www.pbs.org/cgi-registry/mediaplayer/videoplayer.cgi?playera... Collier Schorr http://www.pbs.org/art21/artists/schorr/index.html http://www.andrew-wyeth-prints.com/helga.html Improv Everywhere Video: http://laughingsquid.com/111-shirtless-men-go-shopping-at-abercromb... State Standards: http://www.uen.org/core/ National Standards: http://www.education-world.com/standards/national/toc/index.shtml
Reply by Kim Brown
To explore the Queer Theory, I'd like to have my class choose one subject matter that is seen daily to create a project about (maybe a student's desk, or a school bus) and try to look at that mundane thing and recreate it or use it as inspiration to create something else. They could use various media. It would be really cool to see all the different ways to look at something that is seemingly mundane.
Reply by Brooke Stevenson
To adapt this lesson to my own classroom I think it would be fun to find books that fit with the queer theory and read them in class. They could be illustrated unusually, told in an unusual way, or include something else unusual. One example could be The True Story of the Three Little Pigs by Jon Scieszka. This book tells a familiar story from a different perspective. There are many other options of books that could be used.
Reply by Karyn Alvey
I loved your lesson! Great job! I thought the use of the Abercrombie store video was quite effective. I've never really thought about how random and strange it is to have the models in there-but yea, it's weird. Another thing we could include in this lesson is how women torture themselves, wearing uncomfortable shoes, to look cute! People don't think twice about how it. The purpose of a shoe is to provide comfortable protection- but many people throw that thought out the window, all for the sake of fashion. I admit I'm guilty of this myself and never really worried about it either, until my brother went off on a tangent one day. I think it's kind of funny now. I loved the balloons! I've always wanted to learn how to make balloon animals. We could incorporate making balloons in animals in a biology class after learning about different animals. :) Great job ladies!
Reply by Amanda Morgan
Wow this lesson was so great! I learned a ton! I really liked the quote from Carolyn Christov-Bakagiev- I felt that her definition of the Queer Theory was dead on! In my classroom to challenge the norm I would ask students to find objects in the classroom and have them analyze it. I want them to realize that an object does not only have one purpose. It can have multiple purposes. I would also want them to take this lesson home and discuss it with their families and bring back an object from home that has been normalized. The activity of balloon animals was great!
Reply by Nichole Mahas
awesome lesson. I would definitely have my class create their own queer theory art, inspired by the art discussed in the lesson. I would encourage the students to come up with a very bizarre way to demonstrate an idea through art. I would tell them to really go the extra mile to find a totally new art medium that we do not use in class. I think this would really get them thinking outside the box about the queer theory.
Reply by Rebecca Ferguson
This lesson was so fun. I think it is especially applicable to Rube Goldberg science projects, and the way that a huge machine can be made out of everyday objects. I really love how this lesson can be fitted for any grade level.
Reply by Brittany Crowder
You guys did awesome!! I think in order to make this lesson my own I might reinforce the idea that the Queer theory includes art being expressed in many different and unusual ways. I might explain this to my students and then have them go throughout the week observing the world around them and trying to find ways in which the art around them can be "queer". This could include buildings, statues, clothes, anything.
Reply by Tiffany Baum
You guys did a great job. Personally for me, I would have showed different types of queer art forms, and the many different ways there are to make art, I know you had some pictures, I would just try to have forms in the class room.
Reply by Ellen Funch
This lesson was wonderful! For some reason I have had a really hard time thinking about how i could incorporate this into my classroom, but something i think that would be cool after teaching this theory and lesson would be to teach the kids about sociology. Sociology is full of ironies and we could take the time to look around us at social ironies. I think it would be a cool project for the kids to apply to their lives. I was thinking we could talk about why we do what we do, why we talk the way we do, or act the way we do, and give them an assignment for a week to find a social norm that they do, and to break it. I would love for them to record how it feels to maybe stand up for someone when they are being picked on, or to offer help to someone that maybe might not need it, or compliment someone if they are a more shy personality. I think this would be a really cool activity for the beginning of the year to kind of break kids out of their comfort zone because we would all be doing it together and this would hopefully create a type of bond. Plus how fun would it be to dance around school instead of walk (another example)?! So great!
Reply by Nancy
I think another idea for this lesson would be to have your class bring in objects from home and then have them recreate them in an unusual way through any median.
Reply by Brett Baldry
I think that a fun way to adopt this into my classroom would be to have a lesson on individuality. You could talk about how its okay to step out of the social mold and be the person that you want to be. I would then have a dress up day where kids can where something crazy to school that they feel allows them to break the traditional mold of dress.
Reply by Brielle Romney
Great lesson! I think it would be interesting to talk about the differences of the definition of the word "queer" today, and what it was back then. That might be a good introduction to the lesson. Maybe even write a little paper on it or something. You can also talk about other words whose meanings have changed over time, and why that might be. What cultural and societal acceptances have changed, and what changes have been made in general?
Reply by Nayelli Concha
I just realized I never comment on this theory apparently but this was one of my favorite presentations. I learned a lot about this theory and about challenging our minds by looking at different artworks that we are used to. I loved the quote you used on your slide that said "It is when our minds are confused that we begin to change" If we are not exposed to new and different things how is it that we are foing to learn and grow?
Reply by Mandy Turner
I think your "Question of Inquiry" is a great prompt for students. Instead of feeling restricted by the normalized idea of art and focusing on that, kids are taught that their artwork begins with their emotions which are then displayed in their artwork. At a sensitive time in their life it's good for kids to realize they can do something different and have it be great. I would emphasis the different trends throughout the ages and how they were previously unaccepted initially. Kids could then think of things that aren't accepted now and how its acceptance would change the status quo.
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