Glenn Ligon: Identity Politics
As they pondered this slide, students made incredible deductions about the artwork’s meaning: "You're never actually separate from your shadow;" "It seems sad, like he's stuck in the darkness;” and "But you can't have shadow without light!" a st
After some assumptive assertions, someone noticed that some of the letters are flipped. We looked more closely. Actually, I pointed out, “we can assume they're all flipped, it's just that some letters are symmetrical . So what do you think he
Students then sculpted continuous line words from wire that are reminiscent of Ligon’s provocative neon signs. They also got to practice their cursive writing skills and strengthen that fine motor function!
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Judith Scott: The Language of Art
In preparation for the trip, students watched a video about Tommy Edison, a blind man who can’t understand the concept of color. We talked about a variety of challenges people face, and how some have been able to learn to express themselves, despite
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Back at school, students focused on how Scott created her sculptures by tightly wrapping, tying, and weaving found and scavenged objects with yarn and fabric. They covertly wrapped small items brought from home while improving their wrapping , tyi
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We always draw our sculptures!
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HIDDEN: A Third Grade Art Exhibit
Paul Smith: What Can You Do?
And so an art lesson was developed to help these already empathic artists experience a bit of Smith’s plight. The challenge: “With limited abilities, what CAN you do?”
With a variety of unusual tools and the rule that they must use only their non-dominant hand , students recreated a famous artwork to the best of their ability. The results prove that when faced with challenges and filled with determination
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Van Gogh’s Chair with Non-Dominant Hand
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