Seeing the Unseen

Seeing the Unseen

“Yesterday I was clever, so I wanted to change the world. Today I am wise, so I am changing myself.” Jalal ad-Din Muhammad Rumi

Enduring Idea: Turning your invisible world into visible.
Questions:
What makes you, you?
How does your inner world influence your outer world?
Can art help you visualize your inner world?

Grade Level: Highschool
Focus Artist: Hilma af Klint

Unit Rationale: Students will be introduced to the work of Hilma af Klint. Her abstraction technique of mixed media painting. Students will be introduced to emotional intelligence and its five components by Daniel Goleman, and Multiple Intelligences by Howard Gardner. Students will be introduced to the concept of the inner and outer world. Present and critique using the Feldman Model or/and Barrett’s Model.

Lessons:
(Project-based – full year | 2 semesters)
(1 lesson = 1- 60 min class)

Part 1: Historical and Cultural Context 6 Lessons
(Introduction to Hilma af Klint, emotional intelligence (and its five components by Daniel Goleman), and the concept of the inner and outer world)
Part 2: Artistic Perception 6 Lessons
(Automatic Drawing – Self-awareness and self-regulation)
Part 3: Creative Expression: Skill-Building 6 Lessons
(Oil and watercolor painting – Internal motivation and empathy)
Part 4: Creative Expression: Artmaking Lesson 6 Lessons
(Abstract art – Social skill)
Part 5: Aesthetic Valuing 6 Lessons
(Project completion and presentation)

Hilma af Klint:

Objectives/Outcomes:
Students will:
• Summarize Hilma af Klint’s work and techniques (paper on canvas and watercolor).
• Be able to understand and describe emotional intelligence its five components by Daniel
Goleman (Self-awareness, self-regulation, internal motivation, empathy, and social skill).
• Be able to identify their Multiple Intelligences by Howard Gardner (Bodily-Kinesthetic, Existential, Interpersonal, Intrapersonal, Linguistic, Logical-Mathematical, Musical, Naturalist, and Spatial).
• Be able to describe and identify abstract art.
• Apply line, shape, and color to create their own abstract artwork.
• Present and critique using the Feldman Model – description, analysis, interpretation, and
evaluation or/and Barrett’s Model – What does the artwork mean to me? Does it change my view of the world? Does it affect my life?

Materials and Resources:
Art Material and Tools:
• Pencils, charcoal, water salable graphite, graphite, erasers, pen, and markers/sharpies of varying colors and sizes.
• Watercolor, acrylic, gouache, and tempera, oil paint.
• Brushes, palette knives, glass containers, eco house orange solvent, galkyd, alcohol, q-tips,
and paper towel.
• White multimedia paper 16×20.
• Canvas 16×20.
• Rulers, masking tape, and Geometric Stencils.
• Computer
• LCD Projector

Lessons:
Part 1: Historical and Cultural Context 6 Lessons
(Introduction to Hilma af Klint, emotional intelligence (and its five components by Daniel Goleman), and the concept of the inner and outer world)

Part1_HistoricalandCultural Context

Lesson 1 – Introduction class and overview
Lesson 2 – Introduction to the work of Hilma af Klint
Lesson 3 – Introduction to emotional intelligence and its five components by Daniel Goleman
Lesson 4 – Contemplation class – Documentary “Beyond the Visible – Hilma af Klint”
Lesson 5 – Introduction to Multiple Intelligences by Howard Gardner (Multiple Intelligences)
Lesson 6 – Introduction to the concept of the inner and outer world

Part 2: Artistic Perception 6 Lessons
(Automatic Drawing – Self-awareness and self-regulation)

Part2_ArtisticPerception

Lesson 1 – Introduction to art journaling
Lesson 2 – Introduction to automatic drawing
Lesson 3 – Practicing automatic drawing
Lesson 4 – Contemplation class – Discussion about how the class has impacted students
Lesson 5 – Developing Self-awareness and self-regulation
Lesson 6 – Final automatic drawing

Part 3: Creative Expression: Skill-Building 6 Lessons
(Oil and watercolor painting – Internal motivation and empathy)

Lesson 1 – Introduction to watercolor painting
Lesson 2 – Practicing watercolor painting on paper
Lesson 3 – Contemplation class – visit the botanical garden
Lesson 4 – Continuing watercolor painting
Lesson 5 – Developing internal motivation and empathy
Lesson 6 – Final watercolor and oil painting

Part 4: Creative Expression: Artmaking Lesson 6 Lessons
(Abstract art – Social skill)

Lesson 1 – Introduction to oil painting
Lesson 2 – Practicing oil painting on canvas
Lesson 3 – Contemplation class – Discussion about how the class has impacted students
Lesson 4 – Continuing oil painting on canvas
Lesson 5 – Developing social skill
Lesson 6 – Final oil painting

Part 5: Aesthetic Valuing 6 Lessons
(Project completion and presentation)

Lesson 1 – Final art painting
Lesson 2 – Introduction to Feldman Model or/and Barrett’s Model
Lesson 3 – Continue art painting
Lesson 4 – Contemplation class – Continuing their art journey
Lesson 5 – Presentation of artworks
Lesson 6 – Beyond this class

Accommodations and/or Modifications:
The teacher ensures to face students, speak clearly and repeat parts of the lecture if necessary. Students with special needs should sit in front of the class for lectures. Students may be paired with other students to help their understanding. Hard copies of work, as well as, online access to all lesson plan materials (ASL translation available online) can be provided.
English Language Learner: provide subtitles to the slideshow and movie.
Visual or Hearing Impaired: provide hard copies of work with large print or braille.
Motor Impaired: provide proper sitting accommodations and lesson modifications.

Multiple Intelligences:
Verbal-Linguistic (Word strong): have reading materials.
Logical-Mathematical (Math strong): have graphics.
Visual-Spatial (Space strong): have paper for doodling.
Bodily-Kinesthetic (Body strong): have movement breaks during class.
Musical-Rhythmic (Music strong): have a diverse music playlist.
Intrapersonal (Self strong): have reflection time.
Interpersonal (People strong): have group time.
Environmental-Naturalist (Nature strong): have nature time.

Criteria for Assessment:
Did Students:
Demonstrate knowledge of introduced materials.
Summarize Hilma af Klint’s life and artwork.
Participate actively in class through discussions and dedicated to their art creation.


Method of Assessment:
Check for understanding by asking students to respond to the information discussed. Clarify information, when needed.
Interpersonal: addressed through class discussions.
Intrapersonal: addressed through note-taking.
Verbal/Linguistic: addressed through worksheet and note-taking.
Verbal/Spatial: addressed through slideshow and movie.

Vocabulary:
Abstract: is from a Latin word meaning “pulled away, detached,” and the basic idea is of something detached from physical, or concrete, reality. It is frequently used of ideas, meaning that they don’t have a clear applicability to real life, and of art, meaning that it doesn’t pictorially represent reality.
Abstract Art: Abstract art does not depict a person, place, or thing in the natural world; or it does, but does not make any visual references. Enables the artist to perceive beyond the tangible, to extract the infinite out of the finite. It is the emancipation of the mind. It is an exploration into unknown areas.” Abstraction finds its roots in ‘intuition’ (of the artist) and ‘freedom’ (for the artist as well as for the viewer)
Art: the expression or application of human creative skill and imagination, typically in a visual form such as painting or sculpture, producing works to be appreciated primarily for their beauty or emotional power.
Art criticism: Systematic discussion of an artwork.
Art Movement: art with a specific common philosophy or goal.
Avant-garde: people or works that are experimental, radical, or unorthodox with respect to art, culture, or society. It is frequently characterized by aesthetic innovation and initial unacceptability. Pushes the boundaries and also promotes radical social reforms.
Barrett’s Model: a method for critiquing art that was developed by Terry Michael Barrett. Barrett challenges you to understand that conventional interpretations ignore some incredibly valuable interpretive questions: What does the artwork mean to me? Does it change my view of the world? Does it affect my life?
Color: the property possessed by an object of producing different sensations on the eye as a result of the way the object reflects or emits light.
Cool colors: are typified by blue, green, and light purple. They can calm and soothe. Where warm colors remind you of heat and sunshine, cool colors remind you of water and sky, even ice and snow.
Critique: a detailed analysis and assessment of something, especially a literary, philosophical, or political theory.
Elements of Art: elements of art are stylistic features that are included within an art piece to help the artist communicate. The seven most common elements include line, shape, texture, form, space, color, and value, with the additions of mark-making, and materiality.
Feldman Model: a four-step method for critiquing art that was developed by Edmund Burke Feldman. steps are: description, analysis, interpretation, and evaluation.
Flat Shape: a shape that has two dimensions – length and width.
Form: an element of art, means objects that have three dimensions. I like to think of form as a 3-D shape
Geometric Form: have specific names associated with them and are typically man-made. (cone, cube, cylinder, organic (or free-form), pyramid and sphere)
Geometric Shape: look as though it were made with a straight edge or drawing tool; square, circle, triangle, and oval.
Line: is defined as a point moving in space where its length is greater than its width. Lines can be two or three-dimensional, implied or abstract. Different types of lines include continuous, broken, jagged, vertical, horizontal, or diagonal. Lines are the foundation of drawing.
Presentation: a speech or talk in which a new product, idea, or piece of work is shown and explained to an audience.
Shape: an area that stands out from the space next to or around it because of a defined boundary or because of a difference of value, color, or texture.
Organic Shape: is also called free form. These shapes are not regular or even. Their edges are curved and angular or a combination of both.
Solid Shape: a shape that has three dimensions – width, depth, and height.
Warm colors: consist of orange, red, yellow, and combinations of these and similar colors. As the name indicates, they tend to make you think of warm things, such as sunlight and heat.

National Core Arts Standards:
Creating
Students will be able to conceive and develop new artist ideas and work based on their learning about Hilma af Klint’s work.
VA:Cr1.1.Ia Use multiple approaches to begin creative endeavors.
VA:Cr1.2.Ia Shape an artistic investigation of an aspect of present- day life using a contemporary practice of art or design.
VA:Cr2.1.Ia Engage in making a work of art or design without having a preconceived plan.

Presenting
Students will be able to interpret, select, explain and share their artwork created based on Hilma af Klint’s artwork .
VA:Pr4.1.Ia Analyze, select, and curate artifacts and/or artworks for presentation and preservation.

Responding
Students will be able to understand and evaluate how Hilma af Klint’s artwork conveys meaning.
VA:Re.7.1.Ia Hypothesize ways in which art influences perception and understanding of human experiences.
VA:Re.7.2.Ia Analyze how one’s understanding of the world is affected by experiencing visual imagery.
VA:Re8.1.Ia Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work and its various contexts.
VA:Re9.1.Ia Establish relevant criteria in order to evaluate a work of art or collection of works.

Connecting
Students will keep a journey for their art exploration. Students will be able to relate Hilma af Klint’s artistic ideas and work with their personal and external context.
VA:Cn10.1.Ia Document the process of developing ideas from early stages to fully elaborated ideas.
VA:Cn11.1.Ia Describe how knowledge of culture, traditions, and history may influence personal responses to art.