Summary
In this two-week project, students will work in groups to implement the design principles of rhythm, movement, and emphasis as well as practice working with a client to plan, design, and build an installation art piece in their school. The suggested prerequisite knowledge for this lesson is that students know the practical skills of working with various mediums. The teacher may need to determine ahead of time the materials available to students and only pick materials that students are familiar with.
Essential Question(s)
What is the purpose of installation art?
Snapshot
Engage
Students explore and reflect on an installation art exhibit.
Explore
Students are introduced to a famous installation artist, Andy Goldsworthy, and asked to note the most significant takeaway from the video before visiting a place in the school to brainstorm their own installation piece.
Explain
Students learn three principles of design: movement, rhythm, and emphasis, and write a formal proposal for their installation art.
Extend
Students use the Gallery Walk strategy to critique other groups' proposals and begin building their installation pieces.
Evaluate
Students reflect on the project by completing a Plus and Delta chart.
Materials
Lesson Slides (attached)
Devices with access to the Virtual Exhibition Library
Principles of Design Notes Organizer (attached; one per student)
Plus Delta Chart (attached; one per group of 4)
Installation Art Project Rubric (attached; one per group of 4)
Brainstorming Guide: Putting the Pieces Together (attached; one per student)
Sticky notes
Writing/drawing utensils
Paper or notepads
Tape measures
Art supplies to construct installation (determined by the teacher)
Engage
30 Minute(s)
Use the lesson slides to guide the lesson. Introduce the lesson by asking the essential question and explaining the objectives on slides 3 and 4.
Progress to slide 5 and ask the students to use their electronic devices to navigate to the Virtual Exhibition Library to explore art installations.
After students have had a chance to explore an art installation of their choice, introduce the Partner Speaks strategy and have them move their seats to be sitting next to their partner. Then, have the students hold a conversation in which each partner answers the following probing questions on slide 6.
Describe the art installation that you toured.
What was the theme?
What drew your attention?
How do these installations change the way we perceive the space?
What emotions or thoughts do these artworks provoke?
Once all students have had a chance to share with their partner, ask individuals to share with the class what their partner explained to them. Then, hold a whole-class discussion.
Explore
40 Minute(s)
Transition to slide 7 and introduce the video Andy Goldsworthy - Earth Artist and his Process. Instruct students to listen and watch the artist's process of creating art installations.
Once the video is complete, move to slide 8, provide each student with a sticky note, and introduce the Point of Most Significance strategy.
Ask students to consider what stood out to them while watching the Andy Goldsworthy video and write down the most significant point they took away from the video. Once students have had an opportunity to respond on the sticky note, ask them to turn it in by placing it on a designated surface in the room.
Once all sticky notes are collected, introduce the next phase of the lesson with slide 9, then display slide 10 and begin reading out loud student responses and grouping similar ideas, to start making connections and gauging students' learning.
To begin the brainstorming process, put students into groups of four and introduce them to the installation art project by passing out the attached Installation Art Project Rubric and displaying slide 11 with the project's parameters.
After reviewing the assignment and parameters with the class, provide each student with a notepad, tape measure, writing utensil, and the Brainstorming: Putting the Pieces Together handout.
Review the brainstorming document together and the phases using slides 12 and 13. Then, take the class to the installation space and instruct students to sit in the designated space to evaluate and develop an idea. Encourage them to use Phase 1 of the brainstorming document to guide their thinking and take notes on their paper.
Once students have had an opportunity to brainstorm independently, display slide 14 and ask them to get back into their assigned groups to begin Phase 2 of the brainstorming document together. Have each group designate a scribe; this person will be responsible for writing down the group's ideas and ensuring that, through the design process, the installation follows the set design.
Explain
100 Minute(s)
Once student groups have completed their initial plan, hand out the Principles of Design Notes Organizer. Then, using slides 17–24, introduce three principles of design that will help them refine their work.
Movement
Rhythm
Emphasis
Transition to slide 25 and invite the students to consider the specific needs or expectations of their client when designing a work of installation art.
Understanding and meeting the client’s goals
Understanding the practical requirements of the space
The client’s expectations and their thematic or stylistic preferences
Compromise and communication
After they have learned the design principles and completed any optional activities, ask students to return to their groups and revisit their installation project. Now is the chance to incorporate the learned design principles and client needs into the project to improve the group’s general plan.
The students will use their general plan to write a formal proposal for the class. The proposal should include the following components (on slide 27):
Overview of the concept
Incorporation of design principles
Client considerations
Materials and execution
Updated sketch
Once completed (slide 28), ask each group to submit their formal proposal to the teacher.
Extend
350 Minute(s)
Move to slide 29 and introduce the Gallery Walk strategy to the class. Instruct the class that groups will go to each proposal around the room, review the proposal, and respond by placing a sticky note with comments next to the proposal. Ask the groups to leave one observation/compliment and one suggestion for improvement for each proposal.
Display a timer in the classroom and allow 5 minutes at each proposal for groups to read and respond before ending at their own proposal.
Ask groups to collect their proposal and corresponding sticky notes off the classroom wall. Instruct students to use the Rubric to determine if their proposed plan should be changed given the suggestions. Once groups are satisfied with their proposal, allow them to begin the building process (slide 30).
Evaluate
40 Minute(s)
Display slide 34 and provide each group with a copy of the attached Plus Delta Chart. Ask them to reflect on what went well (Plus) and what they would change or do differently if they were to do a similar project in the future (Delta).
Once the groups have had an opportunity to complete the chart, celebrate the class Pluses by asking them to share what they wrote down. Ask groups to share Deltas and brainstorm what can be changed or improved upon as a class.
Resources
HCT.media. (2013, October 17). Abigail Anne Newbold | Installation art documentary [Video]. YouTube. https://www.youtube.com/watch?v=T4dLi2xDxA0
HCT.media. (2013, March 14). Emily Nachison | Sculptor/installation artist (documentary) [Video]. YouTube. https://www.youtube.com/watch?v=uM5cB4NN9OA
K20 Center. (n.d.). Gallery Walk. Strategies. https://learn.k20center.ou.edu/strategy/118
K20 Center. (n.d.). Partner speaks. Strategies. https://learn.k20center.ou.edu/strategy/62
K20 Center. (n.d.). Point of Most Significance. Strategies. https://learn.k20center.ou.edu/strategy/101
Sheridan, C. (2020, May 19). Andy Goldsworthy - Earth artist and his process [Video]. YouTube. https://www.youtube.com/watch?v=sngXz55b4bc
V21 Artspace (n.d.). 3D virtual exhibition library. V21 Artspace: Interactive 3D exhibition tours & immersive VR experiences. https://v21artspace.com/virtual-exhibitions
WHYY. (2022, April 14). Michelle Lopez: sculptor and installation artist – movers & makers (2022) [Video]. YouTube. https://www.youtube.com/watch?v=XloMp6Ett74