Madison Central School’s 9th grade English Class, Advanced Studio Art (grades 10-12,) and Studio Art (grades 9-12) analyzed and compared the visual arts and literature through reading analysis, critiquing established artists' work, and reflective journaling. Students also participated in two separate studio workshops to gain an understanding of the processes and of how artists use their media to aid their self-expression. The first workshop was in different styles of printmaking, and the second studio process involved a modified version of the lost-wax method of casting bronze.
The project’s Big Idea: ELA and Art come together to introduce students to the communicative languages between the visual arts and the written word.
Questions that guided the work of the partnership:
1. What do self-identity and self-expression mean, particularly in the context of the literature we are reading?
2. What is the importance of the idea of individuality that stemmed from the readings?
3. During the Studio Tours of the local artists: How did the artist express his/her ideas through his/her artwork?
4. What are the similarities and differences between the media used by the artists? (Artist also means author.)
5. How does an artist use his/her media to express individual ideas?
What were the specific goals or challenges that this work addressed?
1. Encourage art appreciation through introducing students to their immediate cultural environments by visiting local artists and the cultural center.
2. Motivate self expression through exposure to the individual expression observed in literature and art.
3. Provide an opportunity for students to value their individuality.
In English class, the main goal was to motivate true self expression of the individual self. The following pieces of literature were analyzed through discussion and writing activities:
• Analysis of Poetry:
“I’m Nobody, Who Are You?” and “Hope is the Thing With Feathers” by Emily Dickinson
“Imagine” by John Lennon
Students learned about poem writing techniques, using one word or many words to create an image, and that using words is much like an artist using a canvas . . . to create a meaningful message.
• Writing as Authors
Students wrote poems that expressed a message they wanted to share with the world.
• Journal Writing
Students described their experiences touring artists' studios and creating prints in their journals.
As a response to Ayn Rand's dystopian novella, Anthem, which depicts the lives of citizens in a civilization that promotes equality to an extent that disallows individuality or self-expression, students wrote essays that depicted their ideals of a perfect world. They realized that the era in which an author or artist lives reflects the art they create, and that their perspectives had been influenced by their experiences of living in the United States.
That Was Then, This is Now by S. E. Hinton inspired much discussion on how experience and situation shapes the individual person. Students realized that life is full of choices. They had wondered how the local artists they visited came to be the people they are today. Individual choice became a topic of interest, discussion, and ultimately a prized possession.
Students visited three separate artist studios:
• Architectural Sculptor Lee DuSell works with wood and metal, and his wife, Mary DuSell creates nostalgic collages of fabric and lace.
• Graphic designer and sculptor Paul Parpard maintains a home studio and a collection of African masks and other sculpture. Paul discussed with students the reality of an artist living off his creations.
• Louise Nataluk's tour of her home studio for printmaking and sculpture included a demo of airbrush techniques. She also showed a stained glass piece in progress.
During the trip the students filled out critique forms discussing their experiences and expectations of each artist's studio and work. The written response encouraged students to record their opinions, understanding that each response would be different because each person is different.
The students loved DuSell's studio; however, they became upset when they felt Lee was pushing his ideas about religion on them. Students were reminded that he was passionate about what he believes and was stating his opinion and expressing his views successfully through his art. The question was asked of students: “What makes it ok for you to express yourself through your art, but not him?” They understood the connection.
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Students working on creating their prints in the art room.
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Louise spent ½ a day with the students teaching them print-making. She brought in samples of her work and visually compared the variety of techniques. Louise then demonstrated the monotype printmaking technique. She guided the students through their designs and gave them helpful hints to create an image that represented their personal identity/expression.
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Above: looking at finished prints.
Right: Louise demonstrates lost-wax technique.
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Louise met with the students for a second workshop in which she introduced the students to the lost-wax method of casting bronze sculpture. The technique was modified so the students could gain a general understanding of the process.
The students created a clay model. They then created a plaster mold, a very technical and time consuming process. Once the mold was dried, the students cast the mold using slip (liquid clay). When the slip was dried, we kiln-fired the piece. Then the students glazed the piece with a metallic glaze to simulate bronze.
The Earlville Opera House allowed us to exhibit the prints, sculptures, journals, and essays from May 5th to June 10th in their Artist Café. The response was fantastic - 478 people viewed the show.
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Examples of student artwork shown at the Artist Cafe
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Reflections:
We felt that the grant was a success because when we had questions or comments, we felt confident enough to brain storm and find solutions together. We noted that students who were not interested in art found success with the printmaking and enjoyed their work. We felt that smaller groups of students may have been more successful. The bronze process was somewhat confusing for the students, but they gained an appreciation for the complexity of the process. That in itself made this successful.
“This was an awesome experience! I loved their ideas, their expressions, their eagerness to share, as well as their eagerness to listen to others. Students enjoyed expressing their views and learned they can be tolerant of other perspectives. They also gained an appreciation for the culture in which they live. And I have learned a way to motivate students to write from the heart.” -- Cathy Kimpton, English teacher
“I have learned a great deal of technical information to teach the printmaking processes to my students. I would like Louise to come in and teach another process. Our students learned how to express their individuality through literature and art, and we will continue to compare literature and the visual arts as a form of self expression." -- Cynthia Brownell, art teacher