Schools & Teachers

Final Thoughts for Life on Mars Experience in the Classroom

2009-01-21T16:36:50Z

It's hard to explain what transpired over the course of the last few months in my classroom.... there were implications that I had not envisioned for my self, my students, or my beliefs about teaching.

Typically, when a project or unit extends longer than six weeks, both my students and myself lose at least part of our motivation. Either the concept gets lost, the teachable moments fade away, the students lose engagement.... something almost always gets sacrificed.

However, I have to say, with the utmost honesty, this unit kept running at full speed from September through January - even extending over winter break.

The concept was fresh each week: how do you relate to yourself and others, how do we as a people relate to the earth? Every task the students completed was for a specific purpose, and my fourth graders followed this without the constant need for redirection.

The installation unit itself kept getting larger and larger as well, as I began to realize the implications it carried for each discipline: art, science, social studies, math, music/motion, language arts, technology... Each week became something new, more than just a continuation of the previous week's learning - it became something to anticipate. For example, my students discussed recycling and using unconventional materials to create, they critiqued various meanings behind the same artworks, they analyzed history, ecology, and the dynamic relationships of people. They discovered where mazes came from and how to make them - small and large. The knowledge here transpired from segmented learning into something bigger that us all. It transformed us into private and public thinkers, citizens of the Information Era, if you will.

Installation Art Unit Based on Life On Mars

2009-01-04T22:05:29Z

Pre-Visit

At the end of September, my fourth grade classes were fortunate enough to receive a scholarship field trip to the Carnegie Museum of Art’s 2008 International. We experimented with pre-visit activities in preparation for our tour. For example, students used the website to gigapan various pieces, and listened to interviews by the works’ creators. One computer was used with an LCD projector and speakers. Afterwards, students researched recent blogs during class time using the same equipment. In addition, they examined the formal properties of installation art as well as some concepts behind the International’s theme, “Life on Mars.” Studio Tour I opted for the "Everyday Materials, Everyday Life” tour, which focused on exactly that material. Some pieces the students viewed were, I Wish Your Wish (Rivane Neuenschwander), Just a Bit More (Ranjani Shettar), Three Kinds (Haegue Yang), Untitled (Earth Drawing I) (Paul Thek), and Untitled (Barry McGee), among others. After the guided tour, all students gathered in the studio to apply the concepts they had investigated. Museum educators facilitated the lesson with differentiated, or tiered, instruction. The objectives were left open in order for all to succeed, yet challenging enough for higher level students to remain engaged. The project opened with a survey of students’ everyday activities. These items were listed and identified in terms of their sensory properties (sight, sound, texture, taste, smell). After careful consideration (and charted plans of attack), students illustrated their activity either two or three dimensionally. Post Visit Lesson / Unit on Installation Art Upon returning from the museum in October and November, students wrote blogs about their experiences. It was truly an effective way for me to witness all the undertones that students had synthesized; thoughts that they either would not have shared with the group verbally, or I wouldn’t have thought to ask. I was amazed by the remarkable eloquence that young students can possess while drawing connections. In addition, each class began to construct part of a large installation for the school’s first floor hallway. Their work examined the interactions between people and nature in positive, negative, and interesting ways. The project began as a few lessons in aesthetics, and eventually grew into a unit of art history, production, criticism, and aesthetics. Students were introduced to the unit through a critical examination of the ways in which people interact with our planet. Emphasis was placed on how the students could illustrate those relationships visually. A discussion about recycling was incorporated by using everyday items as art materials. Afterwards, students articulated their ideas individually with the understanding that all works would be exhibited together as an installation. This installation was hung like a maze, or labyrinth, of newspaper sheets. Fourth graders then analyzed the concepts and history of the cretan maze via an interactive Powerpoint that I created. In order to further this research, students created two small scale mazes themselves, and calculated a life size maze together. This life size “walk-through” maze was constructed in a separate room. View pictures of their finished installation, as well as the process, here. References www.cmoa.org www.google.com www.math.sunysb.edu/~tony/mazes www.plum.lib.il.us/yp_teacherlinks.shtml

Life on Mars and the Semester's End

2008-12-24T14:45:17Z

My school's semester's end coincides with the end of the exhibition of Life on Mars, shortly after the winter break. Like many teachers I'm wondering "what can I fit in?" Something short.

How about a haiku? Haiku--of only seventeen syllables, or thereabouts--are designed to capture an essence. They are verbal origami made when paper is in short supply. Often haiku brevity tends to be existential, so I think they might be perfect for students to "revisit" the show via website, if not in person, and reconsider the works.

Beach Boys, where are they?
Summer sun too large today--
Sea's burnt red away.

Hirschhorn's democratic
Cavemanman takes me back
To November polls

Whirling, swirling bell
Jars under air pressure--
Can Kandor be saved?

Briefly, haiku encomass a moment, a season, and an enlightenment. Very much like the Carnegie International . . .

Re-visiting the Lassnig work...CI08

2008-12-23T16:05:59Z

Well, I have returned from the CAC (Contemporary Art Center in Cincinnati Ohio) after visiting their exhibition of Maria Lassnig's paintings. I was amazed! First of all let me say that it is exciting as an art educator and artist to view work at the Carnegie International and learn about it then take that information and travel to view artist's work in other venues. I would have not been so interested in Maria Lassnig's work if it had not been for my experience with "Life On Mars". As a matter of fact, I plan to follow up on many of my new favorite artists from the CI08 such as Mark Bradford, Matthew Monahan, Mike Kelley, Ryan Gander, Thomas Hirschorn, and mark Manders. Anyway...back to Lassnig... The show at the CAC was amazing! I was impressed to see that they had so many works by her. Somewhere around 30 or more! Her use of color and dramatic use of the picture plane regarding positive and negative space is so exciting! I have really grown to love this artist's work.

Thanks Douglas Fogel!!!

I look forward to re-visiting the Lassnig works in the Carnegie before January 11th. In fact I look forward to re-visiting all of the pieces in the Carnegie International at least one more time before the show goes away for another four years!

Lil\' more Lassnig!!!

2008-12-19T16:17:07Z

I LOVED the paintings in the International by artist Maria Lassnig!!! Imagine my excitment when I saw that she was currently exhibiting her work in Cincinnati at the Contemporary Arts Center! (contemporaryartscenter.org) through January 11th. I am headed there this weekend to check out the show as an early Christmas gift to myself . It'll be interesting to compare the works at the CAC to the ones chosen for the Carnegie International. I'll be sure to let everyone know what I thought of the show after my return!!!

Carnegie Musuem of Art is a catalyst for interdisciplinary learning

2008-12-18T14:25:17Z

The museum serves as the expert in the case of an arts-infused curriculum, not only in terms of the actual artifacts, but also in the critical response of the artifacts. In other words, CMA's website includes interviews, gigapan pictures, and media clips, among other useful things, that enable the viewer to research their questions and produce informed opinions.

Beyond that, however, the museum staff brings the works to life... When students come for a field trip, they observe that art is a way of life, not just and "easy 'A'" or break from the rest of their school day. Rather, art is a business, a commodity, a commentary.

The museum also models, on a deeper level, many aspects of career training for students as well. Museum Educators and other employees are living demonstrations that careers in art span largely beyond that of artist alone. Furthermore, most artists in the Carnegie Inernational are alive and have had former careers or have current training in other fields.

The Ideas and Updates blog has great potential for curriuculum sharing and professionals who seek creative ways to develop their craft/subject and grow it into unique learning experiences.

In the future, I would like to see CMA approaching the adminsistrators within school districts as well as its work with teachers.

Sharing Adventures of Life on Mars at the Alamo

2008-12-11T02:55:02Z

Brian Lenosky and I, two teachers from Bethel Park High School presented a session with Jordan Crosby from the Education Department of Carnegie Museum of Art to the National Council of Teachers of English Annual Convention, in San Antonio, last month. Our presentation highlighted our great experiences with CMA and particularly with Life on Mars. This International continues to be a topic of conversation with our students--it's so engaging!

At the heart of Bethel Park High School's reflections and writing on the Life on Mars experience has been this website and blog. We English teachers are still exploring ways to use our experience to motivate student writing, thus deepening and extending student reflection on and experience with the art (again, largely through the rich offerings of images, bios, and videos, and other documentation to be had here on this website) and our art teachers are working with their students to create reaction art.

Anyone interested in our presentation to the NCTE can visit the NCTE2008 Ning for more information and printable materials. Scroll down and see the attachments on the session discussion page.

Decent docents!

2008-12-09T15:25:20Z

Take a look at this guy! (on the right) He is intense and informative! A tour with him is one to be remembered!

This is Hal one of the great docents at the Carnegie Musuem of Art that helps get all of us through the International Exhibiton. I would like to thank all of the docents for all of the hard work they put into making our trips to the Carnegie a success!

Seneca's Trip...Again!

2008-12-04T17:08:27Z

Here we are after our tour and filled with ton's of new knowledge and experience to take back to the classroom! I'll be sure to post some more pictures soon.

What great day!

Seneca's Trip...

2008-12-02T17:00:05Z

Here we are! We had a great tour...as expected. Many more pictures to come in the near future as I get the kids blogging about the whole Life On Mars experience.

Six More Weeks of Contemporary Art and Writing

2008-12-01T21:09:53Z

With the holiday season now officially in full swing, the final weeks of the 55th Carnegie International will surely fly by! The exhibition will officially close on January 11, 2009, so the moment is ripe to make plans for your final visits--on your own or with student groups. To schedule tours and interdisciplinary programs related to Life on Mars, contact the group visits office by phone at 412.622.3288.

In last Wednesday's Post-Gazette, Mary Thomas crafted a well-edited Life on Mars "must see" list for all of you last-minute visitors out there. Even if you cannot see every work in the show in person, she suggests for you some key stops along a compelling, if abbreviated, path. Visits and tours may always, too, be supplemented by web-based exploration!

(Mark Manders' "Continuous Livingroom Scene.")

In addition, Thomas reported thoughtfully in her article on the Life on Mars exhibition catalog, shown below, which is a treasure trove of imagery, writing, and philosophical insight that is sure to peak your imagination as you experience the exhibition, and long after it is gone. Catalogs may be purchased at the musuem's gift shop, in person or online.

Of particular intrigue in the book for visual art and language arts teachers committed to carrying out the mandates of the PA Academic Standards is the curator's inclusion of artists' writings, which can inspire your own students to think through their own creative processes and reflect on their artwork produced in school.

Online Writing with Life on Mars

2008-11-29T20:21:08Z

Life on Mars has inspired students and teachers alike at Bethel Park High School. Our creative writing classes, English 10 Honors literature classes, and art classes have attended. We've extended our inquiry into the exhibition with our classroom blog by writing about our experiences, writing art-inspired poems, and sending out audio podcasts. As art students create art in response to the Carnegie International, we'll post those as well.

Not only has the classroom blog been a platform for publishing our work, but also as comments grow, our students' dialogues about the art and inherent themes and issue also develop.

Whether you are able to visit Life on Mars in the galleries or are visiting through the website, I encourage you to sign up with your students for a classroom blog and continue to explore the art and inspire young writers and artists. Below is a video that highlights our adventures in online writing with Life on Mars.

Here we go!!!!

2008-11-18T13:41:17Z

Whew! The bus has been reserved, the authorization from administration has been received, multiple forms have been signed, students have been prepared, name tags have been created, and t-shirts have been silk screened! I think we are ready for today's visit to the CI08.

As always, I look forward to our visits at the Carnegie and know that they will be ready for us. I'll write back to let you know how it went! Keep a look out for blogs from Seneca Valley complete with pictures and maybe even video! We have two major projects underway here dealing with the exhibition and I will get those photos up ASAP.

Ready...Set...Go!

Talking to Teachers in Texas: MySpace or Yours?

2008-11-17T22:30:59Z

If you happen to find yourself at the Alamo this week, you will be in close proximity to the 2008 National Council of Teachers of English Conference, Because Shift Happens: Teaching in the 21st Century, where the integration of new technologies into language arts pedagogy and classroom learning is a hot, hot topic.

This is NCTE's stated mission:

"The Council promotes the development of literacy, the use of language to construct personal and public worlds and to achieve full participation in society, through the learning and teaching of English and the related arts and sciences of language.“

I am thrilled to present to a national audience in San Antonio this Friday on the merits of increasing literacy--through both language and visual imagery--through web-based programs in the context of Life on Mars, the 55th Carnegie International. I will join local high school teachers Charles Youngs and Brian Lenosky in a session titled "MySpace or Yours? Shifting Perspectives at the Nexus of Art Museum, Student Writing, and the Web." We will share observations, strategies, and speculations on how online blogs and podcasts are shifting student and teacher voices in aesthetic response as 21st-century forums are integrated at the nexus of art museum, English classroom, and the Web.

Revolutionaries and Royalists, unite!

Everyday Materials, Everyday Life Studio Tour

2008-11-08T23:37:14Z

Using scholarship monies graciously given to us by the Carnegie, I brought my fourth grade students to this program. Truth be told, I was unsure of how my rural students (and their teacher chaperones) would respond. I must say that the level of knowledge and enthusiasm of the staff made for a remarkable trip. The studio and the tour were centered around the idea that great art can be made from materials we see in front of us all the time; that the mundane, if you really think about it, is really all we have to inspire us. It's the idea that certain items are revered as special because we assign them that notoriety. And other "everyday" items are cast aside as insignificant. It is up to the artist to illustrate how any thing can have unique meaning to any number of people. I think the nature of creativity, however, is transpiring into not creating new ideas, but creating new ways of reusing ideas... idea recycling, if you will.

The guided tour includes a wide selection of the Life on Mars exhibition, with questioning that emphasizes the concept of everyday life, everyday materials. I was especially pleased that the docents used more questioning in their discussion techniques then the mere reciting of facts. They were exceptionally skilled in listening to student responses and exploring their understanding.

The studio portion then applied all the concepts they had discussed. Activities were guided toward a finished project that the students took home. I typically view "make and take" projects as somewhat shallow, but this was truly a valuable creating experience for them. It was almost like an assessment of what they had learned today, like an application of theories. I was very pleased with both tours I went on (I brought 85 students split into two visits). I would recommend this trip for grade levels 3-8 because the studio project - though grounded in concrete logic that elementary students can grasp - has an aspect of abstract and divergent problem solving. It is great for upper elementary and middle school students. I think also the education staff would be very flexible and creative in working with younger students. Their energy to engage the students is quite apparent.