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Contextual vessels - Appropriation, etching and artists' books

(Lisa Schneidewin)

Purpose

Students develop an understanding of appropriation in contemporary art and how this reflects the postmodern climate of the world we live in today. Furthermore, they engage in an understanding of artworks, in the form of books, as vessels for this postmodern climate.

Description

Students research and critically analyse artworks associated with the contemporary practice of appropriation and/or artists' books and their own artworks. They make and display their own artists' books through investigations and experimentations with the practices and techniques of appropriation, drypoint etching and digital manipulations.

Procedure

This unit of work is implemented with Year 10 students over an eight to ten week period through approximately 45 lessons. Activities are based on a constructivist (student-centred) approach and are organised into three phases of learning and assessment. It is important to identify these three phases as interrelated and furthermore, co-existing with the processes of making, displaying and appraising images and objects.

Explore

Students:

investigate and experiment with book construction techniques
explore the meaning and purpose of artists' books within a postmodern climate, incorporating found objects which have been appropriated and recontextualised
explore appropriation in art and various artist
examine symbols as a means of understanding appropriation
explore various aspects of contemporary culture.

Develop

Students:

develop an understanding of appropriation as a reflection of our postmodern climate and artists' books as vessels for this climate.
research and identify contemporary "icons" that represent the personal world of students - a youth culture.
select an artwork for appropriation.
develop the composition for an etching plate and complete an edition of prints.
plan and create an artist book as a vessel for etchings.

Respond

Students:

critically analyse their appropriated etchings in relation to the original image.
critically analyse artists' books as contextual vessels.
manipulate etchings through various techniques to deconstruct and reconstruct the composition further.
display their artist's book within the context of its sculptural qualities and how it is to be "read" by spectators.

A prior knowledge of contemporary art and the practice of appropriation would be beneficial for teachers. Background knowledge of artists' books within the context of postmodernism would be also beneficial. Students do not necessarily need prior knowledge in the visual arts, although this would be favourable and assumed with the development of this unit. The suggested sequence of learning experiences is outlined in the Unit Plan [new window 72 kb word document ].

The following supporting documents are also available:

Student outline [new window 29kb ]
Making/displaying task sheet [new window 45 kb ]
What is Appropriation worksheet [new window 36kb ]
Appropriation: Step 1 - Selecting an artwork worksheet [new window 43 kb ]
Appropriation: Step 2 - Appraising your appropriation worksheet [new window 27 kb ]
Short appraising task 1 outline: Appropriation [new window 49 kb ]
Short appraising task 2 outline: Artists' books [new window 50 kb ]
The four frames worksheet [new window 38kb ]
Linda Newbown: Tennis ball worksheet [new window 55 kb ]
Judy Barrass: This land is your land, this land is my land worksheet [new window 54 kb ]

Resources

Artists' books

James Hardie Library of Australian Fine Arts, Artists' Books Collection: available in the new State Library of Queensland at South Bank.

Queensland Studies Authority (QSA) sourcebook modules:

Websites:

Software: Microsoft Office 2003; Corel Graphic Suite 12 (or other image editing software)

Assessment

Student making/displaying task

Students create an artist's book, which contains a dry point etching edition, including various manipulations. This book must be concerned with the contemporary art practice of appropriation. Consideration of the book's sculptural qualities and how the viewer will "read" the book must be incorporated. This task provides opportunities for students to demonstrate learning outcomes: VA 6.1a, VA 6.1b, VA 6.2, DVA 6.1, DVA 6.4

Student appraising task 1: - Appropriation

Students write a short comparative essay which analyses and synthesises researched information relating to their own etching print and the original image/s appropriated. This task provides opportunities for students to demonstrate learning outcomes VA 6.3

Student appraising task 2: - Artists' books

Students resolve what may be defined as an artist's book in accordance with their own personal aesthetic. This task provides opportunities for students to demonstrate learning outcomes VA 6.3 and DVA 6.4.

Evaluation

At time of submission, the unit was still being implemented. Two Year 10, Level 6/ beyond Level 6 Extension visual arts classes were completing etching editions to incorporate into artists' books. Considering the dynamics of the classes is an essential element to enable student success. More teacher direction would be required for students who are not at a learning outcome of Level 6 or beyond. Consequently, it would be possible for students of any level to embark on the concepts explored, developed and resolved in this unit with teacher adaptation of activities and assessment.

Learning outcomes

The Arts: Details [new window 23 kb word document ]

Visual Arts Strand: VA 6.1a, VA 6.1b, VA 6.2, VA 6.3, DVA 6.2, DVA 6.4

Productive Pedagogies

Details [new window 30 kb word document ]

Lifelong learner attributes

Details [new window 24 kb word document ]

Last updated: 11th March 2008

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