Breaking Out of the Confines of the Single Image to Represent Time, Motion, and Altered Perspective: David Hockney’s “Joiners”
Resource ID#: 61892
Primary Type: Lesson Plan
This document was generated on CPALMS - www.cpalms.org
Breaking Out of the Confines of the Single Image to Represent Time, Motion, and Altered Perspective: David Hockney’s “Joiners”
We are exploring representation of the world around us and analyzing how the camera can be used as a tool to create realistic, alternative, and abstract imagery.
Subject(s): NGSSS: Visual Art
Grade Level(s): 6, 7, 8
Intended Audience: Educators
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, Interactive Whiteboard, LCD Projector, Overhead Projector
Freely Available: Yes
Keywords: art, photography, montage, joiner, time, motion, movement, perspective
Instructional Component Type(s): Lesson Plan, Problem-Solving Task, Presentation /Slideshow, Image / Photograph, Learning Goal
Instructional Design Framework(s): Direct Instruction, Cooperative Learning
Resource Collection: iCPALMS
LESSON CONTENT
· Lesson Plan Template: General Lesson Plan
· Learning Objectives: What should students know and be able to do as a result of this lesson?
Learning Goal: We are exploring representation of the world around us and analyzing how the camera can be used as a tool to create realistic, alternative, and abstract imagery.
Success Criteria: I can…
o Identify perspective, point of view, and define the space in an image.
o Identify the representation of time and movement in a still image or photo montage.
o Analyze how to alter perspective and point of view; and
o Create “Joiner” images that show time and movement.
Lesson Objectives: Students will analyze examples of Hockney’s “Joiners” to…
o Identify new ways to represent Time and Movement.
o Identify new ways to represent Perspective and Point of View.
o Brainstorm ideas for creating their own “joiners’ to specifically address time, motion, and/or perspective.
· Guiding Questions: What are the guiding questions for this lesson?
o How can the camera--traditionally thought of as producing a two-dimensional representation of something realistic--be used to create alternative or abstract imagery?
o How did Artist/Photographer David Hockney use the camera to produce a sense of Time, Movement, and/or Perspective/Point of View?
· Teaching Phase: How will the teacher present the concept or skill to students?
1. 5-minute Intro and Connection to Previous Learning: Direct students to think about the video clip and digital presentation they saw the day before, so they’re ready to respond to some review questions (orally or in their logs).
2. Ask them A) to describe a “photo montage”; B) what Hockney called his “photo montages” and why; and C) to identify what Hockney did in his “Joiners” that can’t be done with a single photograph. Chart the students’ responses as an example for the procedure you want them to follow during the approaching analysis.
3. Student Observation and Analysis: Count off and move into small groups (min. 3, max. 5).
4. Distribute instructions and project an example of David Hockney’s “Joiners” not shown as part of the previous day’s presentation. Note: Generally use simpler examples in the previous day’s presentation, saving his more advanced or detailed Joiners for today’s discussion. If you don’t have high-quality color prints for this activity, you can build presentation slides with links to new images for them to discuss and chart in their small groups. Note: If you have the means to project or display one image per group, you may wish to assign each group its own image to analyze, chart, and share.
5. Students analyze and chart which of the objectives (i.e., Time, Motion, and Point of View/Perspective) are evident in each print or projected Joiner. These Joiners should exemplify several objectives, not just one. Note: Procedures 3-5 require about 15-20 mins. Monitor to keep student discussions on-track. If ideas are completed, move them on.
6. Student Sharing and Feedback: Share an image (or a group’s image) and have the students explain their analysis, using their team notes, which they will then turn in to the teacher. Give other teams an opportunity to point out any key examples or points of interest not mentioned.
7. Rotate to next team, repeating step 6 until all teams have presented.
8. Application of Knowledge/Preparation for Independent Project: If time, students will conclude the class period by brainstorming ideas for their own “Joiner.” Provide a handout which states the objectives, so students not only describe (and sketch) their ideas, but specify which of the objectives they will incorporate in their own “Joiner.”
· Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. Based on the video clip and digital presentation they saw the day before, students will describe A) a “photo montage”; B) what Hockney called his “photo montages” and why; and C) identify what Hockney did in his “Joiners” that can’t be done with a single photograph.
2. In small groups of 3-5, the students will analyze and chart which of the objectives (i.e., Time, Motion, and Point of View/Perspective) are evident in each print or projected Joiner.
3. The teams will explain their analysis, using their team notes, and members of other teams will have an opportunity to point out any key examples or points of interest not previously mentioned.
· Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
o If there is time, students will conclude the class period by brainstorming ideas (with sketches and notes) for their own “Joiner.”
· Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
o Students will finalize their own “Joiner” ideas, based on objectives and a rubric developed from the Success Criteria above.
o Using film or digital cameras, students will take a series of photographs based on their plan. Students may need to take additional photos or re-take some that didn’t work.
o Digital: Students will use photo-editing software to arrange their images into a “Joiner” (have them save one layered copy and one jpeg flattened copy)…OR…Film: Students will arrange their prints on a piece of matt board, considering the placement and overlap before gluing them down.
o Students write an Artist’s Statement about their “Joiner,” including a title and description of the objectives (Time, Motion, Point of View/Perspective) they included.
ASSESSMENT
· Formative Assessment:
o Chart the students' responses to review questions about the previous day's exposure to Hockney's "photo montages" or "Joiners."
o Students, working in groups of 3-5, will analyze and chart which of the objectives (Time, Motion, and Point of View/Perspective) are evident in each print or projected Joiner. As the teacher shares each image, the students will explain their analysis, using their team notes, which they will then turn in to the teacher. Members of the other teams will then have an opportunity to point out any key examples or points of interest not mentioned by the original analysis team.
· Feedback to Students:
o Students will receive feedback from the teacher during review and and from their peers during small-group discussions on Hockney's work. Students will be able to immediately apply the suggestions made received from the teacher or consider the input made by the teacher and come up with an appropriate response and move forward as a result of the new information.
· Summative Assessment:
o Students create a Joiner (photo montage) and write an Artist’s Statement about it, including a title and description of the objectives (Time, Motion, Point of View/Perspective) they included.
ACCOMMODATIONS & RECOMMENDATIONS
· Accommodations:
o Abstraction can be a challenging concept for students with visual impairments or with certain learning challenges. Students with specific visual impairments may need to be seated close to the samples of Hockney's Joiners, work with enlarged copies, or have additional time to examine his works in detail. Students who struggle with the concept of "abstract," specifically Time, Motion, and Pint of View/Perspective, may need to receive instruction and assessment aligned with the Access Points directly associated with the benchmarks of the lesson.
· Extensions:
o Presentation and Critique Using Vocabulary and Concepts of the Lesson: After students discuss peers’ examples, they could hang a show of the work and act as docents to explain Hockney’s ideas and their examples to other students/teachers; or tally which of Hockney’s ideas were used in each work, compiling a chart to show which were used most often and discussing why these were most common in their class.
· Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, Interactive Whiteboard, LCD Projector, Overhead Projector
· Special Materials Needed:
o “Hockney at the Tate” (1988), Portrait of an Artist series, Reneir Moritz Associates, dist’d. by Home Vision
o “True to Life: Twenty-Five Years of Conversations with David Hockney” by Lawrence Weschler (2009), Univ. of California Press
o Web links to selected images of Hockney’s “Joiners”
o If available, high-quality color prints of some of his “Joiners” (not the same ones from the introductory presentation)
o Digital cameras and software that allows students to compile multiple images into layers to create a joiner or photo montage…OR…Film cameras, color print film, processing fees, matt board, and glue to construct their joiner or photo-montage
SOURCE AND ACCESS INFORMATION
Name of Author/Source: Barbara Davis
Is this Resource freely Available? Yes
Access Privileges: Public
License: Attribution-NonCommercial 3.0 Unported
Related Standards
Name / DescriptionVA.68.C.3.1: / Incorporate accurate art vocabulary during the analysis process to describe the structural elements of art and organizational principles of design.
VA.68.F.1.3: / Investigate and describe how technology inspires and affects new applications and adaptations in art.
LACC.6.SL.1.2: / Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.