MATERIALS and EQUIPMENT: (For Entire Integrated Set)

VA/CR/8/FL/051/ Page 1

MOVEMENT IN ART -- GRADE 8

Introduction

MATERIALS AND EQUIPMENT: (for entire integrated set)

Each student will need:

• Sharpened pencil

• Art gum eraser

• Set of fine-line color markers

• Set of 12 oil pastels

• Set of watercolors with a brush

• Water container

• Four art prints marked on front A, B, C, and D:

A="Saint George and the Dragon" by Raphael Sanzio, Italian, 1483 - 1520 B="Dynamism of a Dog on a Leash" by Giacomo Balla, Italian, 1871-1958

(These will be postcard size and mounted in the test folder.)

C="The Meeting of Saint Anthony and Saint Paul" by Sassetta

D="Nude Descending a Staircase # 2" by Marcel Duchamp, France, 1887-1968

(11" x 14" separate from test folder)

There may be some controversy over the use of Print D in the public school classroom since it includes theword "Nude" in its title. It is recommended that when the facilitator refers to this print by name it be called "Figure Descending a Staircase #2" and the word "figure" be used throughout the testing procedure instead of the word "nude".

EXERCISE SET-UP: (for entire integrated set)

Each student should be seated at a table with enough room to work freely, especially for Part 3 where they will be involved in a production exercise using multiple media.

PART 1

VISUAL ARTS EXERCISE, GRADE 8

Responding

Content Outline Reference: A 1, 2 B 1,3C 2

Total Time for Part 1: 20 minutes

Task Description: Students will compare two prints to determine how each artist showed an animal moving. They will judge which showed motion best and justify their decision.

RESPONDING CONTENT OUTLINE REFERENCE: (for Part 1)

Students describe works of art in ways that show knowledge of form (A1, A2). Students analyze and interpret works of art for relationships between form and meaning (B1, B3).

Students articulate judgments about works of art that reflect attitudes and prior knowledge (C2).

MATERIALS AND EQUIPMENT: (for Part 1)

•Two prints marked Print A and B (postcard size, attached in test folder):

A="Saint George and the Dragon" by Raphael Sanzio, Italian, 1483 - 1520

B="Dynamism of a Dog on a Leash" by Giacomo Balla, Italian, 1871-1958

•Test folder

• Sharpened pencil

EXERCISE SET-UP: Students should be seated at tables so they have room to work freely in the test folder. When seated, students should be given a test folder. Make sure each student has the following:

• A test folder

• A sharpened pencil

• Two art prints ((these will be postcard size and mounted in the test folder)

A="Saint George and the Dragon" by Raphael Sanzio, Italian, 1483 - 1520

B="Dynamism of a Dog on a Leash" by Giacomo Balla, Italian, 1871-1958

SCRIPT and [INSTRUCTIONS TO FACILITATOR:]:

[The facilitator will read the following out loud to the students]

This portion of the test will involve exploring the idea of movement as it is depicted in works of art. Make sure you look carefully at each art print before answering the questions in the test. When asked to give your opinion about a work of art, try to express your thoughts fully so there is no doubt what you mean.

You will have 20 minutes to complete Part 1. When you come to the word "Stop" at the end of Part 1 go no further. If you want you may go back and check your answers in Part 1 at that time.

Open your test folder to Part 1 on page 1. Read along with me from your test folder as I read the directions to you: [Read the following out loud to the students]:

[WRITTEN AND SPOKEN DIRECTIONS TO STUDENT]:

Paintings by artists often work as a snapshot, capturing an activity as a frozen moment in time. Some artists have been able to show more than a single moment of time within an image. Look at the two prints in your test folder marked A and B.

Print A was done by a 16th century artist named Raphael Sanzio. This print shows Saint George on horseback at the moment that he traps a dragon with his lance, thus saving the life of the daughter of a king, pictured to the right. [Pause a few seconds while students view the print]

Print B was painted by Giacomo Balla in 1912. Balla wanted to show energetic activity in process, as if the viewer is seeing more than a single moment of time in the picture. [Pause a few seconds while students view the print]

Look closely at the horse in Print A and the dog in Print B . Answer the questions below about how each animal was painted. Remember to stop when you read STOP at the bottom of the page.

Are there any questions before we begin? [You may answer questions that have to do with set up or procedure but not any that deal with the content of the test.]

You may begin.

[At this point the facilitator should check the time and write the beginning and ending times where all students can refer to it and pace themselves.]

1) Print A: List at least 3 things Raphael has done in his painting to let you know that the horse is moving rather than standing still. Be specific.

1) ______

2) ______

3) ______

SCORING GUIDE:(Time=7 minutes)

#1 Horse is standing on two feet with front hooves in air

Horse's head is twisted back unnaturally

Horse's pose creates a diagonal line

Horse's tail is up in the air

Level 0 = no response

Level 1 = student identifies one clue, description is minimal and of low quality

(horse is in the air, guy's cape is in the air, horse looks scared)

Level 2 = student identifies two or more clues, description is minimal and of low quality

Level 3 = student identifies one or two clues, description is of high quality (see above)

Level 4 = student identifies three or more clues, description is of high quality

2) Print B: List at least 3 Balla has done in his painting to let you know that the dog is moving rather than standing still. Be specific.

1) ______

2) ______

3) ______

SCORING GUIDE:(Time=5 minutes)

#2Parts of the dog are drawn in multiple, overlapping images (forms are repeated)

Dog's legs are drawn in multiple, overlapping images

Dog's ears are drawn in multiple, overlapping images

Dog's tail is drawn in multiple, overlapping images

Level 0 = no response

Level 1 = student identifies one clue, description is minimal and of low quality (dog's legs look like they are going fast)

Level 2 = student identifies two or more clues, description is of low quality

Level 3 = student identifies one or more clues, description is of high quality (legs are drawn more than once, ears are drawn more than once)

Level 4 = student identifies two or more clues, description is specific with identification that that

forms are repeated and which ones: dog's legs, tail, ears, leash, and person's feet are drawn in multiple, overlapping images

3) In your opinion which picture does a better job of showing an animal in motion? (Circle 1)

Print APrint B

SCORING GUIDE:(Time=2 minutes)

#3Not to be scored.

4) Why did you pick this picture over the other? ______

______

SCORING GUIDE:time=6 min

#4Level 0 = no response

Level 1 = student gives inappropriate response that is not based on a judgment of the expressive qualities within the print (I like it better)

Level 2 = student is able to justify his/her choice using a comparison or description of the choice that identifies qualities that are obvious (the repeated parts of the dog in Balla really help it to look like it is moving)

Level 3 = student justifies choice with two or more descriptions or comparisons that result in abstract or not so obvious identifications (the repeated parts of the dog actually give the appearance of it moving, almost like looking at each frame of a movie)

STOP. Wait for further directions.

[At the end of the 20 minutes the facilitator should say...]

STOP. Put down your pencils.

[Wait for all students to do this. Move on to instructions for Part 2]

Raphael: Available from the National Gallery of Art, Washington D.C. 1991 catalog: Postcard size and 11" x 14"

Balla: Xeroxed postcard appears to be from Dover Publications, 31 East 2nd St., Mineola, N.Y., 11501. Actual work is housed in Albright-Knox Gallery, Buffalo, New York (copyright 1986, Buffalo Fine Arts Academy)

An attempt should be made to find both images in the same size.

If procured in the postcard size they could be mounted in the test folder (best choice).

It is possible that Dover or the Albright-Knox gallery has the Balla print in the 11 x 14 format, or at least a larger size than the postcard.

PART 2

VISUAL ARTS EXERCISE, GRADE 8

Responding

Content Outline Reference: A 1, 2B 1,3

Total Time for Part 2: 20 minutes

Task Description: Students will compare two prints to determine how each artist used a similar but not identical technique to show a human form moving. They will perform a scanning activity and describe on of the paintings as if they were living in the time frame of the other.

RESPONDING CONTENT OUTLINE REFERENCE: Students describe works of art in ways that show knowledge of form (A1, A2). Students analyze and interpret works of art for relationships between form and meaning (B1, B3).

MATERIALS AND EQUIPMENT:

• Two prints (11" x 14") marked Print C and Print D:

C="The Meeting of Saint Anthony and Saint Paul" by Sassetta

D="Nude Descending a Staircase No. 2" by Marcel Duchamp, France, 1887- 1968

• Test folder

• Sharpened pencil

EXERCISE SET-UP: Students should be seated at tables so they have room to work freely in the test folder. Each student should have:

• A test folder

• A sharpened pencil

Pass out to each student the following:

• Two prints (11" x 14") marked on the front Print C and Print D:

C="The Meeting of Saint Anthony and Saint Paul" by Sassetta

D="Nude Descending a Staircase No. 2" by Marcel Duchamp, France, 1887- 1968

SCRIPT AND [INSTRUCTIONS TO FACILITATOR]:

Now it is time to move onto Part 2 of our test. Open your test folder to page 3. Please read along with me as I read the directions for Part 2.

[WRITTEN AND SPOKEN DIRECTIONS TO STUDENT]:

Place before you the two prints marked C and D. Here again are two pieces of artwork in which the artists have shown some type of movement. Both show a human figure getting from one place to another.

Print C is a painting by an artist named Sassetta. In the upper left corner we see a traveling saint coming along the path, walking stick in hand. In the middle-ground of the painting he is met on the path by another traveler on horseback. In the foreground of the painting we see that Saint Anthony has met up with Saint Paul along the path and they exchange an embrace that shows their devotion to one another. [Pause a few seconds while students view the print]

Print D was painted by Marcel Duchamp. In this painting Duchamp has created a rather odd looking human figure made of flat planes instead of rounded forms. He arranged the human form in his picture to give the visual impression of motion, of the figure moving down a staircase. [Pause a few seconds while students view the print]

Look closely at the figures in Print C and Print D. Compare those figures and answer the questions below. You will have 20 minutes to complete Part 2.

Are there any questions? [You may answer questions that have to do with set up or procedure but not any that deal with the content of the test.]

You may begin.

[At this point the facilitator should check the time and write the beginning and ending times where all students can refer to it and pace themselves.]

1) In both paintings the artists have tried to show that a figure in the painting has moved from one place to another. What did both artists do that was the same to show this?

______

SCORING GUIDE:(Time=5 minutes)

#1Image/figure is repeated within the picture (multiple images)

Level 0 = no response

Level 1 = student response is inappropriate (they drew them in action)

Level 2 = student response uses appropriate terminology in identifying that the figures are repeated within the pictures (figures are drawn more than once, forms are repeated)

Pretend that you are living in the time of Saint Anthony and Saint Paul. You are standing on the path talking with the saints about your day. Suddenly Duchamp's figure appears on the path and begins to walk toward you.

2) What does the figure look like? Describe the shapes, lines, colors, and textures.

______

SCORING GUIDE:(Time=6 minutes)

#2Description of Nude:Shapes = flat, angular, sharp, geometric

Lines = straight, curved, dark, scratchy

Colors = browns, tans, cream, ivory

Textures = smooth

Level 0 = no response

Level 1 = student responds with inappropriate use of visual vocabulary (figure is loud and colorful, shapes are full, texture is bumpy)

Level 2 = student responds with appropriate use of visual vocabulary but in general and obvious terms (flat shapes, straight and rounded lines, brown and tan colors)

Level 3 = student responds with appropriate use of visual vocabulary and is specific in identifying obvious and not so obvious characteristics (flattened shapes in lower leg and arms are triangular and sharp)

3) How did the figure move? What sounds did the figure make when moving? ______

SCORING GUIDE:(Time=4 minutes)

#3Not to be scored

4) If the figure and the saints got into a conversation, what might they say to each other? ______

SCORING GUIDE:(Time=5 minutes)

#4Not to be scored

STOP. Wait for further instructions.

[At the end of the 20 minutes the facilitator should say...]

STOP. Put down your pencils.

[Wait for all students to do this. Move on to instructions for Part 3]

Sassetta: available from the National Gallery of Art, Washington D.C.

1991 catalog: 11" x 14" only

Duchamp: actual piece housed in the Philadelphia Museum of Art, Philadelphia, Pennsylvania.

Print available from Shorewood, image #1282. Size availability unknown.

PART 3

VISUAL ARTS EXERCISE, GRADE 8

Creating

Content Outline Reference: B2-5 C1-3 D1,3 E2,4F1

Total Time for Part 3: 30 minutes

Task Description: Students will do four sketches of themselves performing an activity. They will use a different medium and a different technique for showing movement for each sketch. A brief description of each technique used will be written. Students will judge which sketch is the most successful and which media works best for showing motion. A final drawing will be made that uses the medium and technique that the student felt worked best in the sketches Students will describe the technique that they used in the final drawing and make assessments about how it could be improved.

CREATING CONTENT OUTLINE REFERENCE:

Students invent and use ways of generating visual, spatial, and temporal concepts in planning works of art and design (B2 - 5). Students select and use form, media, techniques, and processes to achieve goodness of fit with the intended meaning of works of art (C1-3). Students experiment with ideas (sketches, models) before final execution as a method of evaluation (D1, D3). Students create a product that reflects ongoing thoughts, actions, and new directions (E2, E4). Students reflect upon and evaluate their own works of art (F1).

MATERIALS AND EQUIPMENT: Each student will need:

• Four art prints marked on front A, B, C, and D:

A="Saint George and the Dragon" by Raphael Sanzio, Italian, 1483 - 1520

B="Dynamism of a Dog on a Leash" by Giacomo Balla, Italian, 1871-1958

(These will be postcard size and mounted in the test folder.)

C="The Meeting of Saint Anthony and Saint Paul" by Sassetta

D="Nude Descending a Staircase # 2" by Marcel Duchamp, France, 1887-1968

(11" x 14" separate from test folder)

• A sharpened pencil

• An art gum eraser

• Set of fine-line color markers

• Set of 12 oil pastels

• Set of watercolors with a brush

• Water container

EXERCISE SET-UP: Each student should be seated at a table with enough room to work freely. Before starting Part 3 the following supplies should be passed out to each student:

• An art gum eraser

• Set of fine-line color markers

• Set of 12 oil pastels

• Set of watercolors with a brush

• Water container

SCRIPT AND [INSTRUCTIONS TO FACILITATOR]:

[Read the following to the students]

Turn to page 4 of your test folder and read along as I read the directions aloud.

[WRITTEN AND SPOKEN DIRECTIONS TO STUDENT]:

Now it's your turn!

Think of an everyday activity that you enjoy. It could be a sport that you play or a daily chore. There is movement involved in this activity. How could you draw a picture of yourself doing that activity? What could you do to give a feeling for the motion involved in the activity? What medium would you use?

Use the four squares to sketch out your ideas. Use a different medium (pencil, marker, oil pastel, or watercolor) for each sketch. Try to use four different techniques for showing the movement in the activity. You may borrow techniques from the artists we have looked at in Parts 1 and 2 or you may invent your own methods.

At the bottom of each sketch briefly describe the way that you showed movement in that drawing.

Are there any questions? [You may answer questions that have to do with set up or procedure but not any that deal with the content of the test.]

You will have 40 minutes to finish Part 3. You may begin.

Sketches:

SCORING GUIDE:(Time=15 minutes)

Level 0 = student makes no attempt to sketch any images

Level 1 = student does not fill all four areas with significantly different renditions

-sketches do not show the motion involved in the activity

-sketches use only one or two techniques for showing motion

-sketches use only one or two mediums, show limited technical skill

-does not fill all four areas with a sketch

Level 2 = student draws four sketches using all four media showing increased but limited technical skill, devised three to four different methods that only slightly show motion/activity,