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Enduring Ideas

● Emotion: “Emotions in a Box” / “Mini Installations”

● This enduring idea discusses emotions and how we can understand
them more fully. There are certain emotions kids are taught not to
feel or acknowledge, but it is vital that we have the ability to
identify what we are feeling when we are feeling it. The purpose of
this project is for students to understand and express their emotions
○ Possible Artists & Movements: happenings, surrealism
■ Hiller Goodspeed: honesty with yourself + humor
■ Yayoi Kusama: experiencing fear and anxiety
■ Installation artist example: Jee Young Lee
○ Videos & Tools:
■ Mood tracker: introduce mood trackers at the beginning
of the unit so students can get used to understanding
and identifying what they are feeling.

● Project: Students will create a small installation box that illustrates

one or more emotion that they want to share or what they are
going through. (inspired by the artist Jee Young Lee). It would
probably be best for them to create a small journal or have a
sketchbook assignment where they write what they're feeling and
track their mood. After this brainstorming process, get materials
together so they can create a model of their installation. Maybe
even adding fibers, polymer clay or ceramics.

○ ***maybe the class can vote on their favoriter installation and

can create a life-size version of it! If you have a delicious
budget or can write a grant for VR, make the installation
through TiltBrush!
● Project: based on Hiller Goodspeed, create an illustrated persona or
cartoon character and have them face their fears, accept their
feelings or acknowledge what they love and care about. To emulate
Goodspeed’s aesthetic qualities use colored
paper and after the students have finished
using pencil have them use marker or pen.

● Vocabulary: texture, unity & variety, space,

installation, happenings, illustration,

More: TEKS
○ (c) Knowledge and skills.
○ (1) Foundations: observation and perception.
The student develops and expands visual
literacy skills using critical thinking,
imagination, and the senses to observe and
explore the world by learning about, understanding, and applying the
elements of art, principles of design, and expressive qualities. The
student uses what the student sees, knows, and has experienced as
sources for examining, understanding, and creating original artworks.
The student is expected to:
○ (A) identify and illustrate concepts from direct observation, original
sources, personal experiences, and communities such as family, school,
cultural, local, regional, national, and international;
○ (B) understand and apply the elements of art, including line, shape,
color, texture, form, space, and value, as the fundamentals of art in
personal artworks using art vocabulary appropriately;
○ (C) understand and apply the principles of design, including emphasis,
repetition/pattern, movement/rhythm, contrast/variety, balance,
proportion, and unity, in personal artworks using art vocabulary
appropriately; and
○ (D) discuss the expressive properties of artworks such as appropriation,
meaning, narrative, message, and symbol using art vocabulary