Art Encounters

Designing Materials for Art Encounters

Our Curriculum and Instruction class met in the Casa Gallery to look at the exhibit:
Compositions in the Shape of a Pod by Janice Rahn. As an activity we wrote questions
about the exhibit that could be used to guide an art encounter for grade school students.
The interesting thing about this thought process was in creating questions that could
lead students of different ages through the discovery and observation of an art exhibit.
By designing the questions to start from a general perspective, it encourages the
students to enter and use their vision and sense of space to move around and interpret
the exhibit. We then crafted the questioning to lead to more detailed discussions about
specific aspects of the work.

I endeavour to grant myself the space to dive into tasks and assignments, even if I feel
like I am moving blindly. So, in this activity, that is exactly what I did. Without over
thinking it, I jotted down several questions that reflected my own observations of this
layered and complex exhibition. It wasnt until after our whole group discussion that I
realized that the vocabulary and content that I was using wouldn't work. I would need to
gear it towards whichever age group is having the encounter. This is an entirely
different way of seeing and thinking. The process required for art education was
initiated.

1
Some of the my initial questions were much to wordy and filled with art speak:

There is a predominant theme in the form portrayed in the work.

Could you speak to that?
Not a good line of questioning for students. The vocabulary level is not age/level
appropriate and it is too complex and open ended.

A variety of materials are used in this exhibit. How does their use
relate to this theme?
Again, not a good line of questioning. Some thing much more direct and simple such
as:

Name some of the materials used.

This is a good question. It asks student to observe and identify materials. By doing this
is gives me, the teacher, the opportunity paraphrase with art language when answering
back.

A question such as this one provides the vocabulary but leaves the answer open ended.

Printmaking, drawing, ceramic sculpture, bronze sculpture, and

collections of natural objects are present in this exhibition. Try to observe
all of them.

Here is another one of my questions, before our discussion about unpacking the art
language to create age appropriate questions:

Process is an important part of the materiality in this exhibit. Name

some of the processes used.

A better way to structure a question like this is to create something that is almost
treasure-hunt style. Perhaps something like;

2
 This exhibit contains work from a wide variety of art materials. Circle
the names of the materials that are present in the exhibit:

(hint: not all of the materials listed were used in this exhibition)

paintings drawings prints clay sculptures bronze sculptures

found objects linen objects from nature wood carvings bone

assemblages

I wasnt too sure about this oneit might work for high school students

The form of the pods evokes thoughts connecting to the shapes

portrayed in victorian fashion. Sketch this.

Instead of posing this question:

How does the material allow for different explorations of form,

surface and detail?
Say something like this:

Form, surface and detail are reflected in the materials used. Can
you see the connection? Name one.

Here is another example of my questions:

There are several elements of materials that specifically speak to the

feminine. Do you recognize these?
To broaden the discussion, allow the student to be the detective. Rather than name the
gender, ask if they they can identify elements in the material that speak to gender.

3
 There are several elements of materials that speak to gender. Do
you recognize these? Name them.

Ask students about their thoughts on the artists intention:

What does this imagery make you think of?

Why did the artist include natural and found objects?

Include questions that ask how the viewer moves through the physical space. Is there
an intuitive way to move through the space?

Describe the use of color in the exhibition.

This simple question could generate lively discussion, especially for younger grade
students.

Another engaging line of questioning, which could be good for the last question on a
sheet could be:

Pretend you are the curator of this exhibit. What would you do
differently?

The intention of the material designed is to support and expand the visual literacy of the
students, not to stump them or be such a challenge that students disengage.

Questions like these are a learning tool for getting the most out of an art encounter for
students or any visitor to an art gallery.