Year 12 Term 4 2012 Unit 1 Class Activities / Case Studies / Assignments: 

In this unit, students will look at Maria Kozic’s work “Masterpieces (Warhol)” 1986 (Artwise 1/2) – She has appropriated the image of Warhol’s famous work, Campbell’s Soup (1965). She shatters the work and in doing so, she changes the meaning of the picture into something different. Students will look at other images from well-known artists who practice this method learning about their beliefs, ideas, concepts, culture, philosophy, theory, and views, etc. Also, students will learn and discover an artist who work with digital medium learning to work with software programmes provided at Heritage Christian School. Such as Corel Draw / Photopaint and Rave if time permits, this will allow students to create digital artworks expanding their repertoire of artmaking.





Unit 1: “Appropriation Part 2” 

Outcomes: Practice / Frames / Conceptual Framework

Time: 9 Weeks


Term 4 - 2012 | 3-5 Periods | Outcomes H7 H8 H9 H10


Class discussion an introduction to: Major Assignment 1 Case 2 study given to students 

Case study 2: Discussing the artworks of Paul Cezanne and the appropriated attempt of Yasumasa Morimura. Case study given to students via private link (email me and I will send you the link)

 


Paul Cezanne - "Apples and Oranges."


Yasumasa Morimura "Criticism Lover A."


Yasumasa Morimura From Wikipedia, the free encyclopedia 

Yasumasa Morimura (June 11, 1951 - ) is a Japanese appropriation artist. He was born in Osaka and graduated from Kyoto City University of Arts in 1978. Since 1985, Yasumasa Morimura has primarily shown his work in international solo exhibitions, although he has been involved in various group exhibitions.

Yasumasa Morimura borrows images from historical artists (ranging from Edouard Manet to Rembrandt to Cindy Sherman) and inserts his face and body into them. His work engages with issues of gender and challenges both Western and Japanese notions of good taste.

Among others, Morimura's exhibitions have been shown at the Museum of Contemporary Art, Chicago (1992), the Cartier Foundation for Contemporary Art in Jouy-en-Josas, France (1993), the Hara Art Museum in Hara, Japan (1994), the Guggenheim Museum (1994), the Yokohama Museum of Art in Yokohama, Japan (1996),Museum of Contemporary Art San Diego (2006), and the Art Gallery of NSW in Sydney, Australia (2007).

In his most recent and most extravagant reproduction, Morimura created a series of hybrid self-portraits modeled after the art of Frida Kahlo.


Students will investigate the ideas of appropriation in the artworld.

  • Looking at YouTube videos and discussing the ideas.
  • Class discussion an introduction to recap: 

 


Recap: What is appropriation art?

Appropriated Artworks.” What is appropriation in the artworld? Some say it’s borrowing an artwork from the past style and changing it’s context to use it in a new, interesting way and for another purpose; a Postmodern method. 

Major Assignment 1: Explained to students (refer to assignment link) 

Introduction to Corel Program


Students will look at Maria Kozic’s work “Masterpieces (Warhol)” 1986 – She has appropriated the image of Warhol’s famous work, Campbell’s Soup (1965). She shatters the work and in doing so, she changes the meaning of the picture into something different. Students will look at other images from a well-known artist who practice this method learning about their beliefs, ideas, concepts, culture, philosophy, theory, and views, etc. Also, students will learn and discover an artist who work with digital medium learning to work with software programmes provided at Heritage Christian School. Such as Corel Draw / Photopaint if time permits.

 

A presentation on Appropriation in Art and Design. Looking at various examples including works of Warhol and Advertisements by Apple we look at the notion that in Art appropriation is overt, while in design appropriation is covert. 

This was for my second-year theories and representations class, and I received lots of good feedback about it, but I want to make it even better. That's why I'm posting it here (thank goodness my prof told me to record it) and looking for your feedback.  Granted, it's a little rough in spots (I flub a few sections), and the late comers can be a little loud/distracting, but otherwise, you get the gist. Also, this serves as proof that even the biggest of Apple fanboys can be critical of their iGod. UPDATE: Thanks to Andy Baio for pointing out that the Saul Steinberg case (New Yorker Magazine vs. Moscow on the Hudson Poster) *did* indeed go to court, and in the end, he won. Thanks, Andy. Be sure to read Andy's much more thoroughly researched, and *far* better-written article on his battle against appropriation in design here:


I found Adam Schoales on appropriation interesting and willing to discuss with the students. Appropriation in design and other issues pertaining appropriation. For example, cultural appropriation, what is it and how does it affect us? 

What is Cultural Appropriation?

Cultural appropriation is the adoption of some specific elements of one culture by a different cultural group. It describes acculturation or assimilation, but can imply a negative view towards acculturation from a minority culture by a dominant culture.[1][2] It can include the introduction of forms of dress or personal adornment, music and artreligionlanguage, or social behavior. These elements, once removed from their indigenous cultural contexts, can take on meanings that are significantly divergent from, or merely less nuanced than, those they originally held.

This is a side issue but never the less it deals with all types of "Appropriation" and my intention is to create discussions amongst the students in design, cultural aspects, moral, ethics, etc...




Discussing with students...
 
The videos and the implied intentions of each artist and critics that evaluate the ideas and concepts given. This will allow students to understand the cultural and post-modern and especially how it affects the world and the audience.


The Corel program Tutorial is repeated to be familiar with the software; we need to use and apply the skills taught. Most students of this nature need the ability to communicate their ideas and learn to use this tool to the fullest. The dynamics of the class is mostly involved in graphics,  as its means of art expression.


 Term 4 - 2012 | 2 Periods | Outcomes H7 H8 H9 H10 | Structural Framework

Corel Programme Tutorial: Learning the Software Program Corel Draw


This tutorial introduces you to the workspace of Corel Draw x5 / PHOTO-PAINT. It will help you access the tools and commands you need to view and edit images. As you practice these exercise, you’ll learn how to use the following instruments: menu bar, toolbox, flyouts, property bar, Docker windows/palettes and Help.



Term 4 - 2012 | 2 Periods | Outcomes H7 H8 H9 H10 | Structural Framework

Sample Files

To open the sample file students will go through a series of events and exercises to understand the basicsRotating objects in Corel Draw 11.
Quick exercise adding text with Corel Draw 11


Term 4 - 2012 | 2 Periods | Outcomes H7 H8 H9 H10 | Structural Framework

Coffee Cup Logo

Introduction to Corel Draw: (Optional)All students will follow the instructions under the Corel Tutorial. In this tutorial, you will create a logo for an imaginary coffee shop for a class activity.

A logo is a graphical representation of a company or an individual that can be used on business cards, letterhead, and other promotional materials. Logos often incorporate an element of the company’s name or indicate in some way what the company does. For example, a logo for a coffee shop may include an image of a coffee cup.


Term 4 - 2012 | 8 Periods | Outcomes H7 H8 H9 H10 | Structural Framework

During this tutorial, you will learn how to

Learning the tools

·         draw lines and shapes

·         add colour to objects

·         duplicate objects

·         rotate objects

·         mirror objects

·         import images from another file

·         fit text to a path

·         use the Artistic media tool presets

·         use the Bézier tool

·         use the Rectangle tool

·         use the Interactive drop shadow tool

·         use the 3-point curve tool

·         use the Text tool

‎‏‎‎‎‎‎‎‎‏‎‎‎‎‏‎‎‎‏‎‎‏‎‎‎‏‏‏‏‏‎‎‏‎‎‎‏‏‎‏‏‏‎‏‎‏‏‏‎‎‏‎‎‎‏‎‏‎‏‎‎‏‏‏‏‎‏‎‏‏‎‏‎‎‎‏‎‏‏‎‎‏‏‎‎‎‎‎‎‏‏‏‎Tribal Drawings‎‏‎‎‏‎


Creating the background
Learning to manipulate objects: To start making the logo, you will first create a new blank document. Next, you will create the lines that form the shape of the background by using the Artistic media tool; rotate, mirror, and move the lines into position; and then create the top for the logo.

  • To create lines for the background
  • Steps to create lines for the background demonstrated by the teacher.

Adding Colour

  • To create the Bézier shape for the background
  • To add color to the top
  • To add the shapes and the first colour
  • Students start on their appropriations with Artist models with demonstrations of appropriations for class activities. Students experimenting with new concepts and exploring traditional ideas. 
  • Collecting and gathering research
  • Sifting and Finding inspiration
  • Exploring ideas
  • Showing a selective process of working drawings
  • Showing a process of collective ideas with annotated notes
  • Students start on their appropriations with Artist models or self-exploration of a thematic approach.
  • Steps demonstrated by the teacher.

To add the shapes and the second colour

  • Creating the diamond shape
  • To create the two squares
  • To add color to the larger square
  • To add color to the smaller square
  • 25 Steps demonstrated by the teacher.

To rotate the squares to create diamonds

  • Adding the coffee cup and banner
  • To import the coffee cup
  • To import the banner
  • Adding depth
  • Adding text to the logo
  • To add text to the path
  • Saving your work
  • 37 Steps demonstrated by the teacher.

Major Assignment 1 | Case 2 study given to students | However, some students had started before I even recommended the task. Having online programs means they can start the assessments and finish before the due time.

  • Part 1 Discuss appropriation within artworks? Refer to "YouTube Videos."
  • Part 2 Art History: 'Digital Art’ Refer to "YouTube Videos and comments " and discuss


DIGITAL aRT



Part 2 Art History: 'Digital Art’ Refer to "YouTube Videos and comments "

Digital art controversy... Is it freehand?


DIGITAL aRT


DIGITAL aRT‎‏‎‎‎‎‎‎‎‏‎‎‎‎‏‎‎‎‏‎‎‏‎‎‎‏‏‏‏‏‎‎‏‎‎‎‏‏‎‏‏‏‎‏‎‏‏‏‎‎‏‎‎‎‏‎‏‎‏‎‎‏‏‏‏‎‏‎‏‏‎‏‎‎‎‏‎‏‏‎‎‏‏‎‎‎‎‎‎‏‏‏‎



Student example at the end of tutorial

Year 12 Jake Reid

https://sites.google.com/a/mrtafai.com/morestorage/Year-12/major-ass-one/Jake.tif


Major Work | Research