Paleolithic art: Rocks and Pigment

Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page

Introduction

This lesson was developed as part of University of North Carolina's Education program; Education 310 with Jim Mcglinn.

It is designed to get students more involved with the history and creation of art.  It should stimulate critical thinking, cooperation and creativity.

Learners

This lesson is anchored in ninth grade visual arts, but could be incorporated into Social Studies as an extension of a lesson.

Learners will need to know basic visual art terms for this lesson (EX: form, line, color, composition and the application thereof) and be able to work cooperatively in groups.

Curriculum Standards

NC and National Standards addressed:

COMPETENCY GOAL 1:   The learner will develop critical and creative thinking and perceptual awareness necessary for understanding and producing art.
 
Objectives met:
1.01-Plan and organize for creating art.
1.04-Recognize and discuss that concepts and images from a variety of sources can be used to create original art.
1.07-Use the vocabulary of art in written and oral form.

COMPETENCY GOAL 2:   The learner will develop skills necessary for understanding and applying media, techniques, and processes. (National Standard 1)

Objectives met:
2.01-Explore and discuss unique properties and potential of art materials.
2.04-Evaluate and select materials, techniques and processes to facilitate the creation of artwork.
2.05-Demonstrate the safe and responsible use of tools and materials.

COMPETENCY GOAL 3:  The learner will organize the components of a work into a cohesive whole through knowledge of organizational principles of design and elements (National Standard 2)

Objectives met:
3.01-Recognize, apply and evaluate the elements of art in an aesthetic composition.
3.02-Recognize, apply and evaluate the design principles used in composition.
3.03-Use intuitive perception to solve problems.
3.04-Use experimentation to solve problems.
3.05-Use critical thought and analysis in the problem solving process.

COMPETENCY GOAL 4: The learner will choose and evaluate a range of subject matter and ideas to communicate intended meaning in artworks. (National Standard 3)

Objectives met:
 4.01-Demonstrate the use of life surroundings and personal experiences to express ideas and feelings visually
4.03-Invent original and personal imagery to convey meaning and not rely on copying, tracing, patterns or duplicated materials.
4.04-Research and discuss how artists develop personal imagery and style.

COMPETENCY GOAL 5: The learner will understand the visual arts in relation to history and cultures. (National Standard 4)

Objectives met:
5.01-Know that the visual arts have a history, purpose and function in all cultures.
5.02-Identify specific works of art as belonging to particular cultures, times and places.
5.06-Recognize and discuss that cultures have different aesthetics and each individual is a product of his or her culture.

COMPETENCY GOAL 6: The learner will reflect upon and assess the characteristics and merits of their work and the work of others. (National Standard 5)

Objectives met:
6.01-Describe the various purposes for creating works of visual art.
6.02-Describe how peoples experiences influence the development of specific artworks
6.04-Explain why what is not understood is sometimes devalued.
6.06-Critique artwork through the use of: proper vocabulary, art elements and design principles, meaning, feeling, mood and ideas, oral and written expression.

COMPETENCY GOAL 7: The learner will perceive connections between visual arts and other disciplines. (National Standard 6)

Objectives met:
7.04-Compare characteristics of visual arts within a particular historical period or style with ideas, issues or themes in other disciplines.

Social Studies Standards Addressed

Process

Variations:

If you have any variation ideas, please send them to me! It is always good to have a full bag of tricks.

Resources Needed

Introduction | Task | Process | Evaluation | Conclusion | Credits | Teacher Page

Introduction

The time:  100 thousand years ago. 

The place:  What is currently known as Europe

There is no e-mail.  There is no television.  There is no phone or running water.  You have an urge to create something representative of your beliefs and accomplishments.  What are your options?  

After exploring this site, you should have a good idea of how Paleolithic people expressed themselves and why.  This will prepare you for the task at hand.... 

Task

1.  Explore the online resources to become familiar with Paleolithic life and art created by these people.

2.  Examine and evaluate the art of these peoples.

3.  Create your own cave art.

Process

Use the following links to find your answers and view art

 

(be sure to check out the multimedia stuff and look at the subject headings for cues)

A.  Researching and evaluating Paleolithic art

1.   Recorder: create 3 columns  on a sheet of paper for your group.

2.  In the first column, write the following questions:

1. What did they eat?  (2 pts)
2. What types of materials and tools did they use? (6 pts)
3. What may the social structure have been like?  You will need to think about the priorities of the culture here.  Tell me whether you think it was a matriarchal society (women in charge) or a patriarchal society (men in charge) and why.  Also:  Tell me whether you think that they lived individually or in groups and why they would live this way. (6 pts)
4. What are two theories about the purpose of Paleolithic art? (4 pts)

3.    Decide who will investigate each aspect  listed in step one (I may assign this), and use the resources links to do so.  (You will have to skim and actually do some reading!!) You may find other significant aspects of Paleolithic life you wish to investigate and record.  This is encouraged but not mandatory.

4.    Write your results in  a second column on the same sheet of paper.

5.    Use this information to evaluate prehistoric art. You will find examples of this through the resources links.   You may choose cave art, sculpture, or large structures to evaluate.  Please choose two separate works.  Ex:  The caves at Lascaux and the Venus of Willendorph.

6.    Please write your analysis of the art you have chosen in the third column of your paper.
I want you to incorporate some of the terms we have learned and give a critique of the work.  
    Ex:  color, form, line, composition, content or subject, mood are some art terms.  Please list the significance of these.  Why did they choose this color or that subject?  Remember, there is not a right or wrong answer here, you just have to explain your answers. 
    Use what we have learned in class along with what you learned while researching to evaluate the works.  Feel free to discuss this within your group. However:  This critique should be your own.  I do not wish to see the same critique on everyone's paper.

B.  Creating your own cave art

1.  On a separate sheet of paper, brainstorm and list things that you consider  important in your lives. 
2.  Next, write down your own answers to the questions in A-1.  What tools will you use to create your cave painting, describe aspects of your own spirituality, etc.
3.  Discuss how to incorporate steps one and two.  What is important for your group to represent? What will the composition be like? What colors will you use? Where would you display it (ideal location) and why?
4.   Create a sketch of your cave art and discuss it within your group. 
5.    Find materials needed (come see me) and assign tasks for final project.  Remember this is collaborative and you will be graded accordingly.
6.    Create your cave art.  Remember to use the information you listed in steps 1-3.
7.    Designate a speaker to answer questions about your work.  We will be evaluating them as a class, using what you have learned through this assignment. 

Evaluation

You will be evaluated as a group and individually.  If your  designated research task is incomplete you will be graded accordingly.  Following is the rubric that I will be using to determine your grades.

Credits & References

http://users.hol.gr/~dilos/prehis/prerm4.htm
D. I. Loizos, 1996-1998

http://encarta.msn.com/encnet/refpages/RefArticle.aspx?refid=761578676
"Paleolithic Art," Microsoft® Encarta® Online Encyclopedia 2002
http://encarta.msn.com © 1997-2002 Microsoft Corporation. All Rights Reserved.

http://www.culture.fr/culture/arcnat/lascaux/en/index.html
© Ministry of Culture and Communication

 I acquired the template for this Web Quest from the San Diego Web Quest site.  The following links are quite useful if you wish to create your own.
The WebQuest Page

Design Patterns 

The Design Process

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