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This assignment gives you an opportunity to experiment with new art
forms and to collaborate and interact with group members creatively
as well as intellectually. You must ground your project in the intellectual
framework of the week's theoretical, historical, literary, and visual
texts.
Our study of identity indicates that our racial, ethnic, cultural,
sexual, and gender identities are formed in relation to multiple forces
at work in the social world. In this project, you will create a visual
and textual argument for viewing identity through a particular lens.
Objectives
- Create a three-dimensional art project that integrates the
week's texts and discussions on identity. Each group will hand in
a half-page outline and a thumbnail sketch of their primary project
plans on Wednesday. (Students also should be prepared with alternative
ideas for their projects.)
- Write a 6-page collaborative group essay that analyzes the
group's creative process and justifies the project with evidence from
one theoretical, one literary, and one visual text on identity.
Evaluation
The visual component of the project will be evaluated on how well it:
- Integrates the ideas covered in the texts on Identity
- Demonstrates thinking beyond the traditional art project to incorporate
new artistic forms and ideas
- Includes all group members in the plan and implementation
- Appeals to an aesthetic (or anti-aesthetic)
- Uses a variety of different media
- Demonstrates genuine knowledge of the subject of identity as seen
through the lens of Week Four of Unit III
The written component of the project will be evaluated on how well
it:
- Seamlessly incorporates the work of all group members
- Analyzes the collaborative creative process
- Provides evidence that justifies the intellectual underpinnings
of the visual art project with specific references to the week's texts
- Conforms to university-level writing
Ideas
The list below is designed to help you with your brainstorming. It is
not intended to limit you to any of these forms. You also may wish to
work with some of these ideas in combination with others that your group
thinks of.
- Sculptures - using found objects (tin cans, clothes pins,
old computer parts, etc.) papier maché fabric, wire, boxes, clay (not
Play Dough), etc.
- Installation art - using space in a creative way and to create
a concept by adding elements (painted boxes or cardboard, everyday
objects, etc.)
- "Sound sculptures"- using recording or sampled sound positioned
around a space with artistic elements incorporated (computer monitors,
sculptures, chairs or tables with fabric draped over them, etc.)
- Murals - using a series of large poster boards with paintings/drawings/text,
designed for a space that the audience walks through.
- Art book - using visual art, design and text to create a
fold-out book that is "readable" on two sides
Procedures
- Brainstorm with group members. Start with texts that interested
you most this week rather than from the kind of "art" you want to
make. Your passion for the textual material must drive the art-making;
not the other way around.
- Look at Examples. Consider the Vietnam Memorial, the Coco
Fusco Guillermo Gomez-Pena performance art project, Judy Chicago's
"Dinner Party."
- Reach consensus about the topic you want to explore through
your art project. Then brainstorm ways you can make the topic come
alive through a visual project.
- Outline your ideas and your evidence
- Sketch your ideas for the art project
Artistic Guidelines
The project MUST:
- Be the result of real collaboration in which every group member
has a voice and a presence.
- Be 3-dimensional and free-standing
- Integrate the ideas covered in week four and allude to at least
three texts
- Demonstrate planning, time and effort
- Be for public display
The project must NOT:
- Be newspaper/magazine collages on poster board
- Use glitter, Food Court supplies picked up on the way to class or
other grade-school concepts executed hurriedly.
- Be entirely textual
- Be a shoe-box diorama
word version
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