I read this request with great interest because I think that art is
the expression of many great thinkers. This is how artists say what
they are thinking- through visuals- so asking that a philosophy be
applied to the way they created their art is an agreement that can be
made for almost any movement. As my 8 yr old says, 'I just can't say
it in words'.
I ran across a new-to-me artist today but I think he, Banksy, can be
compared to Kieth Harring for a great class on the philosophy of
visuals- both are graphic artist, both use the urban landscape for
their canvas, and both had/have a message they wish to convey to the
public. When and why graffiti artist came about could probably be
written in no less than 150 boring academic pages, but I think
teenagers could feel a kismit with their in-your-face, out of the box,
one might say, angry art of expression.
Here is just one link for Bansky that contained a lot of his images,
26 to be exact-
I think the dadaist were raging against the machine in their own way,
but you could just as easily make a lesson plan from the surrealists.
You said you had to compare visuals from the same movement. I did a
class on "the metaphorosis of an artist" where we compared earlier
works to later created ones from the same artists to see how he or she
evolved. I did not attempt to examine the reason for the changes
with my artists, only note that they happened.
Please post what lessons you come up with!
--- In email@example.com, "Jeanette" <jeanette_10@...> wrote:
> Hello all
> I have to come up with three art lessons that would have the following
> in them:
> at least 2 comparative visuals from the same movement
> some kind of philosophy that would be applied to these visuals
why the movement happened etc
> and also have the students apply this knowledge to an art project that
> is simular to the movement