Morgana Radelt ARTE 220 – 6/27/12

 Why is it important to take time to relax?  What are some ways you relax?  What elements can alter the effectiveness of relaxation? TOP : Nicole Wong (2012) “Relaxed and Happy” BOTTOM : Barbara Rosenzweig (2011) “Beach Chair with Sarong”

 What items or images are often associated with relaxation or stress relief?  What colors are often associated with relaxation? Are they bold or soft; bright or dull; warm or cold?  How can materials influence the feeling or mood of artwork?  What styles do you think best represent relaxation?  Does relaxation art have to be a painting, or can it be done through other media? What media would you use?

Social and Emotional Health – Stress  Students will explore common causes of stress and other negative emotions and strategies to manage that stress.  The art activity will focus on exploring different elements (activities, objects, locations, people, etc) of their lives that students find relaxing and depicting those elements through their choice of materials.

 The purpose of art is communication and expression. It is therefore useful in teaching students to explore their emotions and provide healthy ways of expressing those emotions that are not damaging to themselves or others. Therefore, by participating in this lesson, students will not only be exploring the concept of expression and communication through mixed media, but also exploring their own emotions and methods of stress relief in a safe and positive environment.

 Explain the difference between form and content.  Explain how form affects content.  Identify forms associated with relaxation (color, texture, material, and style).  Recognize and identify these forms in the examples.  Interpret the effectiveness of the message of relaxation based on identified criteria as well as personal experience.  Recognize that similar messages can be expressed through a variety of styles and media.

 As a class, review the terms ‘form’ and ‘content’. Each student will do a ‘quick write’, defining what those terms are before class review.  Discuss the benefits of relaxation in terms of emotional control, and methods to do so (safely).  As a class, examine “Brooke with Beach Ball” by Carole A. Feuerman. Discuss its form (color, texture, material, and style) and how it is used to describe relaxation. Have students explain what it is about the image they believe represents relaxation.  In small groups, have students examine additional images [either a single image or multiple images for comparison] following the same format of questions and discussion modeled above. Have them record their observations and interpretations.  Return to large class discussion and compare interpretations.

Feuerman, Carole A. (2011) “Brook with Beach Ball” [Sculpture]

 What colors does the artist use? Are they bright or dark? Bold or dull? Why do you think the artist chose those colors?  Describe the style the artist uses. Does this effect the message? Could the message be improved through a different style?  How does position of the figure(s) enhance the message of relaxation?  Why do you think the artist chose the accompanying items (i.e. the beach ball) instead of something else? Was this effective? What would you have chosen instead? Why?  What other media could be used to express the same message?

Björn Dahlstrøm (2000) “BD Relax (chaise longue with sleeping bag and pillow)” [Sculpture] John Van Hout (2008) “Relaxing” [Painting: Acrylic]

“Senet” [Egyptian Tomb Painting] Nathan Sawaya (2011) “Lego Bedroom” [Sculpture]

Leen, Nina (c1950s) “Father Sitting on Couch with Pigtailed Daughter Reading to Her the Sunday Comic Pages” [Photography] Lord Fredrick Leighton (1865) “Mother and Child”

Barbara Rosenzweig (2011) “Beach Chair with Sarong” [Painting: Watercolor] Nicole Wong (2012) “Relaxed and Happy” [Painting: Ink and Watercolor]

 Have students spend 3-5 minutes planning their work through sketch or writing. Guiding Questions can be used for students who need assistance. Students should only begin when they feel they are ready.  Students will gather the required material necessary for their work.  Students will have two separate class periods to complete their work (as some may use modeling clay).  Upon completion, students will write a 1-page reflection, answering the Reflection Questions  When all students are finished, the teacher will lead a class discussion reviewing the importance of stress management and the need for safe methods of relaxation.  Students will then share their work, explaining why they made the artistic choices for their piece.

 Define, and explain the difference between, ‘form’ and ‘content’.  Explain how form affects content.  Identify forms they associate with relaxation (color, texture, material, and style).  Create a visual representation of what they feel is relaxing based on their criteria.  Write a 1-page reflection paper about their work.  Verbally share their work and why they made the choices they did.

 What items or images are often associated with relaxation or stress relief?  What colors are often associated with relaxation? Are they bold or soft; bright or dull; warm or cold?  How can materials influence the feeling or mood of artwork?  What styles do you think best represent relaxation?  Does relaxation art have to be a painting, or can it be done through other media? What media would you use? With these Questions in Mind  What image, activity, location, etc. do you find relaxing?  Which part of this idea will you focus on?  How big will you make the artwork?  What materials will you use?  What colors will you use?

 Why did you choose to create that piece?  What does your choice of materials and color say about relaxation?  If you could do another piece of art to go with this one, what would it represent? Why would you want to include it?