Goal Statement & Rationale
The purpose of this lesson is to introduce students to the historical use of symbols as a means of visual communication through the study of prehistoric cave paintings, and, to use this historical framework as a springboard on which to explore, study, and, utilize symbols as a personal form of self expression - communication. This lesson will also introduce students to the critique process, whereby students will look critically at artwork and analyze the meanings, merits, and, visual success of an artwork as a form of visual communication. Finally, students will be introduced to the idea/practice whereby artists work on an artwork over an extended period of time in which they continually analyze, modify, and change form (as necessary) to (more) accurately express content (the artist’s intent.)
Objectives & Standards
Conceptual/Personal Grounding:
• TLW: Understand, identify, and, utilize
symbols as a form of non-verbal communication.
Standard 1: Students recognize and use the visual arts as a form
of communication.
Elements/Principles of Art Materials/Techniques:
• TLW: Visually brainstorm ideas, and,
create personally relevant symbols in a series of sketchbook drawings;
create a cave painting using symbols that have personal meaning and/or tells
an autobiographical/personal story. Standard 2:
Students know and apply elements of art, principles of design, and
sensory and expressive features of visual arts;
Standard 3: Students know and apply visual arts materials, tools,
techniques, and processes.
Critical
Reflection/Aesthetics-Assessment/Evaluation:
• TLW: Discuss/critique their symbol cave
paintings, as well as, the paintings of their peers, in communicating a
personal story that is readable and relevant; Standard
5: Students analyze and evaluate the characteristics, merits, and
meaning of works of art.
Historical/Multicultural
Content-Assessment/Evaluation:
• TLW: Compare and contrast the different uses
of symbols (how symbols are different or similar in content or purpose) in
prehistoric cave paintings, contemporary artwork, as well as, their own
artwork, and, that of their peers; Standard 4:
Students relate the visual arts to various historical and cultural
traditions; Standard 5: Students analyze
and evaluate the characteristics, merits, and meaning of works of art.
Materials
• Globe/ World Map
• White Board/White Board Markers
• Book: The Cave Painter of Lascaux by Roberta Angletti.
• Cave Painting Play Tube
• Flashlight
• Drums
• Sketch Books
• Colored Pencils; Markers; Crayons; Oil Crayons; Watercolors
• Oil Pastels
• Water color paint
• Paint brushes
• Buckets for clean water
• Buckets for dirty water
• Newspaper/drop cloths
• Wire
• Wire cutters
• Safety Glasses
Resources
Web Sites:
The cave of Lascaux:
http://www.culture.gouv.fr/culture/arcnat/lascaux/en/
Books:
• Angletti, Roberta. The Cave Painter of Lascaux. New York: Oxford
University Press. 2000.
• Arnold, Caroline. Stories in Stone: Rock Art Pictures by Early
Americans. New York: Clarion Books. 1996.
• Baumann, Hans. The Caves of the Great Hunters. New York: Pantheon
Books. 1962.
• Bush, Timothy. Grunt! The Primitive Cave Boy. New York: Crown,
c1995.
• Glubock, Shirley. The Art of the Plains Indians. New York:
Macmillan; London: Collier Macmillan, c1975.
• Hodge, Susie. Prehistoric Art. Des Plaines, IL: Heinemann
Interactive Library. 1998.
• La Pierre, Yvette. Native American Rock Art: Messages from the Past.
Charlottesville, Va.: Thomasson-Grant. 1994.
• Lasky, Kathryn. First Painter. New York: DK Ink, 2000.
• Moore, Reavis. Native Artists of North America. Santa Fe, N.M.:
John Muir Publications; New York: Distributed to the book trade by W.W.
Norton, 1993.
• Patent, Dorothy Hinshaw. Mystery of the Lascaux Cave. New York:
Benchmark Books. 1999.
Vocabulary:
(http://encarta.msn.com/dictionary)
sym•bol [ símb’l ] (plural sym•bols)
1. something that represents something else: something that stands for or
represents something else, especially an object representing an abstraction
2. sign with specific meaning: a written or printed sign or character that
represents something in a particular context, for example, an operation or
quantity in mathematics or music
prop•a•gan•da [ pròpp gánde ] noun
1. publicity to promote something: information or publicity put out by an
organization or government to spread and promote a policy, idea, doctrine,
or cause
2. misleading publicity: deceptive or distorted information that is
systematically spread.
Preparation
1. Paint cave painting in play tube.
2. Obtain book: The Cave Painter of Lascaux by Roberta Angletti.
3. Arrange room to accommodate the cave painting play tube and drum circle. Obtain Drums; arrange in circle.
4. Obtain/construct sketch books (see attached instructions.)
5. Assemble cave panels (cover 24” x 36” foam core with brown paper.)
Motivation
1. Read Book: The Cave Painter of Lascaux by
Angletti, Roberta.
2. Drum circle; concurrent (individual) student exploration of cave
painting play tube.
Procedures
Day 1
(Motivation + Work
Day)
1. Group Discussion
• Has anyone been in a cave?
• What was it like? What did you see?
• Has anyone traveled to France? If so, did you visit any caves?
What did you see in the caves?
• Who has heard of prehistoric cave paintings?
2. Locate France on a globe or map.
3. Read Book: The Cave Painter of Lascaux by Roberta Angletti.
4. Form drum circle.
5. After instructed to look carefully at what they see, and, not to
discuss with other class members what they see, students one at a time
go through cave tunnel.
6. Group Discussion:
1) What did you see?
2) What are symbols?
3) Who do you think made what you saw?
4) Why do you think it was there?
5) What do you think is the meaning of, the reason for, or purpose of
what you saw? What is the artwork about? What do the symbols you saw
mean?
6) How do you know?
7) How are symbols used to communicate important ideas or concerns we
have about who and why we are—about our hopes and dreams, concerns about
life and death, and living a good life?
8) What’s important to you?
9) What symbols can you draw that are personal to you that say something
about you; what symbols could you use to tell a story about yourself, or
what is important to you?
10) Discuss Cave Painting project and visual brainstorming of ideas in
sketchbooks.
7. Students brainstorm visually (ideas for their personal symbol cave
paintings) in sketchbooks.
8. Teachers circulate while students working and ask the following
questions:
• How are these images symbols that communicate something personal about
who you are—about what kind of person you are?
• What other symbols (visual images) also communicate something about
you and what is important in your life?
9. Closure: Discuss the meaning of symbols and how students will build
on what they have brainstormed in their sketchbooks to create a personal
cave painting next week.
Day 2
1. Review Agenda on Whiteboard:
• Review meaning of symbols.
• Group Critique of Two Left Feet.
• Small group sharing of one symbol drawing.
• Paint cave paintings.
2. Review meaning of symbols.
3. Group Critique of Two Left Feet, to introduce students to the
critique process: to analyze how a contemporary artist utilizes symbols
to communicate meaning, to convey a personal story:
• What do you see?
• What does it mean?
• How do you know?
4. Students form groups (with their table members); members share and
explain one symbol drawing with their group.
5. Separated in groups of two, students paint on cave panels.
6. Clean up: staggered groups of 2; dump dirty water; clean brushes in
sink; wash hands.
7. Closure: Discuss agenda for next week (Group critique of students’
cave paintings.)
Day 3
1. Review Agenda on Whiteboard:
• Review meaning of symbols.
• Group viewing: wire sculpture/work in progress.
• Group critique of cave panels in progress.
• Finish painting on cave wall panels.
2. Group viewing/critique of wire sculpture; to review additional ways
of expressing thoughts visually (and symbolically); and, to introduce
students to the idea/practice whereby artists work on an artwork over an
extended period of time in which they continually analyze, modify, and
change form (as necessary) to (more) accurately express (the artist’s)
intent.
3. Group critique of cave panels in progress, (panels of ½ the class):
• What do you see?
• What does it mean?
• How do you know?
4. Finish painting on cave wall panels.
Day 4
1. Review Agenda on Whiteboard:
• Group critique of finished cave panels, (panels of the other ½ of
class.)
• Optional: Symbol or Freeform Wire Sculpture or continue painting cave
panel (if not finished.)
2. Group critique of finished cave panels (panel of the other ½ of
class):
• What do you see?
• What does it mean?
• How do you know?
3. Discuss Line; relate to qualities of wire:
• Draw a line on the board.
• Hold a piece of wire next to the line.
• What do you notice? Discussion re: properties of line and wire.
• Sculpting with wire is like making a 3-dimentional drawing. Discuss.
4. Demonstration: Bending wire to make 3-D form: show examples.
5. Discuss creating personal symbols in 3-D or option to make other free
form (student chosen) wire sculpture.
6. Independent work on wire sculptures.
7. Teachers circulate while students working to assist technically,
formally, and aesthetically.
8. Clean up by table group:
• Attach sticky notes with names on individual wire sculptures.
• Return tools to tool bag
• Sculptures in box.
9. Closure: Time permitting: group discussion. Discuss how the wire
sculpture forms are similar or different from the symbols the students
used in their cave paintings; discuss the students’ decision making
regarding their chosen form and content.
Closure / Summary
The primary lesson, the creation of the cave
paintings will conclude with a group critique in which the finished cave
paintings will be viewed and discussed in regard to the following:
• What do you see?
• What does it mean?
• How do you know?
Assessment
Assessment will be made in the
form of a teacher written narrative accessing the students’ success in
the following areas:
1. Originality: Does the cave painting use symbols that have personal
meaning and/or tells an autobiographical/personal story.
2. Investigation: Does the cave painting indicate a thoughtful and
purposeful exploration of the personal symbols in content and form.
3. Effort: Does the cave painting indicate (in form and use of
materials) inspired and interested engagement/effort?
A. A. Schorsch.
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