Historical and Cultural Context Lesson

Lesson Title:
Historical and Cultural Context

Lesson Description:
Students will be introduced to video artist Kimsooja’s life and work. First, students will be introduced to the medium of video art/experimental videos and to artist Kimsooja specifically by viewing a slideshow on this subject. Students will also be shown examples of her work. Students will then participate in a group discussion, in the following class period, regarding the information they reviewed and what they think about experimental videos. Then students will read two articles, one regarding video art and experimental videos and one regarding Kimsooja’s work and perspective, which the students may finish as homework. 

Grade Level:
High School - Beginning

Time Frame:
One 2-hour class periods

Focus Artwork:
Kimsooja, A Needle Woman, 1999
http://www.kimsooja.com/works_video_sewing-into-walking.html
https://www.youtube.com/watch?v=1O8TIFipdvw

Lesson Objectives/Student Learning Outcomes:
Students will be able to:

  • Define the genre of video art.
  • Recognize how video art is an emerging medium suitable for many types of expression. 
  • Identify and discuss the main characteristics video art and experimental videos and how the artists use symbolism to convey meaning.
  • Discuss the historical and cultural significance of video art and Kimsooja’s work specifically. 

Instructional Resources:

Procedures:
Day 1:
Anticipatory Set: 

  • Teacher introduces the new lesson and explains that we will be focusing on a new artform that the students may not be familiar with. Teacher will also touch on the focus of exploring everyday life in art. Students will watch a slideshow about video art and video artist Kimsooja, watch some brief videos about her work, and discuss their analysis in groups (5 minutes)

Direct Instruction:

  • Teacher sets up the slideshow and explains to the class about video art and Kimsooja. There will be an accompanying lecture to follow the slides. Through the lecture, the teacher will ask questions to deepen the student’s understanding and personal connection to the work (30 minutes).
  • Teacher will then play a few short videos from the Art21 series about Kimsooja and her work (10 minutes). 
  • Teacher will break the students into groups and give them a handout ot analyze and discuss the historical and cultural significance of video art and Kimsooja’s art (5 minutes). 

Guided Practice:

  • Students will work within their groups, discussing the various elements of Kimsooja’s video art and how it relates to video art as a genre (45 minutes). 
  • Students will turn in their worksheets at the end of class (5 minutes). 
  • Students read the readings assigned for this lesson as homework. 
  • Closure:
  • The teacher will wrap up the lesson by summarizing the characteristics of video art once more and the significance of Kimsooja’s work within this genre (5 minutes). 

Modifications for Learners’ Specific Needs:

  • Gifted and talented: students may be given additional resources to research information on Kimsooja or other video artists. 
  • Learning disability: students may be paired in groups with gifted students to help assimilate learning. Students may be given extra resources such as simpler articles to read regarding video art and Kimsooja’s work.
  • Physical limitations: students may be placed closer to the whiteboard in order to see the slideshow. Students may also be given a recording that summarizes main points in the article if they have vision impairments. 

Multiple Intelligences Used:

  • Linguistic intelligence: addressed as students work in groups to discuss Kimsooja’s work and the significance of video art.
  • Interpersonal intelligence: addressed as students work in groups to discuss the history of video art and the works of artist, Kimsooja. 
  • Intrapersonal intelligence: addressed as students reflect on the significance of video art and formulate their own opinions on the medium. 

Vocabulary:

  • Video art (n.) - Video art is an art form which relies on using video technology as a visual and audio medium. Video art emerged during the late 1960s as new consumer video technology such as video tape recorders became available outside corporate broadcasting.

Criteria for Assessment of Student Learning:
Did students….

  • Define the genre of video art?
  • Recognize how video art is an emerging medium suitable for many types of expression? 
  • Identify and discuss the main characteristics video art and experimental videos and how the artists use symbolism to convey meaning?
  • Discuss the historical and cultural significance of video art and Kimsooja’s work specifically?

Method of Assessment:

  • During the lecture and slideshow, the teacher will ask students questions to ensure understanding and address any student concerns (formative assessment).
  • The teacher will check in on the students during their group discussions to make sure the discussions are successful and on track (formative assessment).
  • Students will turn in worksheets that convey their understanding of the topic of video art (summative assessment).

California Visual Arts Standards Addressed:
1.0 ARTISTIC PERCEPTION

  • 1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.
  • 1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.
  • 1.6 Compare and contrast similar styles of works of art done in electronic media with those done with materials traditionally used in the visual arts. 

3.0 HISTORICAL AND CULTURAL CONTEXT

  • 3.2 Identify and describe the role and influence of new technologies on contemporary works of art.
  • 3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.
  • 3.4 Discuss the purposes of art in selected contemporary cultures.

4.0 AESTHETIC VALUING

  • 4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.
  • 4.2 Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and context.

For the slideshow associated with this lesson, click here. 

For a PDF version of the slideshow for this lesson, click here. 

For PDF worksheets associated with this lesson, click here. 

For a PDF version of this lesson, click here.