Correlation:

Art, Physical Science, American History

Theme:

Artistic Interpretation

Time:

1–4 class periods: research/discussion; art activity

Objectives:

• Interpret flight as a metaphor for personal transformation through a sculptural medium.
• Analyze forces and their relationship to motion, Newton's Three Laws of Motion. (Physical Science 1.02)
• Make inferences about social, intellectual, and technological change based on an analysis of lifestyles of the period. (American History 8.2)
• Use critical thought and analysis in the problem-solving process. (Visual Art 3.05)
• Demonstrate the use of life surroundings and personal experiences to express ideas and feelings visually. (Visual Art 4.01)
  
  

Briefly discuss the origins of flight and the Wright brothers' flight at Kitty Hawk in 1903. What types of changes occurred in the lives of people following that event because of the advent of flight? (economies, time, transportation, war, society, art, etc.) How does that change continue to be felt during our time? (e.g., space travel, technology, rocketry, etc.)

Discuss the metaphors associated with the word flight; words such as escape, flee, movement, transition, progression, and transcendence. Artist Marc Chagall used flight often in a dreamlike state in his paintings. Looking at his works, decide what metaphors are connected to these images.

Look at the contemporary artists listed below. What types of metaphors come to mind for each of the works? What meanings and ideas might the artists be trying to convey? How do the ideas of motion and force play into these images? Are they real or implied?

Procedure:

Ask students to apply the idea of flight to their own lives. Have them list words or phrases that relate the concept of flight to an experience, state of mind, dream, or aspiration. Ask students to think of their own experiences and dreams and to write about how it would feel to be in this state of flight. Is it a dream, a transcending experience, an escape from a situation?

Ask them to complete sketches of how they might appear. Remind them to keep the title, I Dreamed I Could Fly in mind as they work. (These sketches and writings could serve as a stand-alone activity if desired.)

Using this theme, students will then create a sculptural interpretation of their ideas. Any sculptural medium may be used, but ask students to be sure that the medium they select is conducive to their vision. For example, will clay allow them to demonstrate the movement they desire, or will papier-mache allow them to have the level of visual detail needed? Refer back to the artistic examples as needed. Armatures may be constructed to assist students as they position the figure to fit their ideas. The sculptural material is then applied over the armature to complete the form. Surface decoration may be applied with glaze, paint, or multimedia materials. (*In selecting their own materials, students must analyze which medium best conveys their vision.) Sculptures may be suspended for exhibit as desired.

1. Were students able to depict their ideas clearly, creatively, and with historical and scientific reference?
   
2. Can students write about their works using appropriate vocabulary, artistic exemplars as references, and adequate explanation?
   
   

Resources:

Related Activities:

• Ask students to write short stories about their works with the depicted flying form as the main character.
• Display artworks and writings.
• Have students research additional artists that use flight as subject matter in their works. Create a timeline and place these artists in relation to the invention of the flying machine. How do the works relate to this event? Are there stylistic influences and similarities visible?