Correlation:

Art, Physical Science

Theme:

Artistic Interpretation

Time:

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

Objectives:

• Investigate mythological references to flight.
• Analyze the conservation of energy and work. (Physical Science 1.03)
• Use critical thought and analysis in the problem-solving process. (Visual Art 3.05)
• Know that the visual arts have a history, purpose, and function in all cultures. (Visual Art 5.01)
  
  

Materials:

Paint, brushes, canvas board, illustration board or other painting surface
Visuals as listed below

Discussion:

Briefly discuss the origins of flight and the Wright brothers' flight at Kitty Hawk in 1903. Discuss the fact that flight had been dreamed about and envisioned for centuries (i.e., myths, stories, da Vinci drawings.)

Ask students to research the myth of Icarus and his father, Daedalus. What metaphors for flight are implied in this ancient story? How have different artists interpreted this theme? (Discuss the metaphors associated with the word flight; words such as escape, flee, movement, transition, progression, and transcendence.)

Looking 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? In The Flight of Icarus by Malcolm Morley, what symbology might be present? How does the image relate to its title?

Artist Albert Chong's Winged Evocations also refers to man's attempt to fly. How might his figures relate to the Icarus story? Or are they a different view of man's relationship to flight?

After examining the artworks and discussing the story of Daedalus and Icarus, ask students to apply the ideas behind the story to their own lives. Have they ever "flown too close to the sun"? Do they think technology sometimes takes us near disaster? Can they think of recent examples?

Procedure:

Ask students to create a painting based on some aspect of the Icarus story as applied to their own lives. The subject may be real or imagined. Emphasize good composition, a strong focal point, and well-thought-out detail. Sketch the composition lightly with a brush in a pale color of paint, and then work in a selected palette to complete the painting.

1. Discuss the results. Ask students to discuss what they see in each other's work. Are they able to interpret each other's thoughts and feelings in what they see?
2. Does each student feel they were successful in giving their ideas form, good composition?
3. How do their images relate to the story of Icarus?
   
   

1. Were students able to depict their ideas clearly, creatively, and with historical and scientific reference?
   
2. Can students talk about their works using appropriate vocabulary, known artists s 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 who use flight as subject matter in their works. Create a time-line, 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?