Process
First, I want to create social activist artists who develop a larger understanding of aesthetic value primarily to mean and carry messages of social justice, compassionate awareness and equality for all, as new radical elements of art embedded and expressed as social consciousness and secondly as non-objective, nonhierarchical and iconoclastic. We are all artists. The artist is the artwork.
Secondly, students need to be able to interrogate a work of art, any medium, through its meaning and social relevancy, aesthetic and political value. Using class vocabulary put the artwork into the context, historical, socio-political, psychological (including gender identity), in which it was made. Find resource material applicable to your thesis on Resource page. Lastly, students will critically discuss the social value of their art piece. Think about: where does it exists?; who owns it?; what is its estimated financial worth? Then, using formal critique and understanding of the symbolic language of each artwork and its historical context, think about: who is served by this artwork now (community or commodity culture)?; in what social setting does it exist (e.g. a museum, mural, etc.)? Interrogate this piece, does this artwork still have meaning relative to our time, or is it more of a relic and exists as a form of social capital,or is it pure commodity? |