art:21

ART IN THE TWENTY-FIRST CENTURY

LEARNING WITH ART21 GUIDE

LEARNING WITH ART21

ABOUT THIS GUIDE
The Learning with Art21 Guide provides an introduction to contemporary art. This guide outlines strategies for exploring the work of artists living and creating today, using relevant questions and discussion. It includes ideas about how to facilitate conversations on contemporary art, use media to support learning, and address national education standards.

ABOUT
ABOUT ART21, INC.
A private non-profit organization, Art21s mission is to increase knowledge of contemporary art, ignite discussion, and inspire creative thinking by documenting artists at work and in their own words. Art21 illuminates the creative process for students, teachers, and the general public by producing films and videos, including the Emmy-nominated, nationally broadcast PBS series Art in the TwentyFirst Century, as well as books, two comprehensive Web sites, education materials, multimedia resources, and public programs featuring a diverse selection of visual artists working in the United States today.

ABOUT ART IN THE TWENTY-FIRST CENTURY

Endorsed by the highly regarded imprimatur of the Public Broadcasting Service (PBS), Art21s Emmy-nominated series Art in the Twenty-First Century is an educational resource, a valuable archive, and a living history of contemporary art in the United States. Its a body of work with value that lives far beyond each Seasons initial broadcast.

CREDIT LINE
Please use the following credit line in any publications or publicity associated with artwork or events produced using Art21 materials: This event/these materials were developed with the support of Art21 (www.art21.org), a non-profit contemporary art organization serving artists, students, teachers, and the general public, and is made possible with support from the Corporation for Public Broadcasting and the National Endowment for the Arts.

Art in the Twenty-First Century is the first broadcast series for national public television to focus exclusively on contemporary visual art and artists in the United States. Four seasons have been produced for PBS (Fall 2001, Fall 2003, Fall 2005, and Fall 2007). Each season contains four, one-hour programs. Each hour features 35 artists in 1215 minute segments. A total of 72 established and emerging artists have been featured.

CONTACT
Have questions about these materials or other Art21 initiatives? Visit www.art21.org or send inquiries to education@art21.org

Educator & Screening Guides

Use Art21s guides to plan lessons, facilitate discussions, and introduce video in various learning contexts. Guides are available for each season. www.art21.org

Companion Books
Art21s richly illustrated companion books mirror episode themes. Volumes for each season are available wherever books are sold. www.hnabooks.com

Home Video (VHS)

Art21s VHS sets are packaged as four one hour-long episodes on two VHS tapes. VHS sets are available for Seasons One, Two & Three (not Season Four). www.shoppbs.org

Home Video (DVD)

Art21s DVDs for each season of the television series on PBS include easy-to-navigate menus: by episode, artist, and individual scenes. www.shoppbs.org

Art21 Slide & Digital Images

In partnership with Davis Publications, Art21 produces slide and digital images based on artwork featured in the television series. Images are available individually or in complete sets by season. www.davisartimages.com

School Arts Magazine

Monthly features produced for School Arts magazine present the words and artwork of Art21 artists from the television series. Subscriptions or individual copies of past issues are available from Davis Publications. www.davisart.com

COVER: Mark Dion, Aviary (Library for the Birds of Massachusetts), 2005. Tree and found objects, dimensions variable. Installation view, Becoming Animal: Contemporary Art in the Animal Kingdom, MASS MoCA, North Adams, Massachusetts. Courtesy Tanya Bonakdar Gallery, New York. PAGES 1-10: Production stills Art21, Inc. 2001-2007. Art21 2007. All Rights Reserved. Art21 2007. All Rights Reserved. www.pbs.org/art21 | www.art21.org www.pbs.org/art21 | www.art21.org

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COMPONENTS TO ThIS GUIDE PBS Online
PAGE 3 An outline of learning resources available on www.pbs.org/art21.

GETTING STARTED

What Is Contemporary Art?

PAGE 4 A broad overview of contemporary art as well as characteristics to consider or debate in discussion.

Starting the Conversation

PAGE 5 Questions to inspire and structure a group discussion; useful for personal reference or as a handout.

Key Words
PAGE 6 Relevant vocabulary and definitions to support a conversation about contemporary art.

Using Media to Support Learning

PAGE 7 Suggestions for integrating a variety of media, including video, Internet, and print resources.

Connections to National Education Standards in Visual Arts, Language Arts, and Social Studies
PAGES 8-10 Specific examples on how to implement Art21 resources to meet National Standards.

PBS ONLINE
The Web site to the Art in the Twenty-First Century television series on PBS provides extensive information on contemporary art and artists, as well as curricular resources for introducing the art of today.

Online Lesson Library www.pbs.org/art21/education/onlinelessonlibrary.html

The Online Lesson Library is an archive of interdisciplinary lesson ideas suitable for a single class period or for an entire semester. Lesson plans support teaching with contemporary art through references to literature, the humanities, visual literacy, popular culture, history, and current events. Links to national and state education standards, student worksheets, video clips, and slideshows enrich each lesson. Topics include abstraction and realism, home and displacement, individuals and collectives, labor and craftsmanship, the natural world, public and private space, rituals and commemoration, technology and systems, and war and conflict.

Student Art Projects www.pbs.org/art21/education/studentartprojects

Based on their use of the broadcast series and curriculum materials, teachers are invited to post their own lessons and examples of student artwork on the PBS Web site, share ideas, and find inspiration in the work of teachers and students from across the country and around the world.

Glossary www.pbs.org/art21/education/glossary_pop.html
In addition to the Key Words section of this guide, definitions for select terms can be found in the online glossary. Glossary words are highlighted throughout the interviews with Art21 artists on the PBS Web site, creating an interactive tool for advanced vocabulary building.

Artists www.pbs.org/art21/artists
For each artist featured in the broadcast series, Art21 produces a wide range of supporting resources to inspire further exploration. Interview transcripts present material from the series as well as new content from extended conversations with the artists. Video clips show short segments from the teleision series. Biographies for each artist help to contextualize the artists body of work.

Slideshows www.pbs.org/art21/slideshow
Slideshows include works of art as well as video stills from the broadcast picturing artists at work. In addition to shows arranged by artist, the Slideshow on PBS features arrangements by themes, media, and decade.
Art21 2007. All Rights Reserved. www.pbs.org/art21 | www.art21.org

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CONTEMPORARY ART IS ThE ART OF TODAY

WhAT IS CONTEMPORARY ART?

Art21 defines contemporary art as the art of today, produced by artists who are living in the twenty-first century. It is both a mirror of contemporary society and a window through which we view and deepen our understanding of the world and ourselves. Contemporary art is relevant to all audiences, providing teachers and students with a rich resource through which to consider current ideas, rethink the familiar, and improve visual literacy. Contemporary artists work in a globally influenced, culturally diverse, and technologically advancing world. Their art is a dynamic combination of materials, methods, concepts, and subjects that often challenge traditional boundaries and defy easy definition. Diverse and eclectic, contemporary art as a whole is distinguished by the very lack of a uniform, organizing principle, ideology, or ism. In the United States, contemporary artists give voice to the varied and changing landscape of American identity, values, and beliefs. Contemporary viewers play an active role in the process of constructing meaning in art. With contemporary art, it is often said that the viewer completes the artwork by bringing to it his or her personal reflections, experiences, and opinions.

LOOKING AT CONTEMPORARY ART

Consider the Who, What, Where, When, Why, and How of contemporary visual art in order to reflect on how visual art has changed over time and the ways in which artists today both reflect and reject traditional notions of art. When approaching a work of art, consider the following questions and provide concrete examples that support your answer:

Does the artwork involve distinct working methods and processes? Is it created in isolation, in collaboration, with fabricators, audiences, others? Does the artwork serve as a form of critique reframing, redefining, or disrupting traditional ideas and expectations about art and/or society such as beauty, originality, representation, and authority? Does the artwork reference or appropriate elements from popular culture (film, television, music), mass media (advertising, signage, news), or art history (fine art, architecture, craft)? Does the artwork integrate new technologies (digital media, computers, the Internet) or unconventional materials (found objects, nature, the body)? Does the artwork blur the boundary between art and everyday life? Does it purposefully intersect with environments such as home, work, school, politics, and entertainment? Does the artwork exist outside of traditional exhibition forums (public spaces, site-specific locations, nonart sites) or is it presented in innovative ways (as an installation, an event, or as documentation of an impermanent work)? Does the artwork unfold over time? Is it process-based (performative, collaborative, spontaneous), experiential or interactive (video, Web-based, multi-media), or does it change in response to its environment (public art, environmental art)?

WhAT CAN WE LEARN FROM CONTEMPORARY ART?

The integration of contemporary art into school and community learning enables educators to actively engage issues that affect our lives, provoking curiosity, encouraging dialogue, and igniting debate about the world around us. Art21s artists serve as creative role models who inspire students to consider how ideas are developed, articulated, and realized in the contemporary world. Their work and working processes offer educators opportunities to support diverse learning styles. Contemporary artists address both current events and historical ideas. These references help educators and students make connections across the curriculum and support interdisciplinary thinking. As artists continue to explore new technologies and media, the work they create encourages critical thinking and visual literacy in our increasingly media-saturated society. Art21 enables students to understand that contemporary art is part of a cultural dialogue that concerns larger contextual frameworks, such as personal and cultural identity, family, community, and nationality.
www.pbs.org/art21 | www.art21.org

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STARTING ThE CONVERSATION

Curiosity, openness, and dialogue are important tools for engaging audiences in contemporary art. Instead of questioning whether a work of art is good or bad, the study of contemporary art requires an open-ended methodology and an inquiry-based approach. Asking questions that stimulate discussion is an integral step in the process towards appreciating contemporary art. One of the cornerstones of the Art21 philosophy is to allow the artists to discuss their work in their own words. This encourages viewers to find their own innate abilities to consider, react, and respond to visual art. Looking at contemporary art is an investigation and an exploration; an opportunity to consider ideas and different perspectives, to learn something new, and eventually to create a personal sense of meaning and understanding.

DISCUSS HOW TO LOOK AT VISUAL ART

Describe the artworkits formal qualities: color, composition, style, mood, media and materials, etc. Consider the artists conceptthe thinking, choices, and process that contribute to a work of art. Identify the context of the workthe circumstances in which an artwork is made, as well as when, where, and how the viewer sees a work of art.

DISCUSS A SINGLE WORK OF ART

What choices or decisions (selection of materials, installation decisions, color choices, etc.) has the artist made to create this work? Why do you think the artist made those choices? What personal references do you make to this work? What does this work remind you of? Consider the relationship of this work of art to your own ideas, experiences, and opinions. What visual, literary, and/or historical references are made in the work? What can this work of art tell you about the artist, yourself, and/or the world around you?

DISCUSS CONTEMPORARY ART

What makes a work of art a work of art? Is contemporary art defined by particular boundaries? Who decides what an artwork meansthe artist, the critic, the viewer, history? Where do artists find inspiration? What are the most important skills an artist working today can have? What materials and tools are artists using to create art? What is the difference between working alone and collaborating with fabricators, audiences, others? In addition to museums and galleries, what are other venues where art is exhibited? What subjects, issues, and themes are important to artists working today? What subjects, issues, and themes are important to you and what connections can you make between the two? Does a work of art need to be beautiful? Why or why not? Who defines beauty? Does contemporary art have a purpose, a role, a responsibility?

SUGGESTED ACTIVITIES
Facilitate a brainstorming activity that asks students to articulate preconceptions and questions about contemporary art. Have students illustrate their brainstorms in the form of a visual web or chart. Facilitate group discussions by distributing copies of artist biographies (from the Web or Educators Guides), interviews, and images of artwork from the online slide shows. Initiate a debate based on any of the previous discussion questions. Turn the question into a statement and have students develop arguments for and against to present to the class. Encourage students to write regularly in a journal or notebook to keep questions, ideas, or images related to their art-viewing experiences. Use any of the above questions as journal or essay (written or visual) assignments. Use Art21 as a springboard to connect with your local arts community. Invite a local artist, curator, or collector to discuss a particular artist, issue, or concept relevant to your classroom.
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AMBIGUITY The capacity to be understood in more than one way. In art, a word, phrase, or image can be ambiguous if it contains multiple meanings to the artist and/or the viewer. (SEE: Robert Adams, Vija Celmins, Ann Hamilton, Arturo Herrera, Roni Horn, Martin Puryear, Robert Ryman, Richard Tuttle) APPROPRIATION The act of borrowing imagery or forms to create something new. (SEE: Ellen Gallagher, Arturo Herrera, Jenny Holzer, Pierre Huyghe, Paul Pfeiffer, Fred Wilson) COLLABORATION A working arrangement between an artist and another person, group, or institution. Present throughout art history, collaborations are considered unusual today when artists tend to be valued for their individual voice and contribution to society. Some artists even form long-term working partnerships with other artists these are seen as distinct from collaborations which are often temporary. (SEE: Eleanor Antin, Matthew Barney, Mel Chin, Oliver Herring, Theresa Hubbard/Alexander Bircher, Judy Pfaff, Matthew Ritchie, Laurie Simmons, William Wegman, Krzysztof Wodiczko) CONCEPT/CONCEPTUAL ART A thought or idea; a frame of mind that can include imagination, opinion, logic, etc. Concept-based art emphasizes that the idea is equal to, if not more important, than the finished product. Conceptual art can take many forms, from photographs to texts to videos, while sometimes there is no object at all. Emphasizing the ways things are made more than how they look, conceptual art often raises questions about what a work of art can be. Conceptual art is also often difficult to collect or preserve, as it can be the artists own experience that is the work of art. (SEE: Janine Antoni, Roni Horn, Alfredo Jaar, Maya Lin, Iigo Manglano-Ovalle, Gabriel Orozco, Richard Tuttle) CONTEXT The location, information, or time frame that informs how a work of art is viewed and what it means. Works of art often respond to a particular space or cultural climate. If the context for a work of art is changed or recontextualized, the way in which the work is understood may change as well. (SEE: Jennifer Allora/ Guillermo Calzadilla, Mel Chin, Mark Dion, Roni Horn, Pepn Osorio, Jessica Stockholder, Krzysztof Wodiczko, Andrea Zittel) CRITIQUE A critical review or commentary, especially one dealing with works of art or literature. In art, a critique is the act of reviewing or critically discussing a work of art. In addition, a work of art itself can criticize a specific idea or express a critical idea or opinion. (SEE: Ida Applebroog, Mel Chin, Mark Dion, John Feodorov, Mike Kelley, Kerry James Marshall, Laurie Simmons, Krzysztof Wodiczko) EPHEMERAL The suggestion that something is short-lived or endures for only a very short time. In visual art, performance art or environmental art viewed outdoors is often created with the understanding that it will be viewed for a finite amount of time. (SEE: Robert Adams, Janine Antoni, Tim Hawkinson, Gabriel Orozco, James Turrell, Krzysztof Wodiczko) ETHICS A system of morals or judgments which govern ones behavior, ethics often intersect with a work of art or the process of its making. Artists often feel that they have an ethical responsibility to voice political concerns or make changes to society. (SEE: Ida Applebroog, Cai Guo Qiang, Alfredo Jaar, Nancy Spero, Kara Walker, Fred Wilson, Krzysztof Wodiczko) EXPERIMENTATION Working with new or unfamiliar materials or media and experimenting or reconceiving their form and/or function to create a work of art. (SEE: Janine Antoni, Matthew Barney, Cai Guo-Qiang, Oliver Herring, Iigo Manglano-Ovalle, Judy Pfaff, James Turrell, Andrea Zittel)
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KEY WORDS

FUNCTIONALITY Referring to the structure or design of a composition and how that design can be adapted to a particular function or use. Often pertains to design but has broader connotations for thinking about art and its relation to popular culture and media. (SEE: Mel Chin, James Turrell, Krzysztof Wodiczko, Andrea Zittel) HYBRID FORMS In science, a hybrid is a unique form created from the combination or offspring of two animals, plants, or other organic species. In art, a hybrid form combines two or more distinct media to create a new form, thus redefining traditional categories of art. (SEE: Janine Antoni, Mark Bradford, Cai Guo-Qiang, Mel Chin, Oliver Herring, Elizabeth Murray, Matthew Ritchie, Catherine Sullivan) INSTALLATION A work of art created for a specific architectural situation, installations often engage multiple senses such as sight, smell and hearing. The placement of individual works of art in a gallery is also commonly referred to as an installation. Installations are generally temporary and stationary, but some installations travel to different locations and exist over longer periods of time. (SEE: Janine Antoni, Ann Hamilton, Jenny Holzer, Tim Hawkinson, Roni Horn, Alfredo Jaar, Pepn Osorio, Judy Pfaff, Jessica Stockholder, Do-Ho Suh) JUXTAPOSITION The state or position of being placed close together or side-byside, so as to permit comparison or contrast. Visual artists often use juxtaposition to reference existing images or ideas, but suggest new meanings. (SEE: Mark Bradford, Michael Ray Charles, John Feodorov, Walton Ford, Barbara Kruger, Ann Hamilton, Raymond Pettibon, Shahzia Sikander) PERFORMANCE & PERFORMANCE ART Public, private, or videotaped, performances often involve the artist performing a creative, visually compelling action. Performance art is normally created by people with a visual arts education and relates more to the history of painting and sculpture than to theater or dance. Often taking place in a gallery or on video, performance art rarely involves trained actors or directors. (SEE: Laurie Anderson, Eleanor Antin, Janine Antoni, Cai Guo Qiang, Pierre Huyghe, Oliver Herring, Laurie Simmons) POPULAR CULTURE Literature, broadcasting, music, dance, theater, sports, and other cultural aspects of social life distinguished by their broad-based presence and popularity across ethnic, social, and regional groups. Popular culture has increasingly influenced visual artists who often respond to or critique its influences on society. (SEE: Mark Bradford, Michael Ray Charles, Mel Chin, Jenny Holzer, Barbara Kruger, Barry McGee and Margaret Kilgallen, Paul Pfeiffer, Lari Pittman, Catherine Sullivan) POSTMODERNISM A term that has come to describe the stylistic developments that depart from the norms of modernism. Postmodernism questions the validity of modernist emphasis on logic, simplicity, and order, suggesting that ambiguity, uncertainty, and contradiction may also have a valid place. PROCESS An artists investigation, or the steps the artist takes to make a work of art. Processes differ widely from artist to artist. For many artists the process of making a work of art has become just as important, if not more important, than the final work of art itself. (SEE: Janine Antoni, Oliver Herring, Pierre Huyghe, Gabriel Orozco, Pepn Osorio, Ursula von Rydingsvard) SITE-SPECIFIC Works of art that are tied to a unique place, site-specific art is sometimes impermanent. For people unable to visit site-specific works, an experience of the piece is often limited to photographic documentation and word-of-mouth. (SEE: Mel Chin, Jenny Holzer, Judy Pfaff, Martin Puryear, Richard Serra, Jessica Stockholder, James Turrell, Krzysztof Wodiczko)

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USING MEDIA TO SUPPORT LEARNING

Art21 provides multi-media resources in video/DVD, Web, and print forms. These materials are designed to encourage critical and creative thinking, independent research, and interdisciplinary connections. Using different media platforms encourages learners to analyze and articulate ideas in dynamic ways. Successful use of these resources supports a deeper engagement with the materials and activates dialogue. The following are suggestions for enhancing the use of video/DVD, Web, and print materials in the classroom, as well as in teacher training.

VIDEO/DVD

PREVIEW ALL VIDEO CONTENT to decide which portions are appropriate and relevant to the lesson, unit and/or participant level. Consider viewing a single artist profile or specific portions of different artist profiles to address specific goals and objectives. What will allow you to focus student attention and interest? PREPARE THE AUDIENCE for what they will see. Initiate a discussion or writing exercise using pre-viewing questions from the Educators Guide. Ask viewers to IDENTIFY VOCABULARY WORDS while watching. Use the Art21 Glossary to discuss and clarify relevant terms. INTRODUCE ADDITIONAL REFERENCE MATERIALS such as copies of artist interviews from the PBS Web site, images of specific works of art in slide or print form, or lesson ideas and topics found in the Art21 Online Lesson Library. These resources can introduce specific ideas or themes addressed in the video segment and anticipate post-viewing discussion. ENCOURAGE ACTIVE VIEWING by identifying appropriate points for pausing, clarifying, or expanding on what participants are seeing and hearing. Stop and revisit the pre-viewing questions or ideas when relevant. Encourage participants to take notes, sketch, or consider specific questions while they watch. FACILITATE AFTER VIEWING DISCUSSION by analyzing and responding to the video segment with suggested questions from the Educators Guide or Online Lesson Library. Consider ways for participants to process their ideas independently before sharing with the group either by writing or drawing.

THE WEB

ENGAGE IN FOCUSED RESEARCH using the PBS Web site. Suggest specific artists, themes, artistic media, or lesson ideas to explore. USE WEB-BASED VIDEO CLIPS to orient audiences to a video segment they will watch. Encourage them to collect questions they have about the artist and his/her work to address during a longer screening of the complete segment. ARTIST INTERVIEWS focus on particular projects or ideas that the artists explore in their work. Use these interviews to inform group discussion using particular quotes to encourage individual research. WEB-BASED SLIDE SHOWS present works of art by artist, medium, and theme. Present single images or complete slide shows to discuss the ideas addressed by a particular artist before or after watching their segment. You can also use these images to consider the ways artists approach the artmaking process and use a wide variety of visual media. CREATE WEB MAPS that reflect links following a particular idea or question through the site. Compare and contrast individual maps to see how thinking differs among participants when a specific question or topic is posed.

PRINT

CREATE PHOTOCOPIES of the artist biographies, lesson plans, or interviews from the Web site or use photocopies of the artist and theme pages from the Educators Guides to support individual reflection and group discussion. FOLLOW WEB LINKS presented in the print materials to find further information and extended resources online. ENCOURAGE INDEPENDENT WRITING that supports reflection about a work of art, a video segment, or a thematic idea. Throughout the Educators Guides and online lessons, suggestions are made about how to incorporate reflective writing. USE SUGGESTED READINGS in the Educators Guide to further your knowledge about contemporary art.

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VISUAL ARTS STANDARDS

Art21 presents artists as real people and shows a range of examples of what it means to be an artist. Among the artists featured in the series are painters, photographers, sculptors, performance, and video artists who use a variety of media, materials, tools, and processes to create their work.

National Standards for Arts Education for Grades 912 (USA) www.artsedge.kennedy-center.org/teach/standards/standards_912.cfm#04 Understanding and applying media, techniques, and processes
Art21 shows artists using a wide range of traditional and non-traditional materials and tools. Featured artists discuss their unique working methods, creating work both independently in their studios as well as with the collaboration of specialists and assistants. Art21 lessons suggest the use of a wide variety of materials and encourage students to select media that are appropriate for the ideas they want to express. (SEE: Tim Hawkinson, Oliver Herring, Elizabeth Murray, Gabriel Orozco, Judy Pfaff)

Using knowledge of structures and functions

Artists included in the series describe their sources of inspiration, their working processes, the work they create, and the context in which their work is presented. Students can review and critically compare these narratives and explore different approaches and contexts for making and appreciating art. (SEE: An-My L, Sally Mann, Matthew Ritchie, Collier Schorr)

Choosing and evaluating a range of subject matter, symbols, and ideas

The Art21 television series presents a cross-section of the diversity of contemporary art by featuring artists who are inspired by history, science, literature, philosophy, etc. and who work in unique visual styles. Art21 lessons present ideas for the classroom in a thematic format that encourages students to compare and contrast the ways artists address subject matter, both personal and universal. (SEE: Laylah Ali, Janine Antoni, Lari Pittman, Fred Wilson)

Understanding the visual arts in relation to history and cultures

Many of the artists in the Art21 television series reflect on ideas related to larger themes such as spirituality, culture, identity, and history. Their perspectives provide a wide range of viewpoints to consider and analyze related ideas. Some artists are inspired by events and figures from the past, or integrate global references from family history and current travels. Art21 lessons are organized thematically to encourage students to compare, contrast, and juxtapose these influences, ideas, and questions. (SEE: Cai Guo Qiang, Josiah McElheny, Nancy Spero, Kara Walker)

Reflecting upon and assessing the characteristics and merits of their work and the work of others
As the artists in the series discuss their sources of inspiration and interests, students are able to trace a work of art as it is developed, seeing the range of decisions that are considered along the way. Art21 lessons offer the opportunity for students to present their own opinions and ideas about the work they see and the working processes of the artists featured in the series. (SEE: Shahzia Sikander, Jessica Stockholder, Hiroshi Sugimoto, Ursula von Rydingsvard)

Making connections between visual arts and other disciplines

The artists featured in the series do research, read, and grapple with ideas. Some engage the expertise of researchers, writers, historians, philosophers, mathematicians, and scientists. Art21 educational materials focus on the range of these approaches and explore the richness of these interdisciplinary connections. All lessons use observation and discussion as core activities to familiarize students with the work of contemporary artists and how it connects to overarching thematic or topical ideas. (SEE: Mel Chin, Mark Dion, Walton Ford, James Turrell)

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LANGUAGE ARTS STANDARDS

Looking at and interpreting contemporary art provides significant opportunities for developing abilities in written and oral communication. Art21 suggests ways to use contemporary art to enhance skills in visual and verbal literacy, self-expression, creative problem-solving, writing, and critical thinking.

National Standards from the National Council of Teachers of English for Grades 912 (USA) http://www.ncte.org/about/over/standards
Students read a wide range of print and non-print texts including literature from many periods in many genres. Students comprehend, interpret, evaluate, and appreciate texts. When relevant, Art21 draws connections between featured artists and the fictional and non-fictional texts they reference directly or indirectly in their work. Opportunities to read historical and contemporary texts that address a wide range of topics and subjects are emphasized in Art21 lessons and Educators Guides. (SEE: Robert Adams, Ellen Gallagher, Kiki Smith, Kara Walker) Students adjust their use of spoken, written, and visual language and employ a wide range of strategies as they write. The artists featured in the series are creative role models who present their ideas through spoken, written, and visual language. Reflecting on art is an important way to encourage students to form their own powers of observation, opinion, and expression. Opportunities to consider, write, and discuss ideas about the artists and their work, independently and in groups, are central to all Art21 education materials. (SEE: John Feodorov, Jenny Holzer, Raymond Pettibon, Shahzia Sikander) Students conduct research and use a variety of technological and information resources. In Art21 lessons and Guide content, students are encouraged to conduct their own research on the topics and themes addressed in the work of featured artists. Opportunities to follow an idea or question as it relates to multiple artists and writers through related Internet sites or literature are encouraged throughout the materials. (SEE: Mel Chin, Iigo Manglano-Ovalle, Paul Pfeiffer, Matthew Ritchie) Students develop an understanding of and respect for diversity in language use. Students whose first language is not English make use of their first language to develop competency in the English language arts. A number of the artists featured in the series have learned English as a second language. These artists are inspired by the richness of their cultural backgrounds, and the global communities in which they work. Many of the Art21 lessons encourage students to reflect on ideas from an individual perspective before contributing to group discussion and projects, giving students an opportunity to express themselves verbally and visually in multiple ways. (SEE: Gabriel Orozco, Pepn Osorio, Do-Ho Suh) Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities; Students use spoken, written, and visual language to accomplish their own purposes. Art21 lessons support interactive and participatory learning. Using personal knowledge as a starting point, students are encouraged to reflect on the ideas and artwork of featured artists as a way to consider larger cultural issues and ideas, utilizing different means of visual, written, and oral expression. (SEE: Margaret Kilgallen & Barry McGee, Laylah Ali, Jenny Holzer)

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SOCIAL STUDIES STANDARDS

Contemporary artists often grapple with local, national, and international events in their work, bringing creative perspectives to age-old issues and current concerns. Sometimes controversial and often provocative, artists engage ideas that are critical to the study of history, geography, psychology, civics, government, and economics. The thematic organization of Art21s television series and educational materials supports the related thematic presentation of the National Social Studies standards. National Standards from the National Council for the Social Studies for Grades 912 (USA)

www.socialstudies.org/standards/strands
Culture The Art21 television series and accompanying educational materials reflect the diversity of contemporary visual artists working today and showcase the variety of cultural expression in the United States. Art21 resources emphasize the diversity of contemporary culture as a means of exploring unique perspectives on individual, social, and community life. (SEE: Lari Pittman, Kerry James Marshall, Barry McGee/Margaret Kilgallen, Pepn Osorio) Time, continuity, and change Contemporary art is part of the continuum of art history. Throughout time, artists have continued to respond to the world around them. Artists featured in the Art21 television series suggest a broad range of approaches to considering contemporary life in relation to historic events, individuals, and themes. The theme of Time is featured in Season Two of the Art21 television series. (SEE: Vija Celmins, An-My L, Martin Puryear, James Turrell) Individual development and identity Art provides an intimate reflection of identitypersonal, cultural, and universal. Artists in the Art21 television series reflect a range of creative role modelssuggesting different means of expression and communication. Art21 educational materials encourage personal reflection as a way to consider larger cultural issues and ideas introduced by featured artists. The theme of Identity is featured in Season One of the Art21 television series. (SEE: Janine Antoni, Maya Lin, Susan Rothenberg, Catherine Sullivan) Individuals, groups, and institutions Not necessarily a solitary act, art can be a social gesture that encompasses how an individuals ideas relate to a larger public. Art21 artists create work as community members and cultural participants who explore ideas, often with the assistance of individual and institutional support. Educational materials encourage students to draw connections to personal experience and social knowledge. Individuals & Collectives is a featured topic in the Online Lesson Library on the PBS Web site. (SEE: Jennifer Allora & Guillermo Calzadilla, John Feodorov, Trenton Doyle Hancock, Oliver Herring) Power, Authority, and Governance Inspired by the world around them, many Art21 artists address contemporary themes such as power, control, authority, and hierarchical structures in their work. Often an anti-establishment practice, artists often address and critique traditions and systems that have historically been taken for granted. The theme of Power is featured in Season Three of the Art21 television series. (SEE: Laylah Ali, Ida Applebroog, Nancy Spero, Krzysztof Wodiczko) Production, Distribution, and Consumption Issues related to contemporary capitalism are present in the work of many Art21 artists. These artists suggest new ways to consider issues about the production, distribution, and consumption of creative capital in society. Educational materials support student inquiry through the work of relevant artists. The theme of Consumption is featured in Season One of the Art21 television series. (SEE: Mark Bradford, Gabriel Orozco, Paul Pfeiffer, Andrea Zittel) Science, Technology, and Society Many Art21 artists incorporate interdisciplinary approaches to their work including the study and practice of science. The series features artists using new technologies, materials, and methods to make their work. Technology & Systems is a featured topic in the Online Lesson Library on the PBS Web site. The theme of Structures is featured in Season Three of the Art21 television series. (SEE: Mel Chin, Mark Dion, Tim Hawkinson, Matthew Ritchie) Global Connections Diverse international backgrounds and international travel strongly influence many of the artists featured in the Art21 television series. These artists are inspired by the richness of their cultural backgrounds and the global communities in which they work. Their art reflects the diversity of these influences and offers the opportunity to consider how ideas and traditions relate and diverge across cultures. (SEE: Cai Guo Qiang, Alfredo Jaar, Shahzia Sikander, Do-Ho Suh) Civic Ideals and Practices Many of the artists featured in the Art21 television series consider art a social practice and a means of participating in society. Educational materials encourage interactive and participatory learning. Using personal knowledge, students reflect on the art and ideas of featured artists as a way to consider larger social, civic, and community-based issues. (SEE: Pierre Huyghe, Josiah McElheny, Gabriel Orozco, Fred Wilson)
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