Derek Cote

Concept drawings for Untitled (Pier)

by Derek Cote

“The artwork is intended to provide a place for visitors to slow down and reflect on the beauty and physical presence of the Cumberland River rather than be reminded specifically of the devastating floods of 2010. The design’s most prominent feature is a series of four to five windsocks mounted atop fifteen-foot high aluminum masts. Each windsock is custom appliquéd with two adjectives (one on each side) that describe the majestic nature of the river and the tenacity of the residents The goal is to choose adjectives that universally illustrate the river and the people of this neighborhood.”- Derek Cote

Starter Questions:
Why do/don't you consider this art?
How does the use of text enhance/hinder the impact of this piece?

How does the environment impact the art?

How does the art impact the environment?

*Discussion questions can be done in a whole group setting or in small groups of 2 or 3 students.  You know your students and the dynamic of your classroom.  Both methods of discussion have value.

Writing Component:

After displaying the image, ask students to write 2 or 3 sentences describing their initial response to the art work.  Questions to lead them in their writing:  What do you think this piece of art is about?  What leads you to believe that is the meaning of the piece?  Why do you/don’t you like this work of art?

*Allowing for writing in the art room allows for all students to develop their ideas on art beyond giving a select few the opportunity to share their thoughts in class.  Having word banks/word walls for students to pull from will take some of the fear out of writing.

Studio Project(s):

(Studio projects would take place after students have the background knowledge on and his work, )

Lesson 1:  I AM UNIQUE!  (K-5^th)  

Media: Drawing  ( Crayons, Markers, or Colored Pencils )

Students will: 

·         List things that they are involved with (sports, music..etc), things that they enjoy doing, and other things that are favorite things.

·         Review self-portraits, and discuss their importance in art.

·         Create a self-portrait that contains items in the background that give insight to who they are.

·         Students will finish the work by using crayons, markers, or colored pencils.

Lesson 2:  Wind Sock Word Portraits (2^nd- 5^th)

Media:  Paper Sculpture (Scrapbook Paper, Construction Paper, Drawing Paper)   

Students will:

·         Be introduced to the terms kinetic energy & kinetic art, and look at examples of both.

·         Brainstorm adjectives that describe themselves, and selecting the top five words that best represent who they are.

·         Create self-portrait word art using the adjectives they’ve chosen.  Work will be created on 12x12 (or 9x9 if 12x12 is not available) paper.  Teacher’s discretion on the means drawing implement and means of coloring. 

·         Cut the square into a circle, and then make a cut to the center of the circle. This will allow for it to be turned into a cone shape. 

·         (optional) Attach streamers do the point of the cone.  Discuss colors that represent moods/emotions that might best represent them. 

·         Create a means of hanging cone (wind sock). Display work in an area that has high “traffic” to help create movement in the art pieces. 

Lesson 3:  Moving Me (K-5^th)

Media: Painting  

Students will

·         Look at & discuss Dynamism of a Dog on a Leash (1912) by Giacomo Balla.

·         Discuss favorite activities that have them in motion ( sports, games, walking, exercise, play..etc).

·         Draw themself in motion doing a chosen activity.

·         Review painting practices. 

·         Paint their work in teacher selected paint/wet media. 

·         Write an artist statement explaining their work.