Public Installation

Documentation + Assessment Suggestions

I took photos throughout the process of creation, and students were asked to take 3 photos of their piece using a variety of angles to capture as much of the installation as possible.

Learning Activities

Investigate: The lesson began with putting students into groups of about four. Each group was given a box of random materials that would typically be available in an art classroom, such as, yarn, pipe cleaners, pieces of fabric, toilet paper and paper towel rolls, tape, etc. Students were challenged to work together to use the materials to change the perception of a space in the classroom.

Design: At first students struggled to get the concept of changing the perception of the space. Instead they began to make sculptural pieces on a table or counter. This led to a discussion and deeper explanation of the difference between something sculptural and something that changes the perception of a space. Light bulbs began to flicker as we talked about how the space of the room could be used with materials to change the perception of the space. In the end they created dynamic pieces that they wrote about based on a few prompts. Students worked in their teams to create an explanation for their installation, then presented them to the class.

Introduce: After this activity, students were introduced to installation art and several contemporary installation artists, such as Christo and Jeanne-Claude, Sarah Sze, Jim Hodges, Mike Kelley, and Mike Andrews. Each artist was discussed with the goal of getting students to observe and analyze each artist’s choices and to notice how they changed the perception of a space. This took place over one a one-hour class period.

Experiment: Next, students dyed pieces of muslin a light shade. They then used resist techniques to add visual interest to the dyed cloth. This took about a week. Information about using dyes can be found at this link. This lesson could also be completed with commercial fabric or with repurposed fabric or clothes.

Collaborate: After dying muslin, students were given this challenge: Can you work with other artists to create a meaningful installation piece using fabric we dyed with found and repurposed materials to change the perception of a space in the school? Students self-selected their teams and got to work. They could either work in a team of two, or in a group no larger than four. After spending a period discussing the challenge criteria and the possibilities for what repurposed materials could be and come from, students started to brainstorm their installation design.

Design: The next class period, students were allowed 15 minutes to find 3 optional spaces in or on the school grounds. They were required to take measurements, to take pictures with their phones, and to make sketches of the spaces in order to prepare a proposal for their installation. Students were required to select at least three spaces in case another group wanted the same space. Fortunately this was not an issue, as it was stressed to look for spaces that were not obvious (obvious meaning areas that every group might want, such as the gym lobby). Pieces had to be sturdy and well-constructed, as well as visually interesting.

Present: Students presented a rough draft of their idea to me, then had two class periods to work on creating their installation in class, to build on their concept, and to plan the implementation and installation of their work. The Assistant Principal was invited to class so students could present their project proposals to him and receive feedback and approval (along with permission to use spaces in the school) to create their installations.

Create: After about a week of in-class build / construction time, students were allowed to move their work to their chosen locations. Students brought in repurposed materials and were allowed to ask me for any additional materials or tools they might need to assist them in the creation of the piece.

Re-evaluate: After pieces were installed, the class took a gallery walk of the pieces and discussed whether they were indeed installations: Do they change the perception of the space, and what, if anything, could be done to make the pieces better?

Conclusion: Students filled in a group self-assessment and reflection about the process and the piece they created.

Extensions

Extension Activity: I invited the humanities classes to do a gallery walk and critique of the pieces, and the teachers loved this idea. They created a worksheet for their classes and the students loved the experience.

Jeanette Thompson

CICS Northtown Academy

Jeanette Thompson has been teaching art for over 16 years. As an artist, she primarily works with fiber materials and uses fabric to paint. She enjoys curating exhibitions, including an annual juried youth exhibit about identity at HumanThread Gallery. In addition to being a part of this group of passionate educators at HumanThread, she has participated in the MCA Teacher Institute for several years.

Jeanette reflects on her creative process:

The questions that arose for me were, What makes something a work of art? What is the difference between making a project (such as recreating the White House for history class) and making a work of art? How do you get a kid to understand the difference? What to do when you have students who just don’t think in a deep artistic way? They might be good in school and get their work done to receive good grades, but due to their lack of art education they are not well-equipped to think on a deep artistic level. How do you encourage them to think more deeply without damaging their self-esteem? How do you offer constructive criticism without hurting their feelings? You know they are working hard, but they just don’t get the concept of making a work of art, or they struggle with taking chances. Some students did not create a true installation, they created a piece to put in a space—how do you help guide them to overcome the mental block of an installation compared to a large work of art in a new space?