Introduction

This lesson was developed against an existing “in the style of...” template found on the SDSU Edtech webquest page.

This lesson is about learning the specific philosophy and tenets of a particular artistic movement and then applying that learning to create an original artifact (a membership card that incorporates a digital painting).

The artistic movement in question here is neoplasticism, made famous by the work of Piet Mondrian. Neoplasticism is also often referred to as De Stijl.

Learners

While the work of Mondrian is often used to introduced shapes and/or colors to younger learners, the tone and complexity of this particular webquest is geared to high school or college level students in an arts or design curriculum.

No prior art history knowledge is necessary. Knowledge of basic design concepts such as the CRAP principles taught in Robin William’s Non-Designer’s series of books may lend to more aesthetically pleasing outcomes, but is not a pre-requisite.

Basic web skills such as the ability to navigate links, learn new applications and utilize a basic design program are needed. This lesson has been constructed to be completed by a single learner but could easily be modified to support a group assignment.

Curriculum Standards

This lesson addresses the Grade 9-12 Visual Arts standards that have been developed by the Consortium of National Arts Education Associations.

1. Understanding and applying media, techniques, and processes
2. Using knowledge of structures and functions
3. Choosing and evaluating a range of subject matter, symbols, and ideas
4. Understanding the visual arts in relation to history and cultures
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others
6. Making connections between visual arts and other disciplines

The lesson in its current form is most focused against Standards 1-4, but can be easily modified to more fully address standards 5 and 6 as well. This is discussed in the variations section below.

Process

In a self-paced environment, students are asked to:

1. Read a short manifesto
2. Learn about world events at the time (1917)
3. Learn about the artistic movement through a variety of mediums (cartoon, video, website, articles)
4. Identify the key historical event that shaped the artistic philosophy
5. Explain how the movement was a reaction to that key historical event
6. Summarize the key artistic tenets of the movement
7. Differentiate movement works from previous/following artistic movements using multiple artist (and museum site) examples
8. Use those principles to create a membership card in the style of the movement that includes a custom digital painting

Additional Notes

Students need to answer ten questions via an external survey link and post artifacts to an external library. To request quiz answer key email me.

Students create the membership card in the design program of their choice. The digital painting creation activity leverages a website based app.

No app or software investment is needed to complete the lesson.

It is anticipated that most students would complete entire assignment in 4-8 hours, with more likely more time spent on learning phase than the creative phase.

While the lesson is centrally about an artistic movement and graphic design it also touches upon world history and mathematics and strengthens web literacy skills.

Any instructor who takes the time to fully explore the subject matter in advance (through the provided links) should be able to teach the lesson successfully.

Finally, as a means to promote engagement, the lesson enlists the fictional support of the artistic movement’s founder to guide students through the process.

Variations

The lesson could be further bolstered to address standard 5 by formalizing the review and discussion of the artifacts created during the lesson.

The lesson could be further bolstered to address standard 6 by deeper exploration of mathematical principles to the De Stijl/Neoplastic philosophy (as is touched upon in the article links) or by having students write an actual manifesto.

Resources Needed

The lesson leverages public domain artwork sourced from Wikipedia as well as a variety of art and museum related links. No additional materials are required. Links may need to be updated/supplemented based on changing availability.

Evaluation

The success of the lesson will be judged based on the students’ ability to successfully play back concepts via the quiz based vehicle and produce artifacts that are reflective of the artistic philosophy.

As currently designed, quiz questions are worth 50% and the design activity is worth 50%. The evaluation of the design based activity is principle based rather than aesthetic based. Depending on the exact environment in which this lesson is being executed (e.g., design school), this might be revisited.

Credits and References

All images in the webquest site are drawn from Wikipedia. All displayed art work is in the public domain in the United States.

For more information about the Webquest concept...

Links for resources that were utilized in the creation of this webquest site are shown below.

Left justified links reflect links that are used on Process page. Indented links reflect additional contextual material.

Art Museum Sites

Encyclopedia/Art Enthusiast Sites

Video

Apps

Misc

Reuse

We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author's name is retained along with a link back to the original URL of this WebQuest. On the line after the original author's name, you may add Modified by (your name) on (date). If you do modify it, please email me and provide the new URL.