Lesson Plan: Gustav Klimt AP Art History, Black River Public School Title: Klimt Content: I am teaching about Gustav Klimt, a famous artist from the Vienna Secession. I will include his famous works The Kiss, The Beethoven Frieze, and Judith, along with the university paintings and the scandal that followed, while contextualizing him in the Vienna Secession and Art Noveau. Audience: I have 6 students who are all juniors or seniors. One student is male while the other 5 are female. 5 students are Caucasian, and one female student is Hispanic. The only special needs for this classroom is that most, if not all, of the students are gifted and talented, and must be challenged as such. From observing this semester, I know that my students show mastery of contextualizing artists within art historical movements and periods. Thus, I expect them to do this with Klimt, and relate him to other artists they have observed. Some students might be familiar with Klimt, and might recognize his work, but I know from talking with them about my experience in Vienna that they are not familiar with the Vienna Secession, and have not learned about Klimt in depth yet. Length of Lesson: 60 minutes Materials Needed: I need: Students need: Computer Handout Projector Writing Utensil Remote Rationale: Students need to know about Gustav Klimt as an important 20th century artist both the secession movement and Art Noveau. On the AP exam, students might have the option to choose an artist and write about him or her, so this will give them another option. This semester we’ve traveled from Egyptian art to Roman art to Romanticism and on. We are now approaching the 20th century, and will continue with expressionism, and then on to abstract, pop, and modern art from there. Lesson Objective: Students will situate Gustav Klimt in the beginning of the 20th century in the Vienna Secession and Art Noveau and will respond to his work and articulate the meanings derived from his creations. Grade Level Content Expectation (GLCE):
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Describe, analyze, and understand the visual, performing, or applied arts in historical, contemporary, social, cultural, environmental, and/or economic contexts. Experience, analyze, and reflect on the variety of meanings that can be derived from the results of the artistic/ creative process.
Classroom Organization: The students will sit in their chosen seats for the lesson, and I will stand up front with the projector and marker board. I expect the students to be respectful and attentive, as they always are. I have never witnessed a problem with behavior in this classroom, so I will simply explain that I expect them to act as they would if Mr. Middleton was at the front of the room. I will manage time by telling the students at the beginning of the lesson how long I expect to take. I will manage materials by giving them any needed materials when they enter the door for class. I will manage transitions by keeping the students attention on me, instead of drifting to side conversations, and food (they usually eat in this class). I will ask them questions about the material, and about the contextualization of the material, during transitional time. Mr. Middleton is very casual in this class because it is so small, so I will maintain that engagement with the students. I prefer to present the material as a conversation rather than a presentation, as Mr. Middleton usually does. To do this, I will need to keep the students engaged by asking direct questions to the students, and asking them take notes, and contextualize it within their previous knowledge from the course. What is Happening in the Lesson What is Being Said in the Lesson Orientation I want you all to get out a piece of paper I will share Beethoven’s 9th symphony and a writing utensil. As we listen to a with the students, ask them to interpret section of Beethoven’s 9th symphony, visually what they hear. I will then visually interpret what you are hearing explain to them that Gustav Klimt (Synthesis, 5; Evaluation, 6). This can be illustrated each section of the 9th abstract lines or shapes, or it can be a symphony in his Beethoven Frieze. scene you think would well represent the music. I am using technology, my computer, to (listen to music) play the symphony. Did any of you recognize this? (Knowledge, 1) ESR: Yes, it’s Ode to Joy Very good. Okay, can each of you briefly share what you drew and your reasoning. ESR: • I drew fuzzy, quick lines mixed with flowing lines for the different parts of
State the Objective Students will situate Gustav Klimt in the beginning of the 20th century in the Vienna Secession, and Art Noveau, and will respond to his work and articulate the meanings derived from his creations. Presentation of Content I will use a Prezi to present my content (refer to attached sheet for slide-‐by-‐slide detail). I will detail his art life as a decorator, as an Art Noveau artist, his university painting scandal, and finally his work in the Vienna Secession and specifically with the Beethoven Frieze. You will also likely ask questions to check for understanding during this section. When you do – write “check for understanding” (C/U) in this column across from the question(s). If you are using models, examples, PowerPoint slides, handouts, etc. during this section of the lesson, tell when you will hand them out in this column (and make sure to turn in copies of everything with your lesson plan). I am using technology in the from of my prezi on the projector, and will use my
music and the pace of the instruments. • I drew a waterfall (or some sort of nature element) because it reminded me of Fantasia Thank you. Well, I’m going to talk about Gustav Klimt today, who created the Beethoven Frieze which was a work of art based upon Beethoven’s 9th symphony. He placed particular importance on the Ode to Joy section, which we will talk as we delve deeper into Klimt’s work. Today, we will situate Gustav Klimt in the beginning of the 20th century in the Vienna Secession, and Art Noveau, and will respond to his work and articulate the meanings derived from his creations. Gustav Klimt was an Austrian Artist. He was born in 1862 and died in 1918. As is the case with many artists, his art has greatly increased in value since his death. Much of Vienna was too conservative for his work when he made it. He studied at the Vienna School of Art and Craft, and soon went on the be a decorator under Franz Matsch, with whom he worked on the Ringstrasse project. The Ringstrasse is the loop of neo- architecture in Vienna. The architects wanted to copy the great architecture of time, and included neo-gothic, neo- renaissance, neo-classical. Klimt helped decorate the interiors of the buildings, namely the Kunsthistorisches Museum (the natural history museum). Here is a picture of my friend and in front of the building, and here part of the interior that Klimt designed and painted. Notice his use of gold that is relevant in all of his paintings, and characterizing them as Art Noveau.
iPhone as a remote.
Art Noveau means new art in French, and is called judengstil in German, which means youth style. His dad was a goldsmith, which is prevelant in his work, and characterizes him as an artist. He created mainly portraits, and some landscapes, but he never painted himself and very rarely painted men. Two of his most famous works are The Kiss and Judith. The Kiss is the number one dorm room poster, and is an iconic painting of the 20th century. My art history professor in Vienna brought up the question of whether girl is pushing him away or holding him close. While most of us decided that we thought she was holding him close, it isn’t unlike Klimt to put some hostility in his work. (C/U) Do you think she is pushing away or holding him close? Why? (Evaluation, 6) ESR: I think she is holding him close because her expression is pleasant. His painting Judith is an especially good example of his use of gold. (C/U) Does anyone know the story of Judith and Holofernes? (Knowledge, 1) ESR: Didn’t she cut of his head because he was going to burn down her town? Yes, she did. This story is one frequently depicted in art, by artists like Carvaggio and even Michaelangelo on the Sistine Chapel. As you can see by this painting, Klimt has a tendency to be what the Viennese considered racy and lewd. He was commissioned in 1894 to create 3 paintings for the University of Vienna’s ceilings. They were to be of the three disciplines: medicine, philosophy and jurisprudence. However, the university
would not accept his paintings because of their lewdness, and perversely sexual connotations. Upon further inspection, the pieces to do not necessarily show the positive aspects of the disciplines. Medicine shows a looming death figure, philosophy shows both men and women in aimless trance, and jurisprudence shows a convicted man with three female furies: truth, justice, and law. The paintings were burned by the SS in 1945, so these stand as reproductions. This is Klimt’s statement on the subject, of which I took a picture of in the Leopold Museum in Vienna. (C/U) If you were a teacher or professor in of these subjects at the university, would you be offended by his representation of it? (Application, 3) ESR: I don’t think I would be, because it’s the artist’s interpretation, not mine. This scandal sparked Klimt’s want for a new art movement in Vienna. Thus, he founded the Vienna Secession. The top of the Secession building reads: the every period its own art, and to every art its own freedom. The Secession was founded in 1897 and was also known as the Union of Austrian Artists. Gustav Klimt, Koloman Moser, Josef Hoffmann, Joseph Maria Olbrich, Max Kurzweil among others founded it, and unlike other movements, did not stick to one style but rather an idea — to explore the arts beyond academia. One of the most notable works of the Secession can still be found in the Secession building: the Beethoven Frieze. A frieze is a mural painted along the wall between the door and the ceiling. The Beethoven Frieze was created by Klimt for the 14th secession exhibition in 1902, and dedicated to Beethoven, a sort of cult
classic at the time of the exhibition. Each panel of the frieze details a different movement of the 9th symphony. The general concept is that hopes wishes and dreams can surpass evil powers and find worth and joy in the arts. In the first panel, Hopes Wishes and Dreams, personified in three naked women, drift and swim. In the second, ambition and mercy, personified in two women, fawn over power, a man clad in gold. In the third panel, Hopes and Wishes continue to drift, and the 4th panel is a large scene with evil powers: gluttony, misery, sickness, insanity, unchastity, all personified. In the 5th panel, Hope and Wishes stop and become enchanted with a women playing a musical instrument, showing that joy and contentment can be found in the arts. The 6th panel is open to “look out at the rest of the exhibit” and the 7th panel is what you drew: the ode to joy and “the kiss that went around the world” the ultimate joy and an allusion to his earlier painting — The Kiss. (C/U) How does this final panel compare to your work? Which do you think epitomizes the movement Ode to Joy more successfully? (Evaluation, 6) ESR: I think his is because he uses it as a culmination of the rest of the movements, as Beethoven does. Checking for Understanding Why do you think Klimt’s work is more popular after his death? (Analysis, 4) ESR: Because Vienna was too conservative for him at the time. Guided Practice Gustav Klimt was inspired by Egyptian art and Byzantine mosaics. Can you each give Gustav Klimt was inspired by Egyptian me an example where you can see these art and Byzantine mosaics. I will ask reflected in either his imagery or them to give me similar techniques, technique? (Application, 3) imagery, etc. seen in these (shown on the ESR: Prezi) that can be seen in Klimt’s work. I • He uses lots of figures in his art will write these down for the students • He uses gold, like both of these
work to from for the independent practice. I will pass out my handout prior to this Guided Practice. I am using technology with the Prezi and the projector. Independent Practice Students could have questions like the ones I asked throughout the lesson for their AP exam, so I used scaffolding to reach this final question. I am using Response Writing for my Independent Practice. Closing
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Realism as in the Byzantine Human interaction in the Egyptian
How does seeing what he was inspired by help you to understand and relate his work to the “bigger picture” of art history? (Synthesis, 5) Write a short response to this question as if it was an AP question (but shorter). Thank you for being attentive, and responsive during my presentation and throughout this semester while observing. I’m thoroughly impressed.
Assessment: I will be assessing the students on their independent practice responses, which situate Gustav Klimt within their prior knowledge of Art History. I expect the students to be able to relate Klimt’s work I presented with their prior knowledge. I will know they did this by clear and descriptive synthesis in their independent practice responses. I will use the Guided Practice, Independent Practice and Higher-‐Level Questioning throughout the lesson as my means of assessment. Meeting the Needs of All Students: Student Needs How I will address the Need Lauren, Cally — Gifted and Talented I will expect these students to answer students my questions, and call on them to assist the class on answering my questions as well as the guided practice. Technology: I am using my computer, the projector, Prezi, and my iPhone as technology in my lesson. The students are currently doing presentations on certain art historical topics, and are having trouble with basic Powerpoint skills. I wanted to show them how I use technology to help present my information, but didn’t want to use Powerpoint, because Mr. Middleton uses this everyday, so I know the students have seen this technology used before and might dismiss it. I am using my iPhone as a remote for the Prezi so I can stand at the front of the class. Handout: I created a handout of color examples of some of the pieces I discussed in the presentation of content. This will help them in the guided and independent practice.
The Kiss
Interior of the Kunsthistoriches Museum
Judith
Gustav Klimt
Ode to Joy: 7th panel of the Beethoven Frieze
