Measuring Time: Visualizing the Invisible
April 24, 2003
Casey Freeman
caseyseawell@hotmail.com
Topic
In this lesson students will explore the artwork of Agnes Denes. Denes has a
universal and interdisciplinary approach to art. Denes’ work consists of
the exploration of science, philosophy, technology, linguistics, theology, art
history, ecology and global issues of survival. She anticipates the standard
accepted belief systems based on subjects such as mathematics, physics, and
logic to change over time. This change will mimic the process of evolution that
acts upon all living things on this planet. Denes believes in a “universal
and vital” approach to art, and uses concepts based on the passage of time
in her work. Just as mathematics is the language of science, Denes creates a
new artistic visual language for ideas that are explored through scientific
means. Through the study of her art students will address the following questions:
How can art express things that we cannot see? How can we symbolically represent
the passage of time? Is it possible to understand concepts through art in a
way we may not be able to otherwise?
Objectives / Expected Learner Outcomes
1. After the motivational activity the students will view a selection of works
of various media depicting the theme of making the invisible visible. Students
will examine the artwork of Agnes Denes including, Probability Pyramid I, Pascal’s
Perfect Probability Pyramid & The People Paradox, Tree Mountain-Proposal
for a Forest, and Isometric Systems in Isotropic Space-Map Projections: The
Cube. Students should examine how Denes creates a visual language for invisible
concepts.
2. After exploring the work of Denes, students will be given an example of a
“visual concept.” The concept to be considered is Einstein’s
theory of special relativity. After an explanation of this theory using a familiar
example, the students will consider a way to represent this concept visually.
In the same way they did during the motivational activity, students will be
given the challenge to make the invisible visible. Students will respond to
this visual problem in their journal. The journal is to be kept throughout the
entire unit.
3. The final outcome of this exploration will be a drawing depicting the student’s
own “visual concept.” The drawing will consider the elements and principles
of design as well as each student’s own personal visual interpretation
of Einstein’s theory of special relativity.
Standards of Education
Virginia Visual Arts Standards
AIII. 1: The students will maintain a sketchbook/journal that demonstrates research,
fluency of ideas, concepts, media, and processes.
AIII. 3: The students will produce works of art that integrate a consistent
knowledge of the elements of art and the principles of design.
Virginia Science Standards for Secondary Level
PH. 4: The student will investigate and understand how applications of physics
affect the world.Student Group Targeted
Student group trageted:
Art III: Advanced Intermediate – heterogeneous class
Students will need previous experience discussing and interpreting works of
art. Students will need the skills to interpret ideas and use them to incorporate
their own visual concepts. Students should be familiar with the basic elements
and principles of design.
Time Required
Five 60-minute class periods
Materials and Resources
Teacher:
- Slide projector
- Pencils
- Paper
- Slides or reproductions of the following artwork:
Agnes Denes
Tree Mountain-Proposal for a Forest
1.5 x 1.5 miles 10,000 Trees, 10,000 People, 400 Years, 1983
Metallic Ink and gouache on mylar
34.25 x 96 in.
Students:
- Journal
- Set of drawing pencils
- 11x14in drawing paper
- Standard size paper
Itinerary and Strategies
Day One:
Motivational Activity:
1. Begin by separating the class into two groups.
2. Set up a large drawing board and play a game of pictionary with the two groups
competing against each other. Use the following words: legacy, invisible, space,
yesterday, growth, politics, motion and interpretation.
3. Ask the students about some of the things the words have in common. Ask them
about the challenges they faced when trying to represent the words. Examine
the idea that sometimes ideas or concepts are not easily expressed visually.
4. Ask the students to create one 8x10 sketch depicting one of the words explored
during the game.
5. Ask each student to share his or her sketch with the class and to explain
the thought process that brought them to their drawing.
6. Students are asked to keep a journal throughout the entire unit; they are
to make at least one entry after every class. All written or visual assignments
are to be kept in this journal and students are expected to add any related
material they may find.
7. Give students a handout, for consideration (Appendix 1), “A Manifesto”
written by Agnes Denes. Reflection on this should be documented in journal.
Day Two:
1. Show slides of the work on the previous page, and discuss the work in terms
of making the invisible visible. Show the class a reproduction of Pascal’s
Triangle. (Appendix 2) Ask the students if they can see the pattern that has
been created in the triangle. Once the students see this simple mathematic pattern
review the work in the context of Denes’ work Pascal’s Perfect Probability
Pyramid & The People Paradox. In this work she created a “visual concept”
for Pascal’s idea. As the building blocks in the triangle she uses over
16,000 individually rendered people. By doing this she combines a mathematic
system and a commentary on our multiplying population. Discuss the potential
that exists in a relationship between art and scientific and mathematic concepts.
Ask the students to consider other possible ways Pascal’s triangle could
be explained visually.
2. Read to the students the description of Einstein’s theory of special
relativity. (Appendix 3) Discuss this theory and make sure the entire class
understands the concept explained. Ask students to write a statement in their
journal exploring this idea to be bought to class on the next day.
Day Three – Day Four:
1. Students will spend two class periods creating an 11x14 drawing in pencil.
The drawing should depict the idea of relativity. The challenge is that an idea
is invisible and the students are asked to create a “visual concept.”
In order to depict this concept the students are encouraged to use their knowledge
of the elements and principles of design to aid in expressing their vision.
Students should be working through their ideas in the form of sketches in their
journal.Day Five
1. Allow each student to share his or her drawing and to explain the thought
behind it. Students are encouraged to use vocabulary to support the conceptual
and formal qualities of their work. During this informal critique ask the students
in the class to address some of the following questions when viewing the work
of their classmates: How is this a good work of art? What is the most effective
part or aspect of this work of art? How or why are the artist’s choices
good ones? How would you persuade others to appreciate this work of art as much
as you do?
Evaluation Strategies
Students will be evaluated on the degree to which they meet the lesson component
requirements.
Total points possible = 25
Lesson Component Excellent (5) Good (4) Fair (3) Poor (2)
Creatively creates drawing
Creatively contributes to journal
Meets size/material/craft requirements
Participation in discussion
Participation in critique