Performance Art

TonyOrrico
3rd6thGrade
23classes

National Standards:
1.1.4aBrainstormmultipleapproaches
toacreativeartordesignproblem.
State Standards:
4.3.Recognizetheconnectionsofvisual
artstoalllearning.
4.1.Thestudentwillinterpretandapply
visualartsinrelationtocultures,history,andalllearning

Learning Outcome:StudentswillbeabletodistinguishthedifferencesbetweenVisualArt
andPerformanceArt.Studentswilldiscovernewmethodsofmakingmarkswiththeirbodies
bycreatingaperformanceartpieceandappraisetheroleofvisualartintheirlearning.

Assessment:
PreAssessmentStudentswillparticipateinclassroomdiscussionaboutwhatisart?Whenis
art?Studentswillidentifydifferencesbetweenperformersandaudiencemembersinvideo
clipsofTonyOrricoperforming.
FormativeStudentswereaudiencemembersorperformersandtheteacherwentaround
duringperformancestoassesstheirunderstandingoftherolestheyweretobeplaying,
noticingiftheytalkedorfolloweddirectionsasperformers.
PostAssessmentStudentswillcreateartiststatementsabouttheirperformance.Sharingthe
titleoftheirpiece,andwhatpartoftheirperformancewastheArt.

Activities:
Studentswillparticipateinaclassroomdiscussionabouthowweuseourbodiestocreateart.
StudentswillthenlearnabouttheartistTonyOrricoandhismethodsofdrawingbywatching
videosofhisperformanceshighlightinghistechniques,thebreadthofhiswork,andthe
settingofhisperformancepieces.Studentsareinvitedtoanartperformanceintheclassroom
andarethentaughttheappropriateaudiencememberbehavior.Studentsbecomethe
audienceastheteacherdemonstrateshowtouseherbodytocreateaworkofart.The
demonstrationincludesenergeticmusicwhichdirectsthemovementsandmarksputonthe
paper.Aftertheperformancethestudentsdiscusswhatistheart,isitthedrawing,isitthe
performance,isitboth?Thestudentsthendiscusswhattheyseeinthedrawingsandidentify
whatpartsofthesongscorrelatetothemarksonthepaper.Thestudentsarethengiven

directionsforhowtheywillbeaperformanceartist.

Workshop Materials:

lightcoloredcrayon
darkcoloredcrayon
butcherpaper
music
youtubevideos

Assignment:
Theclassroomissplit,half
performersandhalf
audiencemembers.Theperformingstudentswillkneeldownorsitcrossleggedontheir
paperwithtwoofthesamecoloredcrayonsineachhand.Studentswillthenbegintheir
performanceoncethemusicstartsandmakemarksalongwiththemusicontheirpaper
aroundtheirbodies.Studentswillthencreateasecondpiecetoadifferenttempoofmusic
usingadarkercolorcrayonthanthefirstperformance.Oncethemusicstopsstudentswill
bowandswitchplaceswiththeaudiencestudents.Afterbothgroupshaveparticipated
studentswillbeaskedtosharehowtheyfeltastheyperformedandwhattheylikedabout
theirartworkandotherperformersartwork.

Adaptation: Studentscanwriteaparagraphabouttheirexperienceinsteadofsharingitwith
classmates.

Questions:
Whousestheirhandstodraw?
Whydoweuseourhandstodraw?
Whatdidyouseeinhisperformance?
Whatpartsofhisbodyweremakingtheart?
Haveyoubeenanaudiencememberbefore?
Whatarethebehaviorsofanaudiencemember?
Istheartthepaperwiththedrawingonit?
Isthearttheperformanceofmakingthemarksonthepaper?
Whatdoyouthinkthemarkslooklike?

Resources:
https://www.youtube.com/watch?v=BWqH1oIWJJY
https://www.youtube.com/watch?v=7vldw0qs3A8
https://www.youtube.com/watch?v=KNNGMT7vtZk