Interpreting Art Interpreting Art through Economicsthrough Economics MCSS State Conference, Lansing, MI MCSS State Conference, Lansing, MI

20112011

Kathryn GustafsonKathryn GustafsonTeacher, Farmington High SchoolTeacher, Farmington High School

Farmington Public SchoolsFarmington Public SchoolsKathryn.Gustafson@farmington.k12.mi.usKathryn.Gustafson@farmington.k12.mi.us

Demand * Market * Oligopoly

Socialism * Elasticity * Price

Monopoly*Suppl

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Who?Who?► Not a certified art Not a certified art

educator? educator? Partner with one!Partner with one!

► Appreciation of the fine Appreciation of the fine artsarts

► Willingness to learn Willingness to learn withwith students students

► LOVE of economics LOVE of economics (or any social studies (or any social studies

subject area)subject area)

Imagine one of your Imagine one of your favorite pieces of artfavorite pieces of art

►When did you first experience it?When did you first experience it?►Why do you still remember it?Why do you still remember it?►Did it ever inspire you to look at life Did it ever inspire you to look at life

differently or make a connection that differently or make a connection that you had not thought of before?you had not thought of before?

►Did it ever influence your future Did it ever influence your future actions?actions?

Leonardo da Vinci, Leonardo da Vinci, The Last SupperThe Last Supper, , 1490’s1490’s

Research SaysResearch Says

► High school students who study the arts: earn better grades and scores; are less likely to drop out of school; watch fewer hours of television; are less likely to report boredom in school; have a more positive self-concept; and are more involved in community service.

► Research also shows that many students who have difficulty learning through traditional methods can benefit from teaching strategies that include other means of learning and subject areas, such as the arts.

(MMC High School Grad Requirements)(MMC High School Grad Requirements)

Why Economics?Why Economics?

► Economics is a visual subjectEconomics is a visual subject► Another interpretation or perspectiveAnother interpretation or perspective► Reach a different audience/studentReach a different audience/student►Opportunity to engage with communityOpportunity to engage with community► Economics goes beyond textbookEconomics goes beyond textbook

MMCMMCVisual Arts, Music, Dance, and Visual Arts, Music, Dance, and

TheaterTheater► Analyze – Standard 3Analyze – Standard 3

Analyze, describe, and evaluate works of art.Analyze, describe, and evaluate works of art.

► Analyze in Context – Standard 4Analyze in Context – Standard 4 Understand, Analyze and describe the arts in Understand, Analyze and describe the arts in

their historical, social, and cultural contexts.their historical, social, and cultural contexts.

► Analyze and Make Connections – Standard 5Analyze and Make Connections – Standard 5 Recognize, analyze, and describe connections Recognize, analyze, and describe connections

among the arts; between the arts and other among the arts; between the arts and other disciplines; between the arts and everyday life.disciplines; between the arts and everyday life.

Michigan SS Content Michigan SS Content ExpectationsExpectationsEconomicsEconomics

►Your Choice Your Choice

Learning Through ArtLearning Through ArtThe Guggenheim Museum The Guggenheim Museum

CollectionCollectionMarilyn JS Goodman, Ed.D., with Natalie K. LiebermanMarilyn JS Goodman, Ed.D., with Natalie K. Lieberman

Guggenheim WebsiteGuggenheim Website

http://www.guggenheim.org/new-york/education/school-educatorhttp://www.guggenheim.org/new-york/education/school-educator-programs/learning-through-art/for-educators/teaching-strategies-programs/learning-through-art/for-educators/teaching-strategies

ProcessProcess►1) Determine purpose and scope1) Determine purpose and scope

►Artifact to illustrate one concept?Artifact to illustrate one concept?

►Enrich a particular unit of study?Enrich a particular unit of study?

►Review of economic concepts?Review of economic concepts?

►Incorporate live or virtual trip?Incorporate live or virtual trip?

ProcessProcess► 2) Select art2) Select art

►Thoughtful, meaningful Thoughtful, meaningful choicechoice

►VarietyVariety►Ensure student access Ensure student access

to artifactto artifact

• Detroit Institute of ArtsDetroit Institute of Arts• Digital AccessDigital Access• PostcardsPostcards• Community museumsCommunity museums• Student Student

created/selected created/selected artworkartwork

Jacob Lawrence, Jacob Lawrence, ToolsTools, 1978, 1978

ProcessProcess►3) Research 3) Research

►background of background of artist, artist,

►subject matter, subject matter, ►construction, construction, ►social relevancesocial relevance

► http://www.jacobandgwenlawrence.org/artandlife00.htmlhttp://www.jacobandgwenlawrence.org/artandlife00.html

► My belief is that it is most important for an artist to develop an approach and philosophy about life My belief is that it is most important for an artist to develop an approach and philosophy about life — if he has developed this philosophy, he does not put paint on canvas, he puts himself on canvas.— if he has developed this philosophy, he does not put paint on canvas, he puts himself on canvas.—Jacob Lawrence, 1946 —Jacob Lawrence, 1946 Jacob and Gwen Knight Lawrence, 1958. Photograph by Peter Fink. Courtesy of Jacob and Gwen Knight Jacob and Gwen Knight Lawrence, 1958. Photograph by Peter Fink. Courtesy of Jacob and Gwen Knight Lawrence. From his early training as an artist in Central Harlem to his retirement from university teaching in Lawrence. From his early training as an artist in Central Harlem to his retirement from university teaching in Seattle, Jacob Lawrence approached the creative process the way he approached his life — with an honesty and Seattle, Jacob Lawrence approached the creative process the way he approached his life — with an honesty and emotional integrity matched by few artists of his generation. He believed firmly that art can affect change emotional integrity matched by few artists of his generation. He believed firmly that art can affect change without being pedantic; and that beauty resides equally in form as in content. For him, harmony was both an without being pedantic; and that beauty resides equally in form as in content. For him, harmony was both an aesthetic and a social concept. aesthetic and a social concept.

Jacob Lawrence was the first American artist of African descent to receive sustained mainstream recognition in Jacob Lawrence was the first American artist of African descent to receive sustained mainstream recognition in the United States. His success came early — at the age of twenty-four — but lasted almost uninterrupted until the United States. His success came early — at the age of twenty-four — but lasted almost uninterrupted until his death in June 2000. In the last ten years of his life, he received numerous awards, including the Presidential his death in June 2000. In the last ten years of his life, he received numerous awards, including the Presidential Medal of Arts and more than eighteen honorary post-doctorate degrees. Medal of Arts and more than eighteen honorary post-doctorate degrees.

Jacob Lawrence's wife Gwen Knight Lawrence was a full partner in all of his efforts, and an accomplished artist in Jacob Lawrence's wife Gwen Knight Lawrence was a full partner in all of his efforts, and an accomplished artist in her own right. Like Jacob, Gwen Knight Lawrence began a lifelong pursuit of art in Central Harlem in the early her own right. Like Jacob, Gwen Knight Lawrence began a lifelong pursuit of art in Central Harlem in the early 1930s. Her work, which reflected her interests and training in portraiture, dance, and movement, received 1930s. Her work, which reflected her interests and training in portraiture, dance, and movement, received increasing attention from the late 1960s onward in venues around the country. She was honored with a major increasing attention from the late 1960s onward in venues around the country. She was honored with a major retrospective in 2003 at the Tacoma Art Museum and at DC Moore Gallery in New York City. retrospective in 2003 at the Tacoma Art Museum and at DC Moore Gallery in New York City.

Jacob and Gwen Lawrence were both heirs and contributors to the cultural flowering of the Harlem Renaissance. Jacob and Gwen Lawrence were both heirs and contributors to the cultural flowering of the Harlem Renaissance. Neither ever failed to give acknowledgement and thanks for their success to those who supported and mentored Neither ever failed to give acknowledgement and thanks for their success to those who supported and mentored them in New York's Harlem neighborhood during those early years, and both were strongly committed to them in New York's Harlem neighborhood during those early years, and both were strongly committed to helping others in turn, particularly young people. In their later life in Seattle, where Jacob Lawrence was a helping others in turn, particularly young people. In their later life in Seattle, where Jacob Lawrence was a professor of art at the University of Washington, they were beloved members of Seattle's cultural community professor of art at the University of Washington, they were beloved members of Seattle's cultural community who could be counted on to speak, appear, and support the arts whenever they were needed. who could be counted on to speak, appear, and support the arts whenever they were needed.

In this section of the website you will find basic biographical information on Jacob Lawrence and Gwen Knight In this section of the website you will find basic biographical information on Jacob Lawrence and Gwen Knight Lawrence, a detailed timeline of Jacob Lawrence's life, and a searchable image archive containing nearly 1,000 Lawrence, a detailed timeline of Jacob Lawrence's life, and a searchable image archive containing nearly 1,000 images of Jacob Lawrence's work. images of Jacob Lawrence's work.

4) Frame student learning 4) Frame student learning starting from art itselfstarting from art itself

►Describe the tools you Describe the tools you see in the painting. see in the painting. What might they be What might they be used for?used for?

►How is the person How is the person within the painting within the painting feeling? Why?feeling? Why?

►Why do you think Jacob Why do you think Jacob Lawrence used many Lawrence used many primary colors in his primary colors in his painting entitled painting entitled ToolsTools??

5) Draw student to economic 5) Draw student to economic connectionsconnections

Economists have created Economists have created different theories – Fiscal and different theories – Fiscal and Monetary Policy – to use as Monetary Policy – to use as tools to fix our economy. tools to fix our economy. Draw a picture of the business Draw a picture of the business cycle. Where would you most cycle. Where would you most likely find problems with likely find problems with inflation and unemployment?inflation and unemployment?

Describe the tools Describe the tools government uses when government uses when enacting fiscal policy? enacting fiscal policy? Monetary policy?Monetary policy?

How could you use these How could you use these tools to “fix” a problem like tools to “fix” a problem like unemployment?unemployment?

6) Propel student towards 6) Propel student towards greater depth of learninggreater depth of learning

► Create a new Create a new drawing drawing reminiscent of the reminiscent of the ToolsTools picture during picture during an expansionary an expansionary period. Include period. Include fiscal and monetary fiscal and monetary policy tools.policy tools.

TRY ONETRY ONE► DIA- The DiggersDIA- The Diggers► Vincent Van Gogh, Vincent Van Gogh, The DiggersThe Diggers, 1890, 1890

► Economics Connection:Economics Connection: Factors of ProductionFactors of Production EntrepreneurshipEntrepreneurship Demand/Supply/EquilibriumDemand/Supply/Equilibrium

One MoreOne More► Romare Romare

Bearden, Bearden, Quilting Quilting TimeTime, 1986, 1986

► Economic Economic ConnectionsConnections:: Opp. CostOpp. Cost CPC CPC

curvescurves Int’l TradeInt’l Trade

See the connections?See the connections?► Auguste Rodin, Auguste Rodin, The The

ThinkerThinker , 1904 , 1904

► Economic Economic Connections:Connections: Serious thinking -> Serious thinking ->

Economic SystemsEconomic Systems UnemploymentUnemployment Wall Street Wall Street

OccupationOccupation

Confident?Confident?► Pablo Picasso, Pablo Picasso,

Seated WomanSeated Woman, , 19371937

► Economic Economic Connections:Connections: Cubism->economics Cubism->economics

models -> circular models -> circular flowflow

Rouge Factory Tour, Rouge Factory Tour, Henry Ford MuseumHenry Ford Museum

Field TripField Trip

http://www.hfmgv.org/rouge/index.aspx

* See student guided handout

Diego Diego RiveraRivera

►Rivera TourRivera Tour► http://www.acoustiguidetours.com/rivera/RIVERA_TOUR11-7.http://www.acoustiguidetours.com/rivera/RIVERA_TOUR11-7.swfswf

Economic Topics Economic Topics ►Unions Unions ►MonopsonyMonopsony►Socialism/communism/market systemsSocialism/communism/market systems►Automotive Industry – Detroit HistoryAutomotive Industry – Detroit History►Entrepreneurs- Henry FordEntrepreneurs- Henry Ford►OligopolyOligopoly►Monopoly/Bi-Lateral MonopolyMonopoly/Bi-Lateral Monopoly►Environmental EconomicsEnvironmental Economics

Beyond the ClassroomBeyond the Classroom► Imagine you are Diego Rivera Imagine you are Diego Rivera

in the present day. Would in the present day. Would you modify your mural- you modify your mural- Detroit Industry? If yes, Detroit Industry? If yes, explain how. If not, which explain how. If not, which parts of the mural you think parts of the mural you think are the most poignant today?are the most poignant today?

► Create a mural illustrating Create a mural illustrating your view of the current Wall your view of the current Wall Street Occupation movement.Street Occupation movement.

Students CreateStudents Create

► Art selection and interpretationArt selection and interpretation► Research Research ► Connections to economicsConnections to economics► Their own artworkTheir own artwork►Meaning beyond the classroomMeaning beyond the classroom

Further ResourcesFurther Resources► Dewey, John. Dewey, John. Art as ExperienceArt as Experience. New York: Berkley Publishing Group, 1934.. New York: Berkley Publishing Group, 1934.► Dobbs, Stephen Mark. Dobbs, Stephen Mark. Learning in and through ARTLearning in and through ART. Los Angeles: The Getty . Los Angeles: The Getty

Education Institute for the Arts, 1998.Education Institute for the Arts, 1998.► Downs, Linda Bank. Diego Rivera: The Industry Art Murals. W.W. New York: Norton Downs, Linda Bank. Diego Rivera: The Industry Art Murals. W.W. New York: Norton

and Company, 1999.and Company, 1999.► Gardner, Howard. Gardner, Howard. Art Education and Human DevelopmentArt Education and Human Development. Los Angeles: The . Los Angeles: The

Getty Education Institute for the Arts, 1990.Getty Education Institute for the Arts, 1990.► Ginsburgh, Victor A. and David Throsby, eds. Ginsburgh, Victor A. and David Throsby, eds. Handbook of the Economics of Art Handbook of the Economics of Art

and Culture.and Culture. Amsterdam: Elsevier,2006. Amsterdam: Elsevier,2006.► Green, Maxine. Green, Maxine. Releasing the Imagination: Essays on Education, the Arts, and Releasing the Imagination: Essays on Education, the Arts, and

Social ChangeSocial Change. San Francisco: Jossey-Bass, 1995.. San Francisco: Jossey-Bass, 1995.► Goodman, Marilyn and Lieberman, Natalie. Goodman, Marilyn and Lieberman, Natalie. Learning Through Art: The Learning Through Art: The

Guggenheim Museum CollectionGuggenheim Museum Collection. New York: The Solomon R. Guggenheim . New York: The Solomon R. Guggenheim Foundation, 2001.Foundation, 2001.

► Heilbrun, James and Charles M. Gray, eds. Heilbrun, James and Charles M. Gray, eds. Economics of Art and Culture. Economics of Art and Culture. CambridgeCambridge: : Cambridge University Press, 2001Cambridge University Press, 2001

► Jackson, Phillip W. Jackson, Phillip W. John Dewey and the Lessons of ArtJohn Dewey and the Lessons of Art. New Haven: Yale University . New Haven: Yale University Press, 1998.Press, 1998.

► Saccardi, Marianne. Saccardi, Marianne. Art in Story: Teaching Art History to Elementary School Art in Story: Teaching Art History to Elementary School ChildrenChildren. North Haven: Linnet Professional Publications, 1997.. North Haven: Linnet Professional Publications, 1997.