Aesthetics Lesson 03

the warhol: resources & lessons
Unit Lesson Plans / Critical Thinking / Aesthetics / Lesson 3
Aesthetics and Beauty

Overview:
Students increase their understanding of the philosophical denition of aesthetics in this lesson by using their own personal aesthetic experiences as springboards. Students debate hypotheses about the nature of beauty in a group dialogue using artworks by Andy Warhol, Glenn Kaino, Rembrandt, or an artist of your choice.
Grades: 6-12 Subjects: Philosophy, Language Arts, Art History, Visual Arts
Andy Warhol, Flowers, 1970, Published Edition, screen print on paper, 36 x 36 in. AWF
Pennsylvania State Standards:

Arts and Humanities 9.2. I. Identify, explain, and analyze philosophical beliefs as they relate to works in the arts. Critical Response 9.3. E. Interpret and use various types of critical analysis in the arts and humanities. Contextual criticism Formal criticism Intuitive criticism Aesthetic Response 9.4.12. A. Evaluate an individuals philosophical statement on a work in the arts and its relationship to ones own life based on knowledge and experience. Reading, Writing, Speaking, and Listening Speaking and Listening 1.6.11. A. Listen to others. Ask clarifying questions. Synthesize information, ideas, and opinions to determine relevancy.
Learning Objectives and Cognitive Skills:

Students observe an artwork and answer writing prompts to document their personal aesthetic experience. In groups of two, students analyze a philosophical quote in relationship to an artwork. Students synthesize existing philosophies and develop their own theories about aesthetics and beauty through group dialogue.
2006 2008 The Andy Warhol Museum, a museum of Carnegie Institute. All rights reserved.
You may view and download the materials posted in this site for personal, informational, educational and non-commercial use only. The contents of this site may not be reproduced in any form beyond its original intent without the permission of The Andy Warhol Museum. except where noted, ownership of all material is The Andy Warhol Museum, Pittsburgh; Founding Collection, Contribution The Andy Warhol Foundation for the Visual Arts, Inc.

Aesthetics and Beauty

Procedure
1. Review the objects students have brought in and explore why they consider these objects to be not art. 2. View the PowerPoint Presentation Part 2 3. Use the Handout Aesthetics 3.1 while viewing Andy Warhols Electric Chair print. (You may substitute Warhols Flowers prints or his camouaged Self-Portrait) Students should ll in the rst three writing prompts to foster their own personal aesthetic experience.
Andy Warhol, Electric Chair, Published Edition, 137/250, 1971
4. Pair Share Reection: In groups of two discuss or both of the Screen print on paper 35 1/2 x 48 in. AWF following quotes. Do you agree with the opinion? How do they relate to the Electric Chair painting (or other work)? What a strange illusion it is to suppose that beauty is goodness. Leo Tolstoy Art always serves beauty, and beauty is the joy of possessing form, and form is the key to organic life since no living thing can exist without it. Boris Pasternak (1840 - 1921) English poet, critic, biographer
Group Dialogue: Use the following questions as prompts at the start of and during the dialogue:
1. Is Andy Warhols Electric Chair (or other work) beautiful? Why or why not? 2. How do Warhols choices and treatment of the subject matter make the paintings beautiful or ugly? 3. What do you think Warhols intention was with these works? Was he trying to make the death penalty (or nother concept) seem beautiful or ugly? 4. Do artworks always relay the meanings that the artist intended them to have? 5. Do artworks have to be beautiful or pretty? Can something that is ugly be considered art? 6. Who decides what is beautiful or ugly? 7. If an artwork makes someone feel sad or bad, can it still be considered good? Why? 8. Do these paintings have value? What kind of value, aesthetic value or monetary?
2008 The Andy Warhol Museum, a museum of Carnegie Institute. All rights reserved.

Compare and contrast a Warhol work to one from the Carnegie Museum of Art. Revisit the questions above using the two works to support or refute answers. Possible pairings are: Warhols Electric Chair and Armchair, 17th century Warhols camouaged Self-Portrait and Rembrandt Harmensz. van Rijn Self-Portrait with Raised Sabre, 1634 Warhols Flowers prints and Bow Porcelain Factory Bouquet of Flowers c. 1755 For viewing see Image Gallery or print versions at the end of this document.
Adaptation:
For Higher Level Extension: Explain the three elds of philosophy Metaphysics: the philosophy of being; the branch of philosophy concerned with the study of the nature of being and beings, existence, time and space, and causality. Epistemology: theory of knowledge; the branch of philosophy that studies the nature of knowledge, in particular its foundations, scope, and validity. Ethics: the study of moralitys effect on conduct.
Review Questions:
Questions to determine what is real and what exists (Metaphysics): If this were a billboard instead of a work hung in a gallery would it be art? Does Warhols use of photographic silkscreen make this work more realistic? Is this painting objective or subjective in relation to its subject, an electric chair?
Questions to determine what we can know as truth (Epistemology): What do we learn about capital punishment in this piece? What do we learn about Warhol? What would it mean if the original photograph for this painting was staged by Warhol instead of a documentary photo? Questions to determine what we think is good in ethics and in art (Values/Ethics) What value does this artwork have? Is this painting beautiful? What values would be reected if this room was part of your school? What would be the ethical implications if a majority of Americans agreed to hang this painting in their liv ing rooms?

Unit Lesson Plans / Critical Thinking / Aesthetics / Lesson 3 / Handout 3.1
1. Take 3-6 minutes to really look at the artwork. Describe your intuitive response. What do you feel when you look at the work? What are your rst impressions? (Intuitive means: the act or faculty of knowing or sensing without the use of rational processes; immediate cognition.)
2. Now focus on the formal elements and qualities of the artwork. Describe how the colors, lines, and shapes work together creating composition, balance, tension, contrast, rhythm, and unity.
3. What are your perceptions of this artwork? Combine your answers above to interpret it. Analyze the expressive qualities of the work along with your own knowledge and associations. This is your own aesthetic experience. (Perception means: to take in completely, the process of observation and the effect or product of perceiving combined with preexisting knowledge or memory.)

Unit Lesson Plans / Critical Thinking / Aesthetics / Lesson 3 / Handout 3.2
My personal perception about beauty after the class discussion:
Additional questions about beauty and ugliness: Additional questions about the artists intentions:
My thougths about the intent of the artist(s):
I believe ___________________ about beauty and art.
Andy Warhol, Electric Chair, Published Edition, 137/250, 1971 Screen print on paper 35 1/2 x 48 in. AWF
Armchair, 17th century 36 x W: 25 1/4 x D: 20 7/8 inches (H: 91 x W: 64 x D: 53 cm) Carnegie Museum of Art, Gift of Baroness Cassel Van Doorn
Rembrandt Harmensz van Rijn, Self-Portrait with Raised Sabre, 1634, etching with touches of burin, 4 7/8 x 4 1/16 in., Carnegie Museum of Art, Bequest of Charles J. Rosenbloom, by exchange
Andy Warhol, Self-Portrait, 1986, acrylic and silkscreen ink on linen, 80 x 76 in. AWF
Andy Warhol, Flowers, 1970, Published Edition, screen print on paper, 36 x 36 in. AWF
Bow Porcelain Factory, Bouquet of Flowers c. 1755, porcelain, 9 1/4 x 7 1/2 in., Carnegie Museum of Art, Ailsa Mellon Bruce Collection

Aesthetics Lesson 03

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the warhol: resources & lessons

Unit Lesson Plans / Critical Thinking / Aesthetics / Lesson 3

Aesthetics and Beauty

Pennsylvania State Standards:

Learning Objectives and Cognitive Skills:

the warhol: resources & lessons

Aesthetics and Beauty

the warhol: resources & lessons

the warhol: resources & lessons

the warhol: resources & lessons

My thougths about the intent of the artist(s):

I believe ___________________ about beauty and art.

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