TOOLKIT: CALMING SPACE
SUBJECT: VISUAL ART
ARTISTS: DESIGN 99: Gina Reichert & Mitch Cope
GRADE: recommended 6th-12th grade
Students begin to connect themselves and their feelings to the space around.
Students begin to effect positive change on the world around them by understanding how they are impacted by their space.
1. What does a calming space look like to you?
2. Do you have any calming spaces in your community?
3. What gives a house / building / space value?
4. How can you make a space self-sustaining? Why would that be important / not important?
5. How are the parts of a piece of art that you don’t see as important as the parts that you do see?
6. How can a piece of art inside a museum connect to a community outside of the museum?
1. Following the Sun 2, (2013) by Design 99: Gina Reichert & Mitch Cope
Create a list or inspiration board of objects / colors / textures that you would define as calming. Remember that this may be very different for different people. Think about calming sounds, lights, smells, etc. Think about calming spaces in your community to use as inspiration (i.e. the park, the library, the woods, etc.) Once you have created this list – then create a model of a calming space in a shoe box or other small space.
Think about your house / bedroom / classroom. What are some small changes you can make to create a calmer space. Talk to your parent or teacher about helping to make this change.
PENNSYLVANIA CORE STANDARDS
-know and use the elements and principles of each art form to create works in the arts and humanities
-recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts
-use knowledge of varied styles within each art form through a performance or exhibition of unique work
-demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts