Image below is a vase from Beatrice Bulteau. Her wish is for teachers to teach their students about beauty and to appreciate one of the most beautiful animals, the horse. As you can see, this vase is adorned with horses. Think about how you can use the work of Beatrice Bulteau with your students - or any of the artists - works of art listed below. This can be a meaningful interdisciplinary lesson for your students. To begin any unit, you might want to try Maggie White's Horse Awareness Test.
The American Horse, Nina Akamu, dedicated 1999. Nina is recognized as one of the most talented animal sculptures of her generation. The sculpture sits at the DeVos Van Andel Piazza (named after Steve Van Andel and Doug DeVos of Amway) at the Meijer Gardens. Click on all the images for the full size view.
LOTS more horse art out there. Add to this list with your favorites. I have a Oaxacan animal sculpture lesson that is adaptable....an African abstract animal lesson that is adaptable (ceramic animal lesson, too)
I had planned a "Year of the Horse" sculpture for my middle school students and had all sorts of sculptures (images) through the ages - along with 2-D works to show via PowerPoint. I had many equestrian figure sculptures to show as well. I was going to do a sculpture lesson (wire and foil tooling) with Butterfield and Calder as primary influences.
The Horses of Chris McConnell
Says Chris, "The piece (Below) is located at the Red Maple Inn in Burton OH. Weighing in at 1900 Lbs and a measurement of 16 and a half hands, it's a little bigger than a normal horse. During the 3.5 months it took to build I gathered parts and pieces form a local junk yard- so the whole thing is made recycled metal. The metal is of a heavy thickness which was bent by hand. My intentions for this horse was to build it very minimal. The lines in the steel create gaps- these spaces create their own aesthetic. The decision for the gaps was generated by studying Asian philosophy. Another intention for this work is the line. How can one use the line to create a very organic form that is in motion? I knew if I could get the outer line perfect the form would fall into place. Some of the things I used were: Truck leaf springs, Propane tank, 3 air tanks that would be used to fill you truck or car tire, I will let you find the rest."
Patty Knott sent me a great site PBS "Horse and Rider" -- that has links to many great sites. You could get lost in horses for days! But wow - the interdisciplinary opportunities to connect!
I am so jealous of you in the classroom who can do these things and make learning so much FUN! Horses relate to art - science and social studies - lots of opportunity to introduce cultures - literature connections, too.
And here is the link that took me on this journey: Horse and Rider - Be sure to check lesson plans.
This is what Scout Report had to say:
This Web site is the online companion to the recent PBS NATURE documentary "Horse and Rider," which "explores a fascinating partnership between animal and human." Click on For Teachers on the main Web page to find an interdisciplinary lesson plan for grades 9-12. The lesson, titled Creating the "Perfect" Horse, has students study horse biology and behavior, explore the reasons why different horse breeds were developed, and analyze research findings to determine if breeding an all-purpose horse is practical or even possible. The lesson plan provides downloadable worksheets, and the main Web page contains some fun special features, including video clips. This site is also reviewed in the September 19, 2003 NSDL Life Sciences Report. [RS] (Copyright Scout Report 2004)
"Exquisite Horse" Browse this site and come up with your own lesson plan. Create fanciful, imaginary head and tails of horses or any animal. Invent new animals/beasties. Have student make a class flip book.
Introductory Lesson - "Horse Awareness Test" by Maggie White
From Maggie: I've done this with my high school and art education students. It drives home the concept of their CONCEPTION of an object (what they think something looks like) and their PERCEPTION (what they actually observe).
Here is the handout that she wrote up for this exercise.
THE H.A.T. (Horse Awareness Test)
This is a great first-day-of-school icebreaker (usually takes two periods). It's fun, teaches them about contours and proportions, and helps demonstrate the importance of observation when learning to draw. This is an adaptation of a "test" developed by one of my graduate professors, Warren Anderson. His was called the S.A.T. (Saguaro Awareness Test). Since we have no saguaros but plenty of horses around here, I adapted it to something the students are very familiar with. You'll have to do the same (their sneakers? a local landmark? a school bus?). Prepare slides showing various aspects of the object, or a good transparency from a clear photograph. Work from a photograph, not another artist's rendition.
Give each student a piece of paper and ask them to draw, to the best of their ability, the subject you've chosen. The entire object should be shown (i.e., the horse can't be standing in tall grass or deep water) and should fill as much of the paper as possible. Give them 20-30 minutes for this. When time's up, they should put down their pencils while you show them the slides and point out specific characteristics of the object. I introduce the terms conception and perception: oftentimes, our concept of what an object looks like does not correspond to what it actually looks like. Drawing is largely a matter of learning how to really observe what is there. If the actual object is not available, they should work from photographs. Other artists' work may be stylized or inaccurate.
I show them how to use their pencils to measure (like "real artists"), estimate proportions, and gauge curves and angles compared to the straight pencils. They measure the proportions of their own drawings--no erasing and correcting!--as well. The visual analysis takes another 20-30 minutes. They then turn their papers over and re-draw the object; this time, the transparency remains projected so they can observe the horse and measure the proportions and contours (you could also have color photographs to put out at the tables - horse in a variety of poses). This requires quite a bit more time than the first drawing. The difference between the two drawings is usually pretty dramatic. I always save the drawings to hand back at the end of the year, which gives them a good laugh at what amateurish artists they used to be.