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Collecting Lesson 2: Artistic Practice

Andy Warhol and Joseph Cornell's Collecting

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Andy Warhol's 610 Time Capsules in the Archives of The Andy Warhol Museum. Photo by Richard Stoner

Andy Warhol’s own elaborate practice of collecting is investigated in this lesson. Students are introduced to his Time Capsules and asked to think about their own cultural context in relation to articles found in Time Capsule 21. Joseph Cornell’s collage boxes are also introduced and analyzed.

Suggested Time Frame:

Warhol presentation: 20 minutes
TC21 Exploration: 40-80 minutes
Reflection and Review: 30 minutes
Cornell presentation: 20 minutes
Research: homework
Discussion & Review: 40 minutes

Total time: 3-5 class periods over one week

Objectives:

Students examine objects collected by Andy Warhol and Joseph Cornell from historical and cultural contexts
Students compare personal objects to artists’ object collections
Students write reflections on personal collecting habits and the creative process
Students research art movements in relation to Joseph Cornell
Students explain personal interpretations of an artwork

Procedure

Andy Warhol, Time Capsule 13 (open), ©AWF

Materials & Handouts

Artists who collect: Andy Warhol Time Capsules	Artists who collect: Joseph Cornell
Computer	Writing materials
Digital Projector

Contents of Andy Warhol's Time-Capsule 44, photo by Richard Stoner, 1890-1973, ©AWF

Andy Warhol's Practice of Collecting

Print student handout: Artists who collect: Andy Warhol Time Capsules and present Andy Warhol’s Practice of Collecting.
Review the reproductions of Andy Warhol’s work
Time Capsule Activity: Go to TC21 website and explore the objects inside.
Choose three items from TC21. Explain what the three objects reveal about Andy Warhol.
Find three similar items from your own life.
Students should explain what the additional objects reveal about them.
Have students write a reflection upon the following:

- Identify and describe your own cultural context.

- What is meaningful to you in school, at home and in your community?

- In what ways do you most enjoy creating something? I.e. creating music compilations, writing, doodling, etc.

- How could your ideas, culture and creative process work together in an art piece?

Joseph Cornell, Untitled (Cocatoo and Corks), c. 1948. 14 3/8 x 13 1/2 x 5 5/8 in., Private Collection, ©Joseph Cornell/Licensed by VAGA, New York, NY

Joseph Cornell's Practice of Collecting

Print student handout: Artists who collect: Joseph Cornell. Present Joseph Cornell’s practice.
Hang up reproductions of Joseph Cornell’s work.
Research: Surrealism, Assemblage, Collage.
Use the Comprehension Questions either in class discussion or as a written assignment.
Discuss Cornell’s artistic practice:

- What did Cornell collect?

- How did he use collecting in his artwork?

- What inspired Cornell?

- Explain the connection between Surrealist and Dada art and Cornell's boxes. How are they similar? How are they different?

- Interpret one of Cornell’s pieces.

Assessment

Warhol Education Rubrics

Click the Warhol Rubric headers below to reveal associated rubrics to which this lesson applies.

Critical Thinking

	Developing	Emerging	Proficient	Advanced	Exemplary
CT.2	Contextual Thinking: Conducts analysis of contextual information to determine relevant and logical reasoning that supports their decision process and opinions.	Has a hard time identifying relevant contextual data.	Understands data and make decisions in varying contexts with greater accuracy.	Utilizes contextual data skillfully to form logical arguments and relevant explanations.	Understands data and make decisions in varying contexts with greater accuracy.	Utilizes contextual data skillfully to form logical arguments and relevant explanations.
CT.3	Connective Thinking: Able to think critically across professions/practices	Sees little or no connection between art making and other professions and or subject areas.	Identifies some practices that are shared in artmaking and other professions/subject areas.	Makes important connections between art making and other professions/subject areas.	Compares and constrasts artmaking processes with processes in other disciplines.	Applies knowledge of cross-disciplinary practice to create innovative work.
CT.4	Investigative: Able to conduct research and ask questions, know forms of arguments, inferences and fallacies.	Solicits information that may be superflous and draws inappropriate conclusions.	Highlights some relevant and useful details thorough research that support interpretation and analysis.	Acquires reliable and persuasive information from a variety of sources to support their interpretations.	Ranks the quality of information researched and develops nuanced interpretations.	Acquires new information that supports highly sophisticated analysis or revision of previous ideas.

Communication

	Developing	Emerging	Proficient	Advanced	Exemplary
CO.1	Reading: Comprehension of textual information	Comprehends the literal meaning from a range of texts about a work of art, an artist or concept but is still working to grasp big ideas and varying points of view.	Identifies some big ideas in various texts and is beginning to distinguish between fact and opinions within the text.	Identifies significant big ideas and is able to makes connections between the themes of texts and more complex cultural issues related to a work of art.	Taps into prior knowledge and supports thinking beyond the text with specific evidence from the text or personal knowledge about a work of art.	Displays original thinking about ideas in texts and makes these ideas relevant to the work of art or concept at hand.
CO.2	Writing: Mechanics, Organization, Vocabulary.	Vocabulary is limited, mechanics are poor and organization is weak.	Some coherence, organization, and use of new vocabulary but ideas are ill-supported and/or grammar is still poor.	Adequate mastery of mechanics, vocabulary and grammar to convey a clear point of view.	Demonstrates a strong command of structure and purpose; as well as an appropriate understanding of style and mechanics.	Presents and interprets complex material with sophisticated attention to mechanics, accuracy and context.

Historical Context

	Developing	Emerging	Proficient	Advanced	Exemplary
HC.1	SocioCultural and Political: Understands how art relates to social movements, political events, or historical figures.	Interprets works of art as having limited influence or relationships to social movements, political events, or historical figures.	Increasingly recognizes that artworks can be shaped by or can express social movements, political events, or historical figures.	Explains how culture impacts artists and/or art through political events, historical figures and cultural contexts of an artwork.	Interprets, constructs opinions, and draws conclusions about an artwork based upon analysis of historical, political and cultural contexts.	Combines all previous knowledge about socio-political contexts to create new predictions, questions or insights about the relationship between art and history.
HC.4	Interpretative: Able to synthesize facts and opinions in own interpretation of historical/cultural significance.	Possesses a limited ability to develop an opinion about how an artwork relates to historical events and/or current events.	Recognizes multiple points of view about a historical event.	Forms opinions on the importance of events in history in relation to a work of art or to an artist’s process.	Synthesizes facts and opinions in own interpretation of the historical/cultural significance of a work of art.	Integrates historical/cultural evidence in unique interpretation of artwork and future implications (impact, effect, role) in society.

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