When someone asks “Why is this art?,” they are asking a very complicated, but important question. They may be wondering about the value of an artwork or they might be responding to qualities in an artwork that they don’t like or understand. The real question they may be asking is “What is art?”

The two activities in this section can be used to launch a discussion about the range of possible answers to this question. However, they are not intended to point students to a final definition. In Western culture today, there is not one single definition of art that everyone, even the experts, seems to agree upon. The objectives are to help students understand and articulate their own definitions of what makes something a work of art and to appreciate others’ points of view.

The first activity is recommended for students in grades 6–8; the second for grades 9–12. As you cover each key question, refer back to this initial activity. Ask students to reflect on their first responses and talk about ways that their thoughts and ideas may have changed.

In this activity, students categorize objects as a way to explore their own ideas about what makes something a work of art.

Materials needed:
A Hula Hoop or string to make a large, open circle on the floor. A carefully selected range of objects (at least one per student) that will be used to raise specific questions about the definition of art. Some possibilities are included in the list below.

Natural objects or re-creations of natural objects:
a fresh flower
a photograph of a sunset
a colorful fall leaf
a rock
a feather
a painting of a natural object

Assorted items that may or may not be considered beautiful:
a colorful marble
a patterned scarf or tie
a dented, used household object
a chewed-on pencil
a puzzle
a piece of spoiled fruit
a drawing and/or painting of a pleasing subject
reproductions of figurative Greek or Renaissance sculptures
reproductions of famous paintings, such as Leonardo da Vinci’s Mona Lisa or Claude Monet’s Water Lilies
complex machine-made or mass-produced items, such as toys, tools, or decorative objects
wildlife art
well-made craft items, including quilts, pottery, knitted pieces, model cars
an illustrated book
an advertisement from a magazine
a greeting card
examples of “kitsch” objects that are vulgar, sentimental, or in bad taste

Procedure:
Distribute one object to each student. Establish that the open circle on the floor is the “art circle.” Ask students to place their object inside the circle if they think the item is art. If they do not consider it to be art, they can place it outside the circle.

Each student should state why s/he put the object inside or outside the circle. After everyone has placed their object, invite students one at a time to move any object into or out of the circle and explain why they are moving it.

Note to teachers: There are no right or wrong answers. The teacher’s role is to create a respectful environment by paraphrasing each student’s explanation for a particular placement and to keep track of their comments on a flip chart or marker board.

What if a student decides to place an item on the line between art and not art? Don’t offer this as an option initially, but if it happens, ask the student to state specifically why it is hard to decide about the placement of that object.

Closure:
Review the students’ reasons for placing particular items inside or outside the circle. Use these to create a class response to the questions “What is art?” and “What isn’t art?”

In this activity, students will reflect on their own personal definitions of art, synthesize their classmates’ opinions, and create general categories for responses to this question.

Procedure:
Distribute one index card to each student.
Personal Definition: Ask each student to write a brief answer to the question “What is art?” Encourage them to respond according to their own beliefs, not what they think is a correct answer. These texts can be anonymous. When everyone is finished, collect the cards.

Group synthesis: Key words search
Distribute the cards back to the class at random. If a student gets his/her own card, they should trade it in for another. Ask students to take turns reading the texts aloud.

As each definition is read, ask the group to point out any key words or phrases. Have a student volunteer or teacher write these on the board as they are stated. If a word or phrase is given more than once, it can be underlined each time it is repeated.

Create a sign or poster from the students’ synthesis. Write “What is art?” at the top of the poster, then list each key word or phrase, beginning with those given most often. Save this poster for review when you reach the end of this packet.

©2004 Walker Art Center