Family+Album+Blood+Objects--Yoko+Ono

[[image:blood_image caption="    Family Album Blood Objects " link="http://www.artnet.com/artwork/425525202/652/yoko-ono-family-album-blood-objects.html"]]
Title: Family Album Blood Objects Artist(s): Yoko Ono Date: Period: Country of Origin: Japan Cultural/Ethnic Affiliation: Medium: Dimensions: Museum/Collection: Accession Number: Current Location and Manner of Display: Provenance:
 * Artwork Identification**

Yoko Ono was born in Tokyo, Japan on February 18, 1933. She is the Daughter of Isoko and Eisuke Ono. Her mother and father both worked for banks, and two weeks before Yoko was born her father was transferred to San Francisco. In 1941 Yoko was enrolled in an exclusive Christian School in Japan. Yoko stayed in Japan through the March 9, 1945 fire-bombings where her family was forced to beg for food and walk along the streets with their belongings in a wheelbarrow. Ono said that this is where she developed her sense of aggressiveness and an understanding of status in other families. In 1946 Yoko Ono's school was re-opened and Yoko was re-enrolled. She graduated in 1951 and was accepted to Gakushuin University, in the Philosophy program. Yoko was the first woman to ever be accepted in this department, however after two semesters she dropped out.
 * Introduction:**

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Ono's family moved to Scarsedale, New York after the war. She left Japan to rejoin the family and enrolled in nearby Sarah Lawrence College. While her parents approved of her college choice, they did not like her lifestyle; Yoko was chastised for befriending people they considered to be "beneath" her. In spite of this, Ono loved meeting artists, poets and others who represented the "Bohemian" freedom she longed for herself. Visiting galleries and art shows in New York City enticed her to publicly display her own artistic abilities. La Monte Young, her first important contact in the New York art world, helped Ono start her career by using her Lower East Side loft as a concert hall. At one concert, Ono set a painting on fire.======

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In 1956, Yoko married composer Toshi Ichiyanagibut, however they divorced in 1962. On November 28 that same year, Ono married Anthony Cox. Cox was a jazz musician, film producer and art promoter. He heard of Ono in New York and tracked her down to a mental institution in Japan, where her family put her after a suicide attempt. Ono neglected to finalize her divorce from Ichiyanagi, so their marriage was annulled, Cox and Ono were married on June 6. Their daughter, Kyoko Chan Cox, was born on August 8, 1963. The marriage quickly fell apart, but the Coxes stayed together for the sake of their career. They performed at Tokyo's Sogetsu Hall with Ono lying atop a piano played by John Cage. Soon the Coxes returned to New York with Kyoko. In the early years of this marriage, Ono left most of Kyoko's parenting to Cox while she pursued her art full-time. Ono later divorced Cox for John Lennon.======

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Ono was an explorer of conceptual art and performance art. Ono had originally been exposed to Jean-Paul Sartre’s theories of existentialism in college, and in order to appease her own humanly suffering, Ono enlisted her viewers to complete her works of art in order to complete her identity as well.======

This artwork is titled “Family Album Blood Objects.” Yoko has created an entire collection of pieces that all have blood spilling out of them. The one in particular is a pair of high-heel shoes that are bloody on the inside and spilling over the sides. Ono is using imagery, so it is right in our faces, in order to show us that no matter how great we have it there are people who are suffering. People who walk everyday in a pair of bloody shoes because they have no other choice. She uses very dull color shoes in order for the red of the blood to stand out more. So the eyes go immediately to the inside of the shoes instead of the shoes themselves. She places them on a clear and pristine box so there are no other distractions and to contrast with the shoes. The shoes themselves are nothing special to look at, but the meaning and symbolism is astonishing the way that she portrays all of the objects in this exhibit.
 * Formal Analysis:**


 * Contextual Analysis:**

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This installation has caused some controversy among Beatles fans who have latched onto the shirt and eyeglasses as replicas of John Lennon possessions. These blood-splattered objects are disturbing reminders that there are families in crisis. We read about violent family fights and murders in the newspaper, but they don't show the everyday household objects that have been turned blood red in the pain and violence of the moment. As one views the red-soaked items on their glass pedestals, suddenly, the reality of our violent society is brought into clear focus as we imagine the horror of what must have happened to the people sitting at the bloody table, gazing into the broken mirror or checking the clock one last time before the end comes slamming down (Ewing 1993).======

Ono was one of the first to explore the boundaries of conceptual art and performance art. One of her most popular performances was "Cut Piece", performed in 1964 at the Sogetsu Art Center in Tokyo. Ono walked onto the stage and silently kneeled in a draped garment. The audience was instructed to come on to the stage and cut bits of her garment off of her gradually exposing her naked body. Ono touched on many different issues with this performance piece. Through this work of art she communicated her internal suffering, personal identity, human suffering, loneliness, social unity, love, gender, and sexism. Ono performed this piece again in London and the crowd became over zealous for a piece of her clothing, and violent behavior broke out. She had to be protected by security. The difference between the two performances was uncanny. In Japan the viewers were shy and cautious, where as in London, The performance almost turned into a riot.
 * Cut Piece**

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Yoko Ono has been a true inspiration to a lot of people in this country. She has been through and experienced an unbelievable amount of tragedy. She has seen our country almost crumble and seen it build itself back together. She has been criticized and complimented on all aspects of her life and still she has a profound way of showing her emotions through art.======

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For over 40 years, Yoko Ono's works have defied categorization, between performance, music, objects and film. As one of the first conceptual artists, and one of the founders of Fluxus-an association of experimental, interdisciplinary artists and writers in the `60s and `70s-Ono is cited as a major influence on contemporary artists. She has redefined the boundaries between various movements: conceptual art, performance art, feminist art, and more. Many of her actions have bridged the distance between art and audience participation- which has always been a hallmark of Ono's work (snafuprinciple.blogspot.com).=====

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Her unique style and controversial portrayal of art has made her one of the most influential contemporary artists of our time. Still today, at the age of 75, she is pushing and testing the laws of our country, as to what is appropriate and what is not. She defies all stereotypes and does not hold onto what she is feeling. She is expressive and daring and that is what makes her a legend.=====

Yoko Ono Wikipedia,http://en.wikipedia.org/wiki/Yoko_Ono (13 December 2008). a.i.u. A Yoko Ono Website, http://www.a-i-u.net/index.html (13 December 2008). Boing Boing; A directory of wonderful things, http://www.boingboing.net/2006/04/07/1965-video-of-yoko-o.html (13 December 2008).
 * References:**


 * Title:** The Power of Performance Art
 * Grade** **Level:** Secondary, 10th - 12th grade
 * Time:** 5 fifty-minute class periods


 * Standards:**

This lesson meets the following National Standards for Arts Education:
VA 9-12.2 Using knowledge of structures and functions. (Proficient 1) VA 9-12.3 Choosing and evaluating a range of subject matter, symbols, and ideas. (Proficient 1 & 2) VA 9-12. 5 All students will recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life.(Proficient 4)

This lesson meets the following National Educational Technology Standards for students: 2. Communication and Collaboration (a & b) 3. Research and Information Fluency (a,b,&c) 4. Critical Thinking, Problem Solving, and Decision Making (b & c) 6. Technology Operations and Concepts (a &b)

• Performance Art- is art in which the actions of an individual or a group at a particular place and in a particular time constitute the work. • Conceptual Art- an approach of art in which the focuses are on the conceptual aspect of art as opposed to the visual aesthetics and craftsmanship of art products. • Feminist Art- The advancement of women in society. Studying art in its historical context. • Suffering- Look at issues from another perspective. It is an individual's basic affective experience of unpleasantness and aversion associated with harm or threat of harm. Suffering may be qualified as physical or menta, and i It may come in all degrees of intensity. • Symbolism- Certain objects have specific meanings to certain groups of people. How people react to certain colors, shapes, and objects. This may change throughout history and across different cultures.
 * Key Concepts:**

Day 1: 1. After a presentation and discussion of performance art, including the work of Yoko Ono, have each student research a performance artist and his/her performance work. Also have them collect pictures of performance art with sources, and compose a two-paragraph description of the performance art. Also have them write a half page statement about their thoughts an feelings on the work of art. Have them each log into the class blog and publish an entry consisting of an image of performance art, information about this performance piece, and their personal response. Beginning of Day 2: Activity 2. As a class, go through the blogs and discuss the performance works of art written by the students. The blog format is effective because all students will be exposed the newly acquired resource of the class, the class blog. Additional information can be added when necessary. The discussion should focus on what message/issue the artist tried to convey/explore and what medium and process the artist used/did to convey/explore the message/issue. Where did the artist get his/her inspiration from? Include in day 2 and into day 3. Split the students into groups of three. Have the students create their own performance work of art. First, the students need to decide the message/issue to perform. They can get ideas from the issues of their school, local community, our nation, and the world. This is an important first step. The teacher needs to walk around and provide feedback and suggestions to each group. Next, the students need to decide how to convey their idea—their choices of visual mediums and process. What are the rationales behind their choices. This performance should be recorded using a video camera and edited using video editing software such as iMovie or Windows Moviemaker. The final video should be about two minutes long. Each group will upload their video on youtube.com
 * Teaching and Learning Activities:**

This is where the youtube.com video gets fun. Have the students send out mass emails to family and friends that they know in attempt to have the most views of their video in the class. Also, they can use myspace.com or facebook.com to promote their video as well.

If a group has the most views, they receive extra credit.

Day 4 activity 4. In activity four, this is when you have the students view all of the performance art videos together as a class, discuss the message/issue conveyed/explored by the group in the performance art/video and their choices of the medium and process, and reflect on the process and the performance art itself. Have the students in their sketchbooks, write a page of their thoughts on performance art, the process of using video to document their performance art, and answer questions similar to the following.
 * 1) What was the conceptual framework for your group’s performance art?
 * 2) How did you feel while on camera?
 * 3) How was your group? Did you work well together? How did everybody share responsibilities and contribute the project throughout?
 * 4) If you were to do it again, what would you do differently and the same?

1: Self Evaluation a) What was the conceptual framework for your groups performance art? b) How did you feel while on camera? Doing something publicly that many others might not understand? c) How was your group? Did you work well together? Did everybody contribute equally? d) If you were to do it again, what would you do differently / the same?
 * Assessment**

2: Rubric
 * Criteria || Possible Points || Points Earned ||
 * Blog Post: Has an image of performance art, clear and descriptive information relative to the image, and a personal response || 5 ||  ||
 * Performance Art on Film: Performance art that communicates the groups’ topic of choosing. A video, two minutes in length, exhibiting the performance and edited in a way that enhances interest. Video posted on YouTube and an attempt made to invite viewers to comment. || 20 ||  ||
 * Totals || 25 ||  ||


 * DAILY LESSON PLAN (NIU Format)**
 * Lesson Title:** Performance art
 * Grade Level:** high school
 * Lesson Link:** Performance art
 * State Goals: Goal # 26, Goal # 27**


 * Objectives:**

1. Given an example of Yoko Ono’s performance piece “Cut Piece,” students will understand the background and purposes of the artist's performance piece. 2. Given an introduction of the features and functions of YouTube, students will actively critique the aesthetic content, artistic message, and social implications of the piece by responding to the online comment board in YouTube.

1. Students were able to accurately describe and comment on the social implications of “Cut Piece” by posting their comments on You Tube. 2. Students were able to sucessfully critique the aesthetic content and artistic message.
 * Assessment Criteria:**

Self evaluation a) were you able to use and navigate the functions of YouTube? b) were you able to watch Yoko Ono's performance and comment using the message board system? c) Did you reflect upon other people's comments, leading to a sucessful discusssion of the content and artistic meaning of the piece?

research about performance art, YouTube account
 * Teaching Resources Needed to Support the Lesson**

computers with internet connection, gmail (email) account http://www.youtube.com/watch?v=tyynMDMaO8o
 * Art Materials Necessary for the Lesson**


 * Teacher Activities Student Activities**

Introduction: 10 min

1. Teacher introduces the concept of performance art and leads in class discussion about its function 2. Teacher introduces the features and function of YouTube. Students listen to introduction and Participate in discussion(Example)

Students watch and take notes if needed Students log into you tube, find the video and post their interpretation as a comment.

Development: 25 min 1. Introduce the assignment. 2. Show video of Yoko Ono’s “Cut piece.” 3. Ask students to reflect on the performance and critique it via You Tube comment board a) Sign into You Tube with your gmail account. b) Search for the Yoko Ono's "Cut Piece" video. c) Click add comment button underneath the Yoko Ono's "Cut Piece" video. d) Save your critique.

Conclusion: 10 min 1. Reviews the comments given by the students 2. Leads discussion based on the reflections.

Critical Comments and Reflections: Overall, this particular lesson was successful in the classroom. According to student comments, they really responded to the powerpoint presentation i had prepared. I think one element that aided my sucess, was the fact the most students had already been exposed to YouTube, and some were deemed to be "proficient." This prior knowledge allowed most students to focus directly on the content of the lesson, as opposed to "how do I used this web 2.0 example." In the classroom, I would break this content down into multiple lessons, one that teaches you tube in general: how it works, how to use it. and then a second lesson would be the specific example listed above. While instructing this lesson, I took an in class survey as to the class's background knowledge of the artist and performance art in general. I found that while most have used YouTube, none have heard of the artist's work. During the discussion/develoment stage,I revealed the artist's background info to aid in the discyussion of content. Having this understanding allowed the students to make more sense of the abstract nature of her work. After the lesson was over I found that the teach art wiki experiacne was extreamly helpful in revising and reflecting on this process.

ArtE343/543 2010 Title: Vimeo Name: Elizabeth Lee

Prerequisite Skills All students know and are highly familiar with functions and abilities of a computer. Every student has been exposed to the basic online world and the navigation process; they are also familiar with URL access. Target Skills: A few students have possibly become familiar with social networking sites and the navigation process through a Web 2.0 tool such as Vimeo. Attitudes: Because technology is so unreliable, students are expected to become impatient or possibly irritated. Because all students in this coarse were not born in the virtual age, they may not be as up to speed with technology problem solving. This may cause aggravation with the pressure to keep up with the new generations that are being taught the same technology and more in elementary and secondary education. Learning Style Perceptual Preferences & Strengths- Students in this classroom at times prefer a more hands on approach, but are successful with step-by-step visual instruction. Auditory instruction is not successful for this coarse of students or the technology being explored. Information Processing Habits: This group is most successful with step-by-step visual example that follows a logical sequence with an end product. Physiological Factors: Students in this coarse balance each other by age, gender and academic ability, which provide multiple aids in learning new concepts. || Objective 2: Given a power point presentation students will demonstrate participation in the Vimeo community effectively by joining groups, observing and critiquing other artist’s work. || Media & Materials: Preparing the audience: The introductory activity will be creating a Vimeo account before the lesson takes place during class. || How many of you are part of a social networking site? What are some positive and negative experiences you might have with social networking? How many of you are familiar with Vimeo? Activities to do: The teacher will submit lesson plan on teachartwiki where the students that participated in the lesson will have the ability to critique the presentation and lesson the following week, while providing comments and suggestions in teachartwiki. Teacher Evaluation: There are many things to consider with this lesson. A lot of revising needs to take place when it comes to dealing with technology and problem solving if technology fails. The lesson did not go as well as planned because of trouble with accessing Vimeo on a particular computer and also trouble with the projector. Another factor to be considered is the type of computer being used to make presentation materials. Not all pc and mac programs are comparable. I think a Vimeo lesson plan also required more time then allowed. || Teacher evaluation: Michael / Elizabeth In assessing the lesson plan we presented, I feel that there are several ways in which it could be changed to enhance the learning related to the web 2.0 tool Vimeo. I also might have selected a different artist in generally. One that uses Vimeos more technical attributes to their advantage in the creation of their art work. I feel as though we failed to harness the technology. There was a lot of technical glitches that i feel could have been easily avoided with better preparation or just better equipment potentially. I feel like we needed to provide more time for student s to explore Vimeos various functionality and to view more of it's content. Generally i felt like things broke down when the technology was not allowing us to show the presentation the way it was intended. Better improvisation on my part was needed. Michael Toner
 * **__A__nalyze Learners** ||
 * General Characteristics: The students in ARTE 343 are all about 20 plus years in age with mixed ethnic backgrounds and also a diverse economic background. Academic skills all fall in the realm of art education or production of art. Academic year or place ranges greatly from undergraduate to graduate students. Mental, physical or social problems are not relevant.
 * **__S__tate Objectives** ||
 * Objective 1: Given online access students will easily sign up for and create a profile on Vimeo.
 * **__S__elect Media, Materials, and Methods** ||
 * Methods:
 * 1) Prior to class students will be notified through the NING forum to sign up for a Vimeo account.
 * 2) In class, students will be given a general overview of the site.
 * 3) Students will view several videos; one will be an example of an artists work, another will be a tutorial and the third will be a documentary on events sponsored for Vimeo.
 * 4) Students will then have a change to explore, join a group and comment on artists work.
 * [|www.vimeo.com-] With their username students will discover the video virtual world and library.
 * Computer- Students will use their individual computers or laptops provided by the coarse instructor. Additional use of this material will be required to continue accomplishing the lesson plan objective, getting familiar with this social network, outside of class.
 * Power point- Students will navigate step-by-step with presents through Microsoft software presentation. ||
 * **__U__tilize Media, Materials, and Methods** ||
 * Preparing Classroom: The setting for this lesson will be in the computer lab, while students will have account and computers ready. Set up will require power point opened and classroom computer and projector to be ready.
 * **__R__equire Learner Participation (activities, tasks, steps…)** ||
 * Questions:
 * 1) Students will join a group on Vimeo that follows your interests.
 * 2) Navigate through the site, test out a few videos and comment on some of the artists work. Students may “like” a video, provide positive criticism or a short informal critique. ||
 * **__E__valuate & Revise (evaluation, critical reflection, and revision plan)** ||
 * Learner Evaluation: