DRAFT: This module has unpublished changes.
DRAFT: This module has unpublished changes.

Creative Challenge:

Line Challenge


Matthew Barney, Jung Kwang, Nam June Paik, Janine Antoni, Adel Abdessemed, William Anastasi, Tony Orrico, Lucio Fontana, Brice Marden, Andy Goldsworthy, Richard Long


Creative Challenges encourage students’ capacity for creativity.  Creativity is a skill, like all skills, it comes with practice, knowledge, exploration and application.  “Creativity occurs when an individual is faced with a problem that is ambiguous and proposes alternatives” (Dewey).  Students will be provided with a problem, a paradox, a material or technique where they will utilize intuitive thinking to overcome conventional thinking and engage in visualizing their own personal interpretation.  Creative Challenges are introduced in class, in 1-2 week intervals, to be completed outside class.  Documentation of the processes and final piece are examined in class as a group.  In addition, students will record and analyze their thought processes during the creative challenge as a written reflection.


Students will examine the approaches and methods of many artists, specifically their use of line.  Matthew Barney’s approaches creativity and form with struggle against resistance.  One must push their body to the limit to develop and progress, similarly to building muscle. 

Brice Marden and Lucio Fontana explore ways to create and display a line.  Janine Antoni, William Anastasi, Tony Orrico, utilize the ‘artist’ as the instrument through which to create art, bridging the gap through art; art is life.  Students will replicate these contemporary approaches to art making within their interpretation of La Monte Thornton Young’s quote, “Draw a [straight] line and follow it.”



Students will:


1. Analyze the work and concepts of various artists’ application of line 25.A.5

2. Employ an innovative use of materials in their interpretation of Thornton Young’s quote 26.A.5

3. Expand their art practices by referencing the work of professional artists within their application of creative problem solving of the quote interpretation 27.B.5


State Goals:

25.A.5: Analyze and evaluate students and professional works for how aesthetic qualities are used to convey intent, expressive ideas and/or meaning.

26.A.5 Common for all four arts: Analyze and evaluate how the choice of media, tools, technologies and processes support and influence the communication of ideas.

27.B.5: Analyze how the arts shape and reflect ideas, issues or themes in a particular culture of historical period.


Access and Measure Prior Knowledge:

Can the Art Process be fun? Discuss their normal studio practices and experiences.  Discuss the traditional function of an artist within their art practice.   Does a line have to be straight?  How can a line be drawn without the use of a pencil or additive material?  How can a line be constructed in 3-dimensional form? 



-Work Session One:

  1. Open PowerPoint; students will examine the approaches and methods of many artists, specifically their use of line. (Attached – annotated images)
  2. Play Tony Orrico performance clip, while setting up materials in hall.
  3. Students will be lead into the hall with an 8-foot roll of white Kraft paper and a box of oil pastels.

4. Activity objective, each student will create a line going from one end of the paper to the other, not replicating another student’s action.

5. Gather students back in classroom, with discussion [artist as instrument] and finish PowerPoint.

6. Hand out creative challenge sheet with Thornton Young’s quote (attached – challenge handout)



-       White Kraft Paper Roll (8feet)                      - Assorted Oil Pastels

-       (Classroom environment open for students to interact with)


HC Criteria






Variety of tools/methods are explored effective. Process high quality.

Tools and process have been explored. The quality of the exploration is good.


Few tools and processes have been explored. Revision or practice is needed.

Few tools and processes have been explored but not effectively.


Multiple ideas are explored effectively. The idea is developed fully.

Some ideas are explored, however, the ideas are less developed.

Limited ideas were explored. Ideas were not developed effectively.

No evidence that ideas were explored in the work.



Principles are used to enhance the art form. Ideas are communicated in a highly effective way.

Principles are applied in the art form to some degree. The idea is communicated.

Principles are not used effectively and this hinders communication.

Principles are not used and no idea/s were communicated.


Clear demonstration of neatness & craftsmanship.

Good level of craftsmanship is shown.

Craftsmanship is no consistently shown.

Craftsmanship is poor.


Improvements were made in the form throughout the process.

Improvements were completed, however they were not totally successful.

Few changes were made of were poorly made.

No changes were made to improve the final art form.


DRAFT: This module has unpublished changes.
User-uploaded Content

Challenge Handout

DRAFT: This module has unpublished changes.
User-uploaded Content
DRAFT: This module has unpublished changes.