#TeachingInquiry

Compelling Question(s):

• Is tracing/copying part of art?
• Is it admirable for an artist to copy and or trace or does it devalue the beauty, grandness, and take away from the skill of the artist?

Rational: Art students often have anxiety regarding their preconceived ability to "draw". Students also have strong opinions on if tracing/copying is acceptable in creating art.  Copying has a bad connotation in academia. With this compelling question it allows students to learn and investigate how science helped invent "tools" and techniques that even master artists of the past and present use and have students explore how copying and tracing are used in the art world allowing them to draw their own conclusions as to whether or not tracing and copying are relevant in the artworld and classroom. 

Supporting Questions: 1. In what ways do we see tracing and copying happening in early art?  

• Sub questions:
  • What is the camera obscura?
  • What is the purpose of a “cartoon” to art during the Renaissance period? 
  • How is printmaking an art? How is it relevant to the topic of copying and tracing? 

Rational: To help students understand and address the compelling question(s)  it is relevant to have students look back in the history of art to when we first see copying and tracing occurring. Through a series of sub questions and provided sources students understand how tracing and copying were tied to invention and technologies of the past. 

Supporting Questions: 2. Is copying in art similar to plagiarism in academic subject areas?

• Sub questions
  • Have you copied/traced in an art classroom before? If so in what ways did copy, why and when did you trace? Did copying or tracing help you develop creativity or skills, explain?
  • How is plagiarism defined? How is copying defined (in terms of art or in general) ? How is tracing defined?  
  • How are copying and tracing the same as plagiarism, how are they different? 

Rational: For students to make an informed decision regarding the compelling question (Is art/tracing is part of art) they must address the stigma associated with copying especially in an academic setting. Thus students will be asked to think about their own experience in that art classroom as well as define key vocabulary terms and draw comparisons and differences between the terms. 

Supporting Questions: 3.Is copying and tracing still happening today? (photography, drawing and painting)? 

• Sub questions 
  • Who is Andy Warhol, how does he copy/trace within his artwork?
  • Who is Chuck Close, how does he copy/trace within his artwork?
  • Who is Kinde Wiley, how does he copy/trace within his artwork?

Rational: Finally, to help students clearly understand if the compelling question(s) (Is tracing/copying part of art?, Is it admirable for an artist to copy and or trace or does it devalue the beauty, grandness, and take away from the skill of the artist?) students must look to the past and present examining how artists are utilizing technology, influence, inspiration to create work.They must start to examine the voice, purpose and meaning of artwork(s) and investigate how copying or tracing are being used. They need to determine if copying or tracing is truly plagiarism or technology used to learn or create new vision or meaning.