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Messages found in Art
 

Messages found in Art

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Transformative Art unit plan. Community mural project that involves students critically analyzing messages found in contemporary society and how they relate to historical propaganda and messages about ...

Transformative Art unit plan. Community mural project that involves students critically analyzing messages found in contemporary society and how they relate to historical propaganda and messages about people of color.

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    Messages found in Art Messages found in Art Presentation Transcript

    • Messages foundin Art
    • Unit Level Questions:● “To what extent has art been used in the U.S.A. to demoralize people of color during wartime?”● “To what extent has language used in the U.S.A to perpetuate stereotypes?”● "To what extent has art been used by groups to create positive messages of people of color?"● "To what extent can connections be made between the history of social demoralization and contemporary struggles?"
    • Unit Level Objectives● Students will analyze and discuss different examples of art used during various conflicts the U. S. has been involved in and how messages were used to demoralize people of color.● Students will analyze the impact that using language has had on propaganda art campaigns.● Students will create a mural with an empowering statement that values people of color, and makes a stance against racist messages.
    • Unit Level Assessment● Through analyzing and discussing historical demoralizing messages, and making connections with their own community, students will design and create a mural that takes a stance against messages they dont agree with, and use it to empower people of color.
    • CT State Standards for Art● 1a) Apply media, techniques and processes with sufficient skill, confidence and sensitivity that their intentions are understood.● 3b) Use subject matter, symbols, ideas and themes that demonstrate knowl-edge of contexts, and cultural and aesthetic values to communicate intended meaning.● 4b) Analyze common charac-teristics of visual arts evident across time and among cultural/ethnic groups in order to formulate analyses, evaluations and interpretations of meaning.● 5a) Research and analyze historic meaning and purpose in varied works of art.● 6a) Analyze and compare characteristics of the visual arts within a particular historical period or style with ideas, issues or themes of that period or style
    • Calendar of Lessons90 Minute Lessons: Every other day.Day 1: Responding Lesson: “To what extent was art used to demoralize Asian Americans and peoplein Japan during World War II?”Day 2: No Class (Homework for Day 3): Students will look for examples of other ways art has beenused to ostracize or perpetuate negative ideas about people in society, and bring it in for Day 3.Day 3: "To what extent do we see art used to demoralize people of color in other conflicts"Day 4: No Class (Homework for Day 5): Students will research and interview people aboutexperiences they have had with seeing people of color being degraded because of negativestereotypes.Day 5: Students will use information they have discovered through in class analysis, as well as theinterviews they have conducted to create the layout for a mural that creates a positive message aboutpeople of colorDay 6: No ClassDay 7-9: Students will create mural using the layout that was planned during Day 5Day 10: No classDay 11: Students will finish mural, students will compare and contrast the differences betweenmessages like the one the mural creates in the community, and the negative messages about peopleof color that they have analysed before the planning stage.
    • Lesson 1Lesson Level Questions:“To what extent was art used to demoralize Asian Americans and people in Japan duringWorld War II?”“To what extent did this change the public opinion and ostracize Asian Americans?”“To what extent does language play a part in demoralization of people by the U.S.?”Objectives:Students will analyze and discuss different examples of anti-Japanese propagandaduring World War II and how they were used to demoralize Japanese and AsianAmericans.Students will analyze the impact that using language has had on propaganda campaigns.Resources:History Detectives: "Paper Bombs:WWII Propaganda Over Japan"
    • Lesson 2Lesson Level Questions:“To what extent was art used to demoralize people of color in other historical conflicts?”“To what extent are these demoralization strategies still being used today?”Objectives:Students will analyze and discuss different examples of propaganda during the history ofthe U.S. and how they are used to demoralize people of color todayResources: Student Jamal R. Speaks about the Effect of Propagandahttp://www.youtube.com/watch?v=4R3iITXu3wYStudent video on Advertising as Propaganda:http://www.youtube.com/watch?v=ohoXZ6EcneA
    • Lesson 3Lesson Level Questions:"To what extent can art be used to empower people?""To what extent do we see examples of this in contemporary society?"Lesson Objectives:Students will be able to use information they have gathered from in class analysis as wellas homework interviews about how art has been use to demoralize people of color todesign a mural that will empower people of color and create a strong message in thecommunity.Resources: NEN Kiosk: Empowering Communities Through Art http://empowersf.org/nen-kiosk-empowering-communities-through-art/
    • Lesson 4: Community InvolvementLesson Level Questions:"How can we create a powerful message to the community through our mural?""To what extent can art be used to create a positive message about people?"Lesson Objectives:Students will be able to convey personal expression and ideas that empower people orcolor through use of positive messages in their mural for the communityStudent will be able to discuss the connection this mural has with the information theyreceive from the community normally, and compare and contrast these messages.Resources:
    • Community based ActivitiesStudents will be going into their communitiesand conduct interviews with people, recordingtheir findings and bringing it to class.Students will use the findings from theiranalysis and fieldwork to create an empoweringmural in their community.
    • Rubric