Transcript Holly Clement - MAEA Curriculum Slam

Holly Clement
[email protected]
Protest/propaganda/Change
Question Everything
Protest
•
A statement or action
expressing disapproval of
or objection to something.
•
An expression of objection,
by words or by actions, to
particular events, policies
or situations
Nancy Spero, Atom Bomb (1966). Gouache and ink on paper, 24" x
36" (Copyright: Estate of Nancy Spero, Images courtesy of Galerie
Lelong, New York).
propaganda
The spreading of ideas,
information, or rumor for the
purpose of helping or
injuring an institution, a
cause, or a person
Jesse Graves, Mud Stencil
Change
To make or become
different
Key concepts
•
How artist use their art to promote ideas
•
How artist can act as change agents
Essential Questions
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What do you want to change?
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How do you promote change?
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What is propaganda?
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What do you stand for? What do you believe in?
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Where/How do you create your own values?
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Is everything printed or on the internet true? Is all news true?
•
What does it mean to protest?
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Living in a democracy is it your right to protest?
Other
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GLE: Explain events & issues in history through the
exploration of artworks.
•
Lesson Objective: TSW explore the role of the artist as
a social critic/conscience. Use multiple mediums to
create the final product and use higher order thinking to
tie multiple topics together.
•
Common Core Connections: TSW interpret multiple
texts and communicate a distinct message
•
Song List
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Green Day - Wake Me Up When September Ends
•
Lana Del Rey - Carmen
•
Blink 182 - Carmen’s Song
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Eminem - Love the Way You Lie
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Metalica - One
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Kanye West - Diamonds from Sierra Leone
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John Lennon - Give Peace a Chance
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Paper Lace - Billy Don’t Be a Hero
Explore
View and listen to music and discuss the meaning
in a VTS-esque style. The conversation is student lead!
http://youtu.be/I5FXoEjEmNw
Artmaking Activities
•
Choose a topic you would like to promote, defame or
change
•
Create a propaganda piece or a PSA
•
You are going to a dinner party, create a plate that
illustrates your social issue and your stance on the
issue to take to the dinner party (Judy Chicago
inspired)
Video Response
http://youtu.be/jdIXtt9y75w
Assessment
•
Formative - VTS Conversations, Written responses,
Conversations during art making.
•
Summative - Artist Statement & Art Making Process
Questionaire
assessment
Student Examples
Skills for the conceptual age
•
Students will examine visual culture as well as pop
culture
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Students will create their own visual culture messages
•
Students will develop meaning of purpose, be exposed
to empathy experience, symphony by piecing multiple
things together, will create a story in their piece, and
play with multiple materials (Pink, Pink, Pink)