Lesson One: "Self-Ownership"
Big Ideas and Questions:
- What is freedom?
- Do you think your idea of freedom is comparable to others?
- How might art create freedom for the oppressed?
- How can art signify the importance of self-ownership?
- How can money/income liberate an artist?
Class Discussion:
Students will be asked, “What is freedom” and “why is it important”? The teacher will ask students to define the term “Self-ownership” in their own words. After students have given feedback, the teacher will read this definition:
Self-ownership- is the concept of property in one's own person, expressed as the moral or natural right of a person to have bodily integrity, and be the exclusive controller of his/her own body and life.
In what ways do you have freedom of self-ownership? Are there ways in which you feel your self-ownership rights have been restricted?
Video clips:
The teacher will explain how other people may feel in regards to self-ownership. Students will hear how “Umoja Women” in Africa have been treated and why they formed their own village. The teacher will explain what the "Half the Sky" organization is. Next, students will watch a short video/interview “Reclaiming Her Rights”:
http://www.youtube.com/watch?v=x2zfWzJROs8&feature=related
Students will also hear about the artist, Jane Ngoiri, a prostitute-turned-businesswoman who lifted herself and her children out of grinding poverty: http://video.pbs.org/video/2277580652
Journal (Written Entries):
Students will reflect on the following questions in their journal-
How do you feel about the situations these women have had to face?
What types of obstacles do you think they face when it comes to making art pieces?
Do you think that art has helped liberate these women? How?
Is their fight for freedom over? Why or why not?
Why do these artists need to create awareness about their situation?
How could we as a class help these artists?
Concept mapping-
Students will complete a concept map based on their freedom (they will branch off from connected subtopics):
/uploads/1/1/6/7/11671390/freedom-concept_map.doc
Reflection paper-students will write a paper based on the project when finished with the lesson.
Art Project:
Art making will involve using recycled/found objects and materials to make jewelry or accessory pieces.
Various materials/tools:
Chain, string, ribbon, fishing line, etc.
Clasp and clasp termination
Jump Rings
Head Pins
Assorted beads and charms
Clear glass tiles/marbles
Magazines
Magnets
Sealants
Glue
Paint
Toothpicks
Foam board
Needle nose pliers
Wire cutters
Files
Teacher may choose to demonstrate any of the following “junk jewelry” ideas:
Car seat beads repainted/re-covered
Foam Board Charms (piece the foam in between paper to string like a bead)
Decoupage old beads
Magazine coil beads dipped in shellac
Convertible necklaces that have interchangeable, magnetic pendants (homemade magnets could be made out of magazine/photo cut outs)
Helpful diagram: /uploads/1/1/6/7/11671390/jewelry_diagram.gif
***After producing a wide array of jewelry/accessory pieces, the students will have the opportunity to place things into an “art sale”. All profits/monies would be donated to PBS “Half the Sky” organization.
Students will write a reflection paper based on this lesson. They will tell what they learned from the activities. How they felt about making art and raising money for the "Half the Sky" organization. Lastly, they will explain if and how this project has changed their viewpoints about freedom/self-ownership.
Assessment:
- Were the goals/objectives met when student completed written reflections?
- Were they able to make relative comparisons between the artists' lives and their own?
- Were they able to finish their work in a timely manner?
- Were they able to understand how the art process can lead to liberation?
- Did the students make a personal connection to freedom through the assignments/activities?
Resources:
- http://www.youtube.com/watch?v=x2zfWzJROs8&feature=related
- http://video.pbs.org/video/2277580652
- http://www.pbs.org/independentlens/half-the-sky/stories/
- https://docs.google.com/viewer?a=v&q=cache:qwfkgy8QleEJ:cdn.itvs.org/half_the_sky-discussion-economic.pdf+&hl=en&gl=us&pid=bl&srcid=ADGEESjeeN_8EcY29r5P-WRtuM4VA_jgeIFLyjBx07FHdPJkJDLOJgPrOtxv2CVbq19q4CR3gk7YJVV6D-5DEZ1-GVtrkJfOtYyXJnuQr3vredAJdRXwlC9jVJxPujw6DjgscpqY3k6W&sig=AHIEtbQeykTRQOyQe5fGnPsyAsI8slG8Bw
- http://www.limegreennews.com/charmbrac.html
Lesson Two: "Social/Political Voice"
Big Ideas and Questions:
- How does art give us political/social freedom?
- How might art give us freedom of speech?
- How might artists voice their opinions about governmental issues?
- How can art allow artists to express themselves in symbolic/conceptual ways?
- How does political/social art create opportunities for public involvement?
Part I-
Intro:
Ai Weiwei is an artist that has recently been arrested by the Chinese government and many people believe it is due to his viewpoints on democracy and human rights. For instance, he believes the Chinese government is lying about how many perished in a massive earthquake in 2008. Weiwei decided to write about this on his own personal website page. He then created several art pieces/sculptures that conceptually addressed social and political issues about corruption and displayed them in various museums.
Ai said, but whose soft-power actions mask an unchanged hard line. “I still think it's very old, cold-war thinking … I think that the thing they are afraid of most is freedom of speech—the spirit of freedom of speech is the number one enemy for a totalitarian society.”
Discussion:
Students will look at, describe, and try to interpret a few of Weiwei’s sculptures that are featured in a slideshow (independently). Once finished the students may pair up and share answers with a partner. After the pairing process is complete, the class as a whole will discuss their interpretations. After students have shared their findings, the teacher will reveal/explain Ai Weiwei’s symbolism and concepts.
Slideshow examples that may be analyzed:
He made this sculpture with ancient Chinese doors from homes that were destroyed during the 2008 Sichuan earthquake. He considers it to be somewhat of a temple in that it provides a place for reflection. The center was left open/void so that visitors might reflect on the past and future.
http://en.wikipedia.org/wiki/File:Ai_Weiwei_documenta_12.jpg
This sculpture was constructed out of salvaged wood (pillars and beams) taken from Qing Dynasty. At first glance the works appear disorganized and cluttered but from an aerial view one can see that Ai has recreated a unique 3D map of the intricate borders of China. This piece symbolizes the fragility of the country’s foreign relations.
Ai Weiwei’s ‘Fragments’ Installation is Made of Wood Reclaimed From Qing Dynasty Temples Fragments by Ai Weiwei – Inhabitat - Sustainable Design Innovation, Eco Architecture, Green Building
These are student backpacks lined up in the shape of a serpent. (The backpacks belong to children who died in the 2008 earthquake. Sadly, the building the children were in was not up to code and this contributed to the fatal event.)
http://www.artbusiness.com/1open/images/0417101.jpg
These wooden sculptures symbolize a stabilized/unmoving mindset of the Chinese government:
http://www.bergen-guide.com/120.htm
Video Clip:
To find out more about Ai Weiwei, students will watch a short video clip:
http://www.youtube.com/watch?v=xyAeLmN_UjA
or
http://www.pbs.org/art21/artists/ai-weiwei (Chapter Nine)
Writing assignments-
After students are finished watching the video(s) they will write in their journals. They will base their writings on the following questions:
How do you feel about Ai Weiwei's situation? Do you think he should be in prison? Why or why not?
Name three parts of the world where you think freedom is being repressed? Explain how freedom is repressed in those regions/areas?
Explain what might happen to people who try to be self-expressive in more repressive parts of the world?
How have limitations of freedom been placed upon you within your home, school, country, etc.?
Complete Handout: /uploads/1/1/6/7/11671390/freedom_in_school.pdf
Part II:
Intro:
Students will watch a slideshow based on Picasso and his journey in expressing social/political opinions. Students will look at the art piece titled "Guernica". Students will do a hand written critique of the art piece. As a class we will discuss what the purpose of the art piece was. We will focus on the symbolism within the art piece.
Art Making:
The light bulb in the picture “Guernica” symbolizes the bomb and technological innovation. There are many technological advances in today’s society that could be potentially harmful or that might have a negative outcome (nuclear power, genetically altered foods, cloning/other medical advancements, etc.) Create a silhouette collage based on a specific “key image” that will allow you to take a political stance (Picasso had a key image which was the light bulb). Fill the "key image" with pictures that connect to your theme. Line, color, and composition are all important focuses when creating an art work with impact.
Articles of importance: http://www.scu.edu/ethics/publications/submitted/healy/consequences.html
Assessment:
- Were the goals/objectives met when student completed critiques, written reflections, and handouts?
- Were they able to make relative comparisons between the artists' lives and their own?
- Were they able to analyze their First Amendment rights?
- Were they able to finish their work in a timely manner?
- Were they able to understand how the art process can lead to liberation?
- Did the students make social/political standpoints through the assignments/activities?
Resources:
- Ai Weiwei’s ‘Fragments’ Installation is Made of Wood Reclaimed From Qing Dynasty Temples Fragments by Ai Weiwei – Inhabitat - Sustainable Design Innovation, Eco Architecture, Green Building
- http://www.artbusiness.com/1open/images/0417101.jpg
- http://www.bergen-guide.com/120.htm
- http://www.thedailybeast.com/articles/2012/10/08/chinese-hold-ai-weiwei-s-passport-denies-access-to-art-opening.html
- http://www.artzinechina.com/display_vol_aid499_en.html
- http://www.youtube.com/watch?v=xyAeLmN_UjA
- http://www.pbs.org/art21/artists/ai-weiwei
- http://newseum.org
- http://en.wikipedia.org/wiki/Guernica_(painting)
- http://www.scu.edu/ethics/publications/submitted/healy/consequences.html
Lesson Three: "Freedom of Expression"
Big Ideas and Questions:
Class Discussion:
Students will be asked, “What is self expression” and “why is it important”? The teacher will ask students to list as many methods as they can think of in which to express themselves. After students have answered this question on paper, we will share answers.
Next, we will focus on the following queries: In what ways do you use creative communication? What limits you from being able to express your feelings openly?
Video clip:
As students watch the video, they will be asked to think about the following questions: What different styles are being expressed? What different art forms do see being utilized? Do you have an individualized/creative voice? What makes you unique in the way you define yourself?
http://www.youthforhumanrights.org/what-are-human-rights/videos/freedom-of-expression.html
Journal/Written Entries-
Students will look at the website http://www.abovetheinfluence.com/ and then reflect on the following questions in their journal:
Are you pressured to fit in at school, at home, at social events?
What difficult issues do you feel teens face?
Have you ever done anything that went against your belief system because you felt pressured?
Are there positive messages that you would like send out so that others might be more conscious of their decision making? What are those messages?
In what ways could you grab the attention of an audience by developing an art work to create awareness?
Express in words what makes you “above the influence”?
Written Artist Statement: When students are finished with art work, they will attach a message that clarifies the meaning of the poster design.
Art Project:
Watch slide show about Keith Haring which explains his unique style of work. Have the students focus in on the types of symbols, lines, and colors being used throughout his art. Explain what semiotic messages are. Look at how Haring used his self-expression to gain public attention. He took many risks by creating art in the underground subways of the city. Watch short video clip: http://www.haringkids.com/art/subway/subway_swf.html
Materials:
Pencil
Black Markers
Colored markers
81/2 x 11 copy paper (no lines)
11x14 drawing paper
Keith Haring images for inspiration
List of issues for students to choose (students may come up with new/alternative messages too)
Students must think of a message to deliver that is based on “freedom of choice”. Next, they will brainstorm on ways to create symbols that look semiotic and graffiti-like. Students must create these icons (with pencil) without the use of text/words. The learner must come up with at least ix symbols.
Note: Teacher will give a few examples of semiotics on the board. Look at this example if needed: /uploads/1/1/6/7/11671390/symbols_and_poster.jpg
Students will continue on with the project. When their images are approved by the teacher, they will create a large poster style artwork using the semiotics they developed. They can use color, line, shapes, etc. with markers to intensify emotional content.
When students are finished with the art project, they should attach a written artist statement to the back of the work. The paper should clarify what the symbols stand for, why the symbols, colors, shapes, etc. were chosen, and what the overall slogan/message of the poster is.
Assessment:
Group discussion prompts-Do the students know what self-expression is and the ways in which it is communicated? Do they understand Keith Haring's work and style?
Journal entry-Do students understand how the "pressure to fit in" can sometimes cause problems in their lives? Are they coming up with solutions to make a stand against negative influences? Do they consider the ways art can help them make a stand against these issues?
Art making-Do the students understand how to create a unique "self-expressive" art piece based on the work of Keith Haring? Has the learner used semiotic symbols/icons without the use of text? Has the student used color,line, and shape in a purposeful way? Does the work send out a powerful message and allow them speak their mind?
Artist statement-Is the student able to thoroughly examine and explain their personal art work and art making process in words?
Resources:
http://www.youthforhumanrights.org/what-are-human-rights/videos/freedom-of-expression.html
http://www.abovetheinfluence.com/
http://www.haringkids.com/art/subway/subway_swf.html
- How does art help us express freedom of choice?
- How might artists use symbols that reflect freedom?
- How might artists free themselves from negative influences?
- How can art signify the importance of self-expression?
- How could art help us better deal with our emotions?
Class Discussion:
Students will be asked, “What is self expression” and “why is it important”? The teacher will ask students to list as many methods as they can think of in which to express themselves. After students have answered this question on paper, we will share answers.
Next, we will focus on the following queries: In what ways do you use creative communication? What limits you from being able to express your feelings openly?
Video clip:
As students watch the video, they will be asked to think about the following questions: What different styles are being expressed? What different art forms do see being utilized? Do you have an individualized/creative voice? What makes you unique in the way you define yourself?
http://www.youthforhumanrights.org/what-are-human-rights/videos/freedom-of-expression.html
Journal/Written Entries-
Students will look at the website http://www.abovetheinfluence.com/ and then reflect on the following questions in their journal:
Are you pressured to fit in at school, at home, at social events?
What difficult issues do you feel teens face?
Have you ever done anything that went against your belief system because you felt pressured?
Are there positive messages that you would like send out so that others might be more conscious of their decision making? What are those messages?
In what ways could you grab the attention of an audience by developing an art work to create awareness?
Express in words what makes you “above the influence”?
Written Artist Statement: When students are finished with art work, they will attach a message that clarifies the meaning of the poster design.
Art Project:
Watch slide show about Keith Haring which explains his unique style of work. Have the students focus in on the types of symbols, lines, and colors being used throughout his art. Explain what semiotic messages are. Look at how Haring used his self-expression to gain public attention. He took many risks by creating art in the underground subways of the city. Watch short video clip: http://www.haringkids.com/art/subway/subway_swf.html
Materials:
Pencil
Black Markers
Colored markers
81/2 x 11 copy paper (no lines)
11x14 drawing paper
Keith Haring images for inspiration
List of issues for students to choose (students may come up with new/alternative messages too)
Students must think of a message to deliver that is based on “freedom of choice”. Next, they will brainstorm on ways to create symbols that look semiotic and graffiti-like. Students must create these icons (with pencil) without the use of text/words. The learner must come up with at least ix symbols.
Note: Teacher will give a few examples of semiotics on the board. Look at this example if needed: /uploads/1/1/6/7/11671390/symbols_and_poster.jpg
Students will continue on with the project. When their images are approved by the teacher, they will create a large poster style artwork using the semiotics they developed. They can use color, line, shapes, etc. with markers to intensify emotional content.
When students are finished with the art project, they should attach a written artist statement to the back of the work. The paper should clarify what the symbols stand for, why the symbols, colors, shapes, etc. were chosen, and what the overall slogan/message of the poster is.
Assessment:
Group discussion prompts-Do the students know what self-expression is and the ways in which it is communicated? Do they understand Keith Haring's work and style?
Journal entry-Do students understand how the "pressure to fit in" can sometimes cause problems in their lives? Are they coming up with solutions to make a stand against negative influences? Do they consider the ways art can help them make a stand against these issues?
Art making-Do the students understand how to create a unique "self-expressive" art piece based on the work of Keith Haring? Has the learner used semiotic symbols/icons without the use of text? Has the student used color,line, and shape in a purposeful way? Does the work send out a powerful message and allow them speak their mind?
Artist statement-Is the student able to thoroughly examine and explain their personal art work and art making process in words?
Resources:
http://www.youthforhumanrights.org/what-are-human-rights/videos/freedom-of-expression.html
http://www.abovetheinfluence.com/
http://www.haringkids.com/art/subway/subway_swf.html
Possible Extensions:
Study the artist Inocente Izucar-
Watch“Inocente”movie: http://www.mtv.com/videos/inocente/1691887/playlist.jhtml#series=2211&seriesId=36900&channelId=1
Students will answer questions in writing assignment:
Inocente uses self-expression in many ways. Give several examples in which she expresses herself? What type of emotion/theme does her artwork usually portray? Does the emotional content differ from her life situation? Inocente has the ability to dream despite the obstacles she has had to overcome. What troubles has she had to face? What do you feel are some things that helped her become more liberated?
Discuss the movie response as a class when writing assignment is complete.
Study German Expressionism/Der Blaue Reiters-
Learn about the German Expressionists/Der Blaue Reiters (Blue Riders) group through slideshow, critiques, art discussions, and museum visit. Art making project will be created in which students produce an art work that is tied to the importance of music. Students will be introduced to Wassily Kandinsky as he will be an inspirational artist for this project. They will try to “feel” the rhythm of music and utilize handmade templates, French curves, rulers, compasses, etc. to create a hand drawn design. Next, they will use watercolor to paint the design. Lastly, they will go over lines with black glue, India ink, or sharpies.