Formative ideas journal entry:
To introduce my lesson I would show this short clip about the work of Robert Davidson.
I would then ask students the following questions:
In what ways does Davidson's work relate to history?
How is Davidson's work similar or different from Native American art that you have seen before?
Why do you think Davidson creates this type of artwork?
Next I would show the art 21 clip of Glen Ligon from the episode History.
I would then ask students these questions:
What part's of our larger societies history are significant to you?
How does your personal history affect the art you make and the things you think about most?
Activity idea 1:
If possible take students to touring exhibit "This Will Have Been: Art, Love and Politics in the 1980's."
If not possible, have them look at mca's website. http://mcachicago.org/exhibitions/featured/twhb/exhibition/overview
(This will need to be guided by the teacher. Maybe only a few selected pieces should be made available. Some of the work that you could happen upon on this site could get you in big trouble for showing it to kids.)
Select a piece of art work that has a brief description with it, read the description and look at the artwork. In your journal describe how you feel that history affected this piece of artwork. What parts of societies overall history have influenced it as well as the artist personal history? Why do you think the artist chose to create artwork on this particular subject matter?
Next I would ask students to create a piece of art using a combination of one found object that is significant to their past and paint, pencils, paper etc. They should include a brief written statement about why they created what they did and how it is significant to history (personal or society).
Activity Idea 2:
Take students to the Berlin Wall sculpture at the Winston Churchill Museum in Fulton. Explain the history of the berlin wall and how people created art on the walls to express their experiences and feelings living in a divided country. Discuss the significance of this portion of the wall as a piece of artwork and the reason for the shapes cut into the wall.
On a nice day create a cardboard box wall outside (a big one). Separate students into two groups, one for each side of the wall. Have students use paint, chalk, pencil to create artwork on their side of the wall that represents some way that they have personally felt separated in life (hard time making friends, divorce, moves, etc). They may collaborate with others on their side of the wall, but not with those on the other side of the wall.
After they have finished their artwork have the students look at the art on the other side of the wall. Come together to discuss similarities in the artwork. Discuss how these are shared experiences or shared histories. Discuss ways that their histories might be connected to histories in other parts of the U.S. and the world.
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