Protest Art
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The document discusses the intersection of art, activism, and film through a curriculum designed by Sara Arno and Steve Katz, exploring how art can serve as a means of social and political activism. It includes objectives for students to visualize, develop, and execute a body of work that addresses social issues and encourages youth participation in activism. Various instructional strategies and assessment methods are employed to help students reflect on their artistic processes and contributions to activism.
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Protest Art
- 1. Kahlo Meets Coppola: Art, Activism & Film Sara Arno & Steve Katz http://bit.ly/arnokatz
- 2. Unit Questions • How can art be used as social, political activism? • What are the issues of social and political activism? • How does multiage, multicultural, and multinational view and affect activism?
- 3. Unit Questions • What are the goals of activism? How do young people become active? • How can student artists use a body of work to aid themselves and others to understand and explore art as a form of social activism?
- 4. Key Concepts • Art can be used as social and political activism • Awareness of the multinational issues • Social activism requires action • Youth can be activists
- 5. Protest Art
- 6. What will students do? • Visualize • Develop • Execute • Final work of art
- 7. What will students learn? • Art making with a specific target, social activism, and social change
- 8. Class #1
- 10. IS IT ART OR ACTIVISM? ! ENGLISH WRITER GEORGE ORWELL ONCE SAID ! “ALL ART IS PROPAGANDA” !
- 12. • “painting is not done to decorate apartments. It is an instrument of war for attack and defense against the enemy.”
- 13. Art is a lie that makes us realize the truth” -Pablo Picasso
- 14. KATHE KOLLWITZ
- 15. ACTIVITY Choose one of the previous artist’s image Describe (to a blind person who once could see) Analyze (remember this is about the use of design principles and elements, medium, techniques) Interpret (what is the “Big Idea”? what are your clues? Judge (does it work as art, as activism, NOT do you like it, although important to you)
- 16. Group Process
- 17. Mind Mapping
- 19. Class #2
- 20. 3 Components • Art work • Essay • Movie
- 21. Class #3
- 24. Art-Making Problem • Thumbnail concepts • Revisit/revise/redo idea and image • Develop final idea Part 1
- 25. Conceptual Strategy • Divergent • Disruption • Concealment • Transformation • Exaggeration • Distort
- 26. Class #4
- 27. Class #6
- 30. Class #5
- 31. Art-Making Problem • Thumbnail concepts • Revisit/revise/redo idea and image • Develop final idea Part 2
- 37. Class #6
- 51. Class #7
- 57. Class #8
- 64. Art-Making Problem • Use of IT in the arts (iMovie) • 2-3 minutes of the process • Final outcome of the art making process Part 2
- 65. Class #9
- 72. Class #10
- 77. Class #11
- 88. Movies as a form of assessment • The student finds value in the movie making process outside of the studio project • “iMovie was a tangible record of the art process so I can reevaluate my growth and learning.” - Christina
- 89. Conceptual Strategy • Concealment • Transformation • Exaggeration ! • Documentation • Different medium results in different message & outcome Part 2
- 90. Class #12
- 95. Class #13
- 102. Class #14
- 106. Completed Work
- 136. Class #15
- 139. Group Critique Student-led Socratic method for assessment of learning Class #17-20
- 140. “The responsibility for interpretation rests with the viewers.”
- 141. –Terry Barrett “The responsibility for clear expression in media rests with the artist.”
- 142. Reflection • How do you interpret what Barrett is saying? • What is the result of this viewpoint in regards to your work? • How (un)successful is your feeling in light of this viewpoint? • Where or what might you alter?
- 149. Clean Up
- 151. Protest Art Sara Arno & Steve Katz http://bit.ly/arnokatz