Discussion: In this lesson, students learn ways to get along in school. In an Experiential Exercise, they play a game in which they work together to draw a picture. They discover the value of cooperating to complete a task. Then students read about four ways they can practice getting along in school.
Social Studies Concept: 1.C5..0.1: Describe some responsibilities students have at home and school.
Art Concept: Students will recognize, analyze and describe connections among the arts; between the arts and other disciplines; between the arts and every day life.
Art can help you see things in different ways.
It takes a big, cooperative group to make some art.
Art can tell you a story, one in which you can explore how you feel.
Can you remember a time when someone was mean to you? How did you feel? How about when someone was nice to you? How did you feel? Maybe when you were mean? How did that make you feel? or when you were nice to someone else?
Stop 1: Esther Before Ahasuerus, Guercino, 1639, Randazzo Gallery
Rationale for selection: making a large painting takes cooperation
The painter, in the medieval and renaissance periods, was perceived as a tradesman; someone who belonged to a guild, and operated a "shop" (so to speak); and was contracted to provide a service...just as, say, a carpenter would be. The client typically would dictate the theme, subject matter, and frequently the details of the work to be done. There was no expectation, in that time, that the painter who was contracted would do all the work himself. That's what assistants and apprentices were for. The master painter himself would typically concern himself with telling details, such as the faces of portrait figures (especially those of the patrons, one would presume) and technically difficult areas of the work.
· Large scale, dramatic historical painting reflecting power/compassion
· Many visual elements for students to discuss- how artist makes us feel the tension and fear
· Example of Heroine, Hero and Villain
· What do you see in painting? Look at gesture, facial expressions, clothing, jewels
· The Characters:
o Esther as heroine trying to save her people,
o Wicked Haman (Haman the Evil),
o King as powerful- able to grant her wish and be compassionate or side with Haman and be destructive.
· Imagine the conversation between Esther and the King.
· Possible discussion about who is the children’s favorite hero or heroine- could be famous person or someone you know. Why is that person your heroine or hero?
Stop 2: Thai Buddhist Altar
Props: PBS The Story of Buddha - too long for a tour, but a good teacher resource
- Look at facial expressions - how do they look? Compare with other Buddhas in cases along the wall. Discuss
- Tell story of Siddartha
- Do you remember a time when you had a problem and overcame it?
- When you feel stressed, how do you cope? Maybe you listen to music, read, play sports, or talk with family and friends. Some people think that being quiet every day, stopping to meditate, keeps them calm and happy.
- Perhaps provide a brief meditation opportunity
- Talk about mudras / compare with well-known gestures, students demo mudras and lotus position - importance of lotus.
Stop 3: Emancipation Group / open storage
· Slavery as bullying an entire group of other people
· Lead to war with thousands of lives lost-killing of neighbors and sometimes friends and family
Stop 5: Nydia, the Blind Girl of Pompeii, Randolph Rogers, 1861
- Heroine vs. Hero
- Example of how artists express a story through sculpture
- Story of volcano: pop-up book, pictures of ash
- slab of marble: texture, temperature, difficulty of carving