Discussion: This conceptual tour emphasizes identifying and analyzing emotions. Character qualities such as empathy, kindness, and responsibility are also highlighted by examining art that reflects communal and civic values.
Social Studies Concept: Students will consider affects of individual's action on other people, how one acts in accordance with the rule of law and in a virtuous, ethical and responsible way as a member of society
4 – C5.0.1: Explain responsibilities of citizenship (e.g., initiating changes in laws or policy, holding public office, respecting the law, being informed and attentive to public issues, paying taxes, registering to vote and voting knowledgeably, serving as a juror).
4 – C5.0.2: Describe the relationship between rights and responsibilities of citizenship.
Art Concept: Through various works of art, dialogue, looking, writing and discussing, students will gain a better understanding of themselves in relation to others; how their actions can positively or negatively impact the lives of others.
ART.VA.II.5.4: Select and use subject matter, symbols, and ideas to communicate meaning.
ART.VA.II.5.5: Analyze how art conveys ideas to express one's individuality.
ART.VA.III.5.2: Identify and defend various purposes for creating works of visual art.
Engagement Strategies for the tour:
· Artists create art-through mediums- painting, sculpture, to help you see things in different ways.
· 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? How about a time when you were mean- how did that make you feel? How about when you were nice? Lets take a moment and write your responses. You do not need to share with others unless you want to.
Talking Points for the tour:
· Artists help you see the world in a different way. They tell stories through color, lines, facial expressions, gestures, clothing, setting
· Lets look at some different pieces of art and see how we can learn more about the effects kindness and anger on others and how we feel about this and how we can apply this in our own lives
Stop 1: Thai Buddhist Altar
Rationale for Selection:
· Demonstrates that kindness, compassion, caring about others overcomes “evil” in form of Mara.
· Putting others above self brings peace and calm. Altar in homes creates opportunity to be reflective and consider ways to be kind to others on regular basis.
· Dramatic, Colorful, students impressed with size and details
Possible Props/Activities/Resources
· Writing re: time you were faced with a difficult situation and overcame it. Do not need to share with others unless you choose to.
· Talk about mudras/ compare with well-known gestures, students demo mudras and lotus position-importance of lotus
· Look at facial expressions—how do they look? Compare with other Buddhas in cases along wall
· Tell story of Siddartha
· Meditation opportunity for a brief time; when you feel stressed, how do you cope?- music, reading, sports, talking with family, friends
Alternatives:
Emancipation Group- sculpture in Open Storage, Esther Before Ahasuerus, Charity/Boy, Apsara. Jason Golden Fleece, Nydia, Attack on an Emigrant Train
E props:
PBS The story of the Buddha- too long for tour but could be teacher resource
Stop 2: Emancipation Group - open storage
Possible Props/Activities/Resources
· What do you see when you look at this sculpture? Who might these people be?
· What has the artist conveyed about Lincoln based on his facial expressions, hand gesture? The slave?
· What do you think he is feeling about the slave?
· What do you notice about the way the artist/ sculptor has positioned Lincoln and the slave. Why do you think he did this?
· Writing activity in which the students imagine a conversation between Lincoln and the slave. Can they give the slave a name and write about his background/how he was treated, how he felt? Perhaps write newspaper article about slavery or a headline about the emancipation.
Rationale for Selection:
· 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
Alternatives:
Esther Before Ahasuerus, Charity/ Boy, Apsara, Thai Buddhist Altar, Jason and Golden Fleece, Nydia, Attack on an Emigrant Train
Stop 3: Esther Before Ahasuerus Guercino
Possible Props Activities/Resources
· Wicked Haman (Haman the Evil), Esther as heroine trying to save her people, King as powerful- able to grant her wish and be compassionate or side with Haman and be destructive.
· What do you see in painting? Look at gesture, facial expressions, clothing, jewels
· Possible writing: Write up the conversation between Esther and the King.
· Possible discussion or writing about who is favorite hero or heroine- could be famous person or someone you know. Why is that person your heroine or hero?
Rationale for selection:
· 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
Alternatives: Charity/Boy, Apsara, Thai Buddhist Altar, Emancipation Group, Jason and Golden Fleece, Nydia, Attack on an Emigrant Train
Stop 4: Apsara Warrior Ouk Chim Vichet
Possible Props/ Activities/ Resources
· Compare to other sculptures seen
· Discuss materials and methods of construction- welding
· Map of Cambodia/ photo of artist welding
· Compare to Esther- painting from hundreds of years to contemporary.
· Compare Esther to celestial dancers and Haman to Pol Pot
· Use wooden figurine of Apsara Dancers
· Irony of guns as a peace symbol
· Dialogue or writing-Can this be both a symbol of peace and destruction? How?
· Write questions for the artist
· Write about what you would use to symbolize war and peace; what would you use to make your Apsar Warrior and what would you call it?
Rationale for Selection:
· Irony of materials used –guns representing celestial dancers of peace and harmony
· Difference in this sculpture and Nydia (marble), Lincoln (cast bronze)
· Very contemporary piece versus Esther, Charity
Alternatives: Charity, Apsara, Thai Buddhist Altar, Emancipation Group, Jason and Golden Fleece, Nydia, Emigrant Train, Esther Before Ahasuerus
Stop 5: Charity Bouguereau 1870 Balcony and Boy Ben Shahn 1944 Mod/Cont
Possible Props/ Activities/Resources
Rationale:
Alternatives: Esther Before Ahasuerus, Apsara, Thai Buddhist Altar, Emancipation Group, Jason and Golden Fleece, Nydia, Attack on an Emigrant Train
Stop 6: Jason Sowing the Dragon’s Teeth unknown artist 1500-1600 majolica plate in Randazzo
Possible Props/ Activities/Resources
Rationale
Alternatives: Charity/Boy, Apsara, Thai Buddhist Altar, Lincoln and Slave, Nydia, Esther Before Ahasuerus, Attack on an Emigrant Train
Stop 7: Nydia, the Blind Girl of Pompeii Randolph Rogers 1861
Possible Props/ Activities/Resources:
Rationale:
Alternatives: Charity/Boy, Apsara, Thai Buddhist Altar, Emancipation Group, Esther Before Ahasuerus, Attack on an Emigrant Train, Jason and Golden Fleece
Stop 8: Attack on an Emigrant Train Carl Wimar 1856 Apse
Possible Props Activities/Resources
Rationale for selection:
Alternatives: Charity/Boy, Apsara, Thai Buddhist Altar, Emancipation Group, Jason and Golden Fleece, Nydia, Esther Before Ahasuerus
Reporting Policy