Pre-Conference Lesson
Goal:
Recognize the impact of various works of art on public opinion of the time period.

Objectives:

• analyze artwork for elements of political commentary.

• dissect paintings for historical context.

• write a poem relating to a specific artwork

• determine what key events were in the French Revolution based on the images portrayed in the artwork

• recognize the impact one artist can have on his time period and artwork of today.

Materials:

Slides or overheads of "Death of Marat", "Tennis Court Oath," "Napoleon On Horse,"

Additional Paintings
"Coronation of Napoleon"
"Portrait of Napoleon"

Small post-it notes, 5 for each student

Note sheet for each painting

Serious photo of George W. Bush

Critical political cartoon of George W. Bush

Pre-Conference Lesson Procedure
 

Portrait of Napoleon 1.  Lead a discussion with the students regarding propaganda, media and current politics.  Ask: How are political figures portrayed in the media today? What mediums are used?  (photos, characatures, political cartoons) What impact does an image of a politician have on us? Is the impact different depending on the medium?(political cartoon vs. photo)

Show overhead copy of current photo of George Bush.  Ask:

• How does he look?

• What image does he portray?  Distinguished, presidential?

Now show a humorous or critical political cartoon of George Bush.  Ask:

• How does this cartoon portray George Bush?

• What message is being sent?

• What opinion would you form about George Bush as a result of this cartoonist's work? (15 minutes)

2.  Shift to the concept of propaganda.  Ask a student to define propaganda.  Solicit several responses.

Ask:

• Does the photo and cartoon represent pieces of propaganda?

• What is the goal of propaganda?

• Who creates it?

• What forms might it take?  (5 minutes)

3.  Shift to French Revolution during this time period people did not have photos or television or Internet to use as a device for propaganda.  Ask:

• What mediums might be used by people to sway opinion during the time of the French Revolution.  Ex.  Paintings and political cartoons, pamphlets and newspapers.  (5 minutes)

4.  Introduce students to the artist Jacques Louis David.  He is known as the artist of the French Revolution.  His images were very political.  Ask:

• How can artwork be political?  Explain if necessary

(5 minutes)

5.  Pass out note sheets and move through each of the paintings with the students analyzing the paintings for historical context and issues of point of view and propaganda (See note sheet.)

"Tennis Court Oath"
Give historical context.  Ask:

• What message is the artist sending to the consumer?

• What is the artist's intent?

• Why would David choose to paint this event?

• Is this a piece of propaganda?

-allow students to complete analysis of sheet focusing on the audience . . . how has the audience and purpose of art changed over time?

"Death of Marat"
Give historical context.  Ask:

• What message is the artist sending to the consumer?

• What is the artist's intent?

• Why would David choose to paint this event?

• Is this a piece of propaganda?

allow students to complete analysis sheet