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Lesson Plan
pdf of this page
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Title:
Social Realism and the art of Diego Rivera
Grade Level: 8
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Description
Students will be introduced to the 1930's
Social Realist style and the important social
issues which inspired the artists involved.
Students will use internet research skills to
discover this style of art and learn about
several artists who created it. The
students will take part in a teleconference with
the Philadelphia Museum of Art as another source
of information as they learn about Social
Realism. After the students have gained an
understanding of this style, they will create
their own piece of artwork which will
demonstrate their knowledge and understanding of
the social issues which effect their own daily
life. They will learn about and create
their artwork in the fresco style used by
several of the artist from the Social Realist
style.
Unit Outline
1.
Day 1 and 2 (Web Quest Activity)
Students will be introduced to the Social
Realist Style of the early 1900's through
several web-based activities and discussion of
current social issues.
2.
Day 1 and 2 (Web Quest Activity)
Students will become familiar with several
social realist painters of the early 1900's by
completing a web quest activity.
3.
Day 3 ( Video Conference)
Students will study the work of Mexican muralist
Diego Rivera.
4.
Day 3 (Video Conference)
Students will be introduced to the use of
symbolism in art.
5.
Day 3 (Video Conference)
Students will become familiar with the mural
style of painting and gain an understanding of
why the social realists choose the mural to
express their ideas about social change.
6.
Day 3 (Video Conference)
Students will be introduced to the history of
the fresco technique and its relationship to the
social realists of the early 1900's.
7.
Day 4 (Art Room Activity)
Students will become familiar with the social
issues which effect their every day lives in
school and in their community.
8.
Day 5 - 8 (Art Room Activity)
Students will create a fresco which demonstrates
their understanding of how art can be used to
symbolize and express ideas of social
importance.
State Standards addressed:
Standard #1 Creating, Performing and
Participating in the Arts
Students will actively engage in the processes
that constitute creation and performance in the
arts (dance, music, theatre, and visual arts)
and participate in various roles in the arts.
Standard #2 Knowing and Using Arts Materials
and Resources
Students will be knowledgeable about and make
use of the materials and resources available for
participation in the arts in various roles.
Standard #3 Responding to and Analyzing
Works of Art
Students will respond critically to a variety of
works in the arts, connecting the individual
work to other works and to other aspects of
human endeavor and thought.
Standard #4 Understanding the Cultural
Contributions of the Arts
Students will develop an understanding of the
personal and cultural forces that shape artistic
communication and how the arts in turn shape the
diverse cultures of the past and present
society.
District Standards Addressed:
Drawing
Student will
1.
Be able to accurately represent the proportion
of the human form.
Composition
Student will
1.
Be able to use the elements of design to create
movement in their artwork.
Color
Students will
1. Demonstrate an understanding of color
to create the illusion of depth in composition.
Problem Solving
With increasing skill, students will
1.
Reach a unique solution to a given problem
2.
Learn efficient use of materials and workspace
3.
Contribute to a constructive classroom
environment
Art History
Student will
1.
Have art historical and cultural references
throughout the sixth grade curriculum. The
work of specific artists may be introduced to
reinforce concepts.
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