Symbiosis of Art and Politics
Politics cast a wide net over issues that inspire, destroy, and cause wide support or concern. The arts and politics have long been in a mutual relationship. The arts have been used as a form of protest, as propaganda, and as a way for artists to offer a voice and gain attention to those who need it most.
Students will use this unit to explore the history of art and politics. They will also understand how contemporary artists are influenced by the decisions made by those in power; and consider how that art makes a difference.
Students will use this unit to explore the history of art and politics. They will also understand how contemporary artists are influenced by the decisions made by those in power; and consider how that art makes a difference.
Students will be exposed to powerful, historically significant images by Picasso, Goya, Jacques-Louis David, and Manet. Most of these images were created in response to a significant political shift that directly effected the artists. Students will be asked to observe the images, interpret them as a group, and be informed of the historical relevance and significance of the following pieces:
Project #1:
These images were chosen to give a brief background on the influence of politics and art. After the students have an open interpretation they will be asked to either choose one of the artists presented, or chose another historically significant artist whose work is heavily influenced by politics, and create a personal, contemporary reinterpretation of the piece.
Students will assess the chosen and approved work, and determine their modern political equivalent. Students are encouraged to research current events, and read multiple articles and find images for reference. Once the students sketch out their concepts, they will recreate the master work as an 18x24 (or appropriate scale) drawing. Once completed, students will present their work to the class, explain why their reinterpretation is valid, and participate in critique.
Assessment:
Does the student's work show a complete image and sound political concept?
Do the students have an understanding of the issue chosen to be represented in their recreation?
Do the students have an in-depth understanding of historical references of art and politics?
Project #2:
Contemporary Artists are heavily influenced by current events and not only the politics of their own nation, but the effects of political leaders and ideologies that can be felt on a global scale. With news media broadcasting stories 24/7, as well as advances in technology, the average person is constantly bombarded with politically charged images and news bits on televisions, smartphones, laptops, desktops, tablets, even on social networking sites. A duty assumed by many artists is to delve deeper into the story to bring forth a deeper meaning, or a different perspective to the headlines.
Project #2 Artist: Iranian Artist Shirin Neshat has lived in a self-imposed exile for most of her life. Neshat creates work that shows the complex relationships between religion, culture, and politics, and how they shape her identity; and the identities of Muslim women around the world (TED & Neshat, 2011).
- Jacques-Louis David: Marat Assassinated, 1793
- Francisco de Goya: The Shootings of May Third 1808, 1814
- Francisco de Goya: And There's Nothing to Be Done (Y no hai remedio), 1810-23.
- Edouard Manet: Oil Sketch for the Execution of Emperor Maximilian, 1867
- Pablo Picasso: Guernica, 1937
Project #1:
These images were chosen to give a brief background on the influence of politics and art. After the students have an open interpretation they will be asked to either choose one of the artists presented, or chose another historically significant artist whose work is heavily influenced by politics, and create a personal, contemporary reinterpretation of the piece.
Students will assess the chosen and approved work, and determine their modern political equivalent. Students are encouraged to research current events, and read multiple articles and find images for reference. Once the students sketch out their concepts, they will recreate the master work as an 18x24 (or appropriate scale) drawing. Once completed, students will present their work to the class, explain why their reinterpretation is valid, and participate in critique.
Assessment:
Does the student's work show a complete image and sound political concept?
Do the students have an understanding of the issue chosen to be represented in their recreation?
Do the students have an in-depth understanding of historical references of art and politics?
Project #2:
Contemporary Artists are heavily influenced by current events and not only the politics of their own nation, but the effects of political leaders and ideologies that can be felt on a global scale. With news media broadcasting stories 24/7, as well as advances in technology, the average person is constantly bombarded with politically charged images and news bits on televisions, smartphones, laptops, desktops, tablets, even on social networking sites. A duty assumed by many artists is to delve deeper into the story to bring forth a deeper meaning, or a different perspective to the headlines.
Project #2 Artist: Iranian Artist Shirin Neshat has lived in a self-imposed exile for most of her life. Neshat creates work that shows the complex relationships between religion, culture, and politics, and how they shape her identity; and the identities of Muslim women around the world (TED & Neshat, 2011).
Students will be shown the ten minute TED Talk linked above, and asked to consider what politics contribute to shaping their own identity. They will be asked to brainstorm ideas as a class, and then individually elaborate or include new ideas that are more personal.
The students will then be asked to choose one or more of these influences, and create either an individual or group video response to the issue. While the direct approach is occasionally appropriate, the students will be encouraged to create a video piece that is more conceptual, metaphorical and reflective of the fine arts. Students will use class time to film and edit their production, but a large amount of work outside of class is to be expected as well.
Students will host a screening of their films in lieu of a critique, and each individual or group will answer questions directly after the film is seen by the class. The students will also each be in possession of a peer assessment or individual assessment sheet that will be completed individually. The assessment questions should at least include the following:
Assessment:
Were the students able to complete a politically or socially relevant video?
Were the students able to make a valid point through their film and screening?
Were the students able to understand the concept of an artistic film?
What teaching and learning experiences will equip students to demonstrate the targeted understandings and skills?
The students will then be asked to choose one or more of these influences, and create either an individual or group video response to the issue. While the direct approach is occasionally appropriate, the students will be encouraged to create a video piece that is more conceptual, metaphorical and reflective of the fine arts. Students will use class time to film and edit their production, but a large amount of work outside of class is to be expected as well.
Students will host a screening of their films in lieu of a critique, and each individual or group will answer questions directly after the film is seen by the class. The students will also each be in possession of a peer assessment or individual assessment sheet that will be completed individually. The assessment questions should at least include the following:
- Describe the issues and influences you focused on in depth.
- How do these issues influence your personal and cultural identity?
- What was the most successful part of your project?
- If you could improve, or change anything about your final product, what would it be?
- Who do you wish could see your short film?
- What response do you hope viewers will have to your short film?
Assessment:
Were the students able to complete a politically or socially relevant video?
Were the students able to make a valid point through their film and screening?
Were the students able to understand the concept of an artistic film?
What teaching and learning experiences will equip students to demonstrate the targeted understandings and skills?
- Observing historically relevant works, as well as contemporary, and being able to interpret them properly.
- Gaining a sound understanding of the influence of politics and art through reinterpretation and applying abstract concepts to their own lives, to be displayed through their work.
- Participating in open critique forums, answering peer and instructor questions that ask the students to delve below the face value of the work being presented.
- Utilizing a sketchbook to keep track of process and progress over the course of the unit.