Intersections

Lesson 23: Tradition as Innovation: La Calavera don Quijote, Mexico

Summary and Objectives

Students use the imagery of don Quixote to examine how literary themes can be reinterpreted across artistic disciplines. In working with the story of don Quixote they explore the notion of satire and parody, and use these literary devices in their writing. They also research the satirical poetry (calaveras) of José Guadalupe Posada (which inspired the featured work of art), experiment with elements of satire in their writing, and illustrate their own calaveras centering on issues of concern in their lives. Finally, activities extend to students’ exploration of the Mexican Days of the Dead, in which skeletal arts play a key role in beliefs and familial and community celebrations. Students will

  • Explore through discussion and writing the themes of the novel Don Quixote de la Mancha.
  • Discuss the purpose and character of satire and develop these literary techniques in their writing.
  • Create a satiric calavera poem about a current issue or person.
  • In the spirit of the hero don Quixote, students construct paper cutouts or papier-maché images of their own heroes, or original interpretations of literary works.

 

THIS LESSON IS PART OF:
Curriculum Resource for Intersections: World Arts, Local Lives.
Unit 4: Art and Transformation

Lesson 22: Tradition as Innovation: Apartheid’s Funeral, South Africa

Summary and Objectives

Students explore the history of apartheid in South Africa and discover the important role of artists and the arts in the struggle for freedom and human rights for all. They will deconstruct the funeral of apartheid, as imagined by the artist, and their writing activities will focus on composing a news report of the event. Other curricular suggestions include a study of other art forms that brought attention to the injustices of apartheid, most notably South African music of resistance and anti-apartheid posters. Art and music making follow their study. Finally students have the opportunity to research world peace leaders and the impact their actions have had on global peace efforts. Students will

  • Become “news reporters” and observe and discuss Apartheid’s Funeral and the consequences of change for different people.
  • Be introduced to poster art from all over the world calling attention to the struggle against apartheid. They will create posters to address issues of concern in their own lives, inspired by anti-apartheid posters they study.
  • Respond to multi-media arts addressing apartheid through discussion or creative writing activities.
  • Discuss the role art can play in activism and relate their work of art to current global issues.

 

THIS LESSON IS PART OF:
Curriculum Resource for Intersections: World Arts, Local Lives.
Unit 4: Art and Transformation

Lesson 21: Arts for Spiritual Intervention: Honoring Patron Saints with Retablos, Mexico

Summary and Objectives

Students learn about the meanings of retablos and ex-votos in Mexico and discuss the significance of these to the individuals and families who use them in ritual practice. They create individual votive-inspired expressions of wishes and/or thanks. The lesson also includes a closer look at the representational imagery of Catholic saints and the impact such images may have in students’ lives. Students will

  • “Read” and interpret retablos and ex-votos from Mexico through discussion and writing.
  • Create retablo- and votive-like offerings.
  • Discuss individuals’ beliefs about ancestors and family patron saints as intercessors with the divine.

 

THIS LESSON IS PART OF:
Curriculum Resource for Intersections: World Arts, Local Lives.
Unit 4: Art and Transformation

Lesson 20: Arts for Spiritual Intervention: To Seek Divine Assistance: Emas, Japan

Summary and Objectives

Activities in this lesson provide opportunities for students to explore the importance of animal symbolism in Japanese art. Students interpret the meanings of selected images and engage in artmaking activities that focus on animals in art. Their study of emas extends to an exploration of a Japanese form of poetry known as a lune, which students use to express feelings of thanks or good wishes. Students will:

  • Study and interpret the symbolism of animals in Japanese art through writing and artmaking.
  • Create their own ema-like wish and engage in creative writing about their wishes and dreams.  
THIS LESSON IS PART OF:
Curriculum Resource for Intersections: World Arts, Local Lives.
Unit 4: Art and Transformation

Lesson 19: Memorials and Transcendence: El Arbol de la Muerte, Mexico

Summary and Objectives

Students use a work of art to explore an ongoing and tragic series of events in Juárez, Mexico. They research and write about the “maquiladora murders” and use the idiom of the Tree of Life to express their feelings about this and other community issues. Activities also center on students’ study of the Tree of Life and suggestions are given for their making of trees that reflect themes significant to the students themselves. Students will:

  • Use the imagery on a tree of death by ceramicist Veronica Castillo as a means to explore the maquiladora murders in Juarez, Mexico.
  • Research and write about the maquiladora murders and concerns in their own community.
  • Study the Mexican tradition of the Tree of Life and create a work inspired by the tradition.  

 

THIS LESSON IS PART OF:
Curriculum Resource for Intersections: World Arts, Local Lives.
Unit 4: Art and Transformation

Unit 4: Art and Transformation

Summary

This unit is part of the curricular materials developed to accompany the exhibition Intersections: World Arts, Local Lives. It is based on works in the first section of the exhibition called Art and Transformation. In this gallery works are introduced that play a critical role in facilitating transformations.

This unit contains an introductory statement, along with some provocative “Questions for Thought,” and suggestions that will inspire the students to relate the unit to their own lives.

Read the Overview of the Curriculum Resource Unit for Intersections to get an overview of the exhibition, recommendations of how to use this resource, as well as an extensive listing of curriculum correlations with national and California state frame works and teaching standards and the Open Court Reading Program for each lesson.
 

Lesson 18: Harnessing Spirits: The Hornbill: Bird of Prophecy, Malaysia

Summary and Objectives

Study of a hornbill mask from Borneo introduces students to the natural history of the bird and to cultural practices related to it. Students’ study leads to visual and performing arts activities and to their understanding of and respect for omens and other beliefs that are centered on observations of the natural world. Students will

  • Explore the natural history and the symbolism of the hornbill in Borneo through research and artmaking activities.
  • Engage in performing arts activities centered on an understanding of indigenous beliefs concerning the hornbill.
  • Contextualize their study of the hornbill in other learning activities related to the study of the art and ritual of rice in Asia.  

 

THIS LESSON IS PART OF:
Curriculum Resource for Intersections: World Arts, Local Lives.
Unit 3: Art and Power

Lesson 17: Harnessing Spirits: Pacific Northwest Arts, United States and Canada

Summary and Objectives

A study of selected works of art from the Pacific Northwest will introduce students to the symbolism, materials, and uses of masks, and serve as inspiration for artmaking. Another activity focuses on students’ discussion of the potlatch with its distribution of gifts. Students will

  • Explore the uses and visual forms of masks in the Pacific Northwest (United States and Canada) through visual analyses and artmaking activities.
  • Analyze the potlatch as a means of exchanging wealth and expressing status through discussion and oral language activities.
  • Express their interpretation of the concept of transformation through the making of masks.  

 

THIS LESSON IS PART OF:
Curriculum Resource for Intersections: World Arts, Local Lives.
Unit 3: Art and Power

Lesson 16: Status and Prestige: A Wall of Status and Prestige, Africa, Asia and the Americas

Summary and Objectives

Through a study of twelve works on display, students investigate how works of art can convey status and prestige. Provided with short commentaries on the objects, they should determine how the works confer status and then add to the list prestige objects of their own choosing, justifying their selections with short written discussions on the objects. Students will

  • Study twelve works of art to investigate how art can convey an individual’s status and importance.
  • Explore objects of power in their own lives through a creative writing activity.
  • Make judgments about works of art that express notions of power and status.

 

THIS LESSON IS PART OF:
Curriculum Resource for Intersections: World Arts, Local Lives.
Unit 3: Art and Power

Lesson 15: Status and Prestige: To Make the Chief’s Words Sweet: A Counselor’s Staff, Ghana

Summary and Objectives

Learning activities focus on the importance of oratory wisdom among the Akan peoples of Ghana. Through writing and artmaking experiences students explore the ways that verbal and visual ideas can work together to express notions of importance for the Akan and by extension, in their own lives. Students will

  • Examine the importance of oratory wisdom among the Akan peoples of Ghana through discussion and oral presentations.
  • Use creative writing and artmaking activities to explore how verbal and visual ideas can complement each other in expressing knowledge, wisdom, and power.
  • Consider the relationship between tradition-based systems of oral communication and the concerns of modern media through discussion and role-playing opportunities.

 

THIS LESSON IS PART OF:
Curriculum Resource for Intersections: World Arts, Local Lives.
Unit 3: Art and Power