Transformative Art unit plan. Community mural project that involves students critically analyzing messages found in contemporary society and how they relate to historical propaganda and messages about people of color.
2. Unit Level Questions:
● “To what extent has art been used in the U.S.A. to
demoralize people of color during wartime?”
● “To what extent has language used in the U.S.A to
perpetuate stereotypes?”
● "To what extent has art been used by groups to create
positive messages of people of color?"
● "To what extent can connections be made between the
history of social demoralization and contemporary
struggles?"
3. Unit Level Objectives
● Students will analyze and discuss different
examples of art used during various conflicts the U.
S. has been involved in and how messages were
used to demoralize people of color.
● Students will analyze the impact that using
language has had on propaganda art campaigns.
● Students will create a mural with an empowering
statement that values people of color, and makes a
stance against racist messages.
4. Unit Level Assessment
● Through analyzing and discussing historical
demoralizing messages, and making
connections with their own community,
students will design and create a mural that
takes a stance against messages they don't
agree with, and use it to empower people of
color.
5. CT State Standards for Art
● 1a) Apply media, techniques and processes with sufficient skill,
confidence and sensitivity that their intentions are understood.
● 3b) Use subject matter, symbols, ideas and themes that
demonstrate knowl-edge of contexts, and cultural and aesthetic
values to communicate intended meaning.
● 4b) Analyze common charac-teristics of visual arts evident across
time and among cultural/ethnic groups in order to formulate
analyses, evaluations and interpretations of meaning.
● 5a) Research and analyze historic meaning and purpose in varied
works of art.
● 6a) Analyze and compare characteristics of the visual arts within a
particular historical period or style with ideas, issues or themes of
that period or style
6. Calendar of Lessons
90 Minute Lessons: Every other day.
Day 1: Responding Lesson: “To what extent was art used to demoralize Asian Americans and people
in Japan during World War II?”
Day 2: No Class (Homework for Day 3): Students will look for examples of other ways art has been
used to ostracize or perpetuate negative ideas about people in society, and bring it in for Day 3.
Day 3: "To what extent do we see art used to demoralize people of color in other conflicts"
Day 4: No Class (Homework for Day 5): Students will research and interview people about
experiences they have had with seeing people of color being degraded because of negative
stereotypes.
Day 5: Students will use information they have discovered through in class analysis, as well as the
interviews they have conducted to create the layout for a mural that creates a positive message about
people of color
Day 6: No Class
Day 7-9: Students will create mural using the layout that was planned during Day 5
Day 10: No class
Day 11: Students will finish mural, students will compare and contrast the differences between
messages like the one the mural creates in the community, and the negative messages about people
of color that they have analysed before the planning stage.
7. Lesson 1
Lesson Level Questions:
“To what extent was art used to demoralize Asian Americans and people in Japan during
World War II?”
“To what extent did this change the public opinion and ostracize Asian Americans?”
“To what extent does language play a part in demoralization of people by the U.S.?”
Objectives:
Students will analyze and discuss different examples of anti-Japanese propaganda
during World War II and how they were used to demoralize Japanese and Asian
Americans.
Students will analyze the impact that using language has had on propaganda campaigns.
Resources:
History Detectives: "Paper Bombs:
WWII Propaganda Over Japan"
8. Lesson 2
Lesson Level Questions:
“To what extent was art used to demoralize people of color in other historical conflicts?”
“To what extent are these demoralization strategies still being used today?”
Objectives:
Students will analyze and discuss different examples of propaganda during the history of
the U.S. and how they are used to demoralize people of color today
Resources: Student Jamal R. Speaks about the Effect of Propaganda
http://www.youtube.com/watch?v=4R3iITXu3wY
Student video on Advertising as Propaganda:
http://www.youtube.com/watch?v=ohoXZ6EcneA
9. Lesson 3
Lesson Level Questions:
"To what extent can art be used to empower people?"
"To what extent do we see examples of this in contemporary society?"
Lesson Objectives:
Students will be able to use information they have gathered from in class analysis as well
as homework interviews about how art has been use to demoralize people of color to
design a mural that will empower people of color and create a strong message in the
community.
Resources: NEN Kiosk: Empowering Communities Through Art http://empowersf.org/nen-
kiosk-empowering-communities-through-art/
10. Lesson 4: Community Involvement
Lesson Level Questions:
"How can we create a powerful message to the community through our mural?"
"To what extent can art be used to create a positive message about people?"
Lesson Objectives:
Students will be able to convey personal expression and ideas that empower people or
color through use of positive messages in their mural for the community
Student will be able to discuss the connection this mural has with the information they
receive from the community normally, and compare and contrast these messages.
Resources:
11. Community based Activities
Students will be going into their communities
and conduct interviews with people, recording
their findings and bringing it to class.
Students will use the findings from their
analysis and fieldwork to create an empowering
mural in their community.
