This art & technology project was completed in collaboration with high school art teacher Sara Arno for her two dimensional art class. We first collaborated on this project in 2013 with acrylic paintings, and a second time in 2014 with masks. For more information: http://bit.ly/arnokatz

1. Kahlo Meets Coppola:
Art, Activism & Film
Sara Arno & Steve Katz
http://bit.ly/arnokatz

2. Unit Questions
• How can art be used as social, political activism?
• What are the issues of social and political activism?
• How does multiage, multicultural, and multinational
view and affect activism?

3. Unit Questions
• What are the goals of activism? How do young
people become active?
• How can student artists use a body of work to aid
themselves and others to understand and explore
art as a form of social activism?

4. Key Concepts
• Art can be used as social and political activism
• Awareness of the multinational issues
• Social activism requires action
• Youth can be activists

5. Protest Art

6. What will students do?
• Visualize
• Develop
• Execute
• Final work of art

7. What will students learn?
• Art making with a specific target, social activism,
and social change

8. Class #1

9. Share/Pair Discussion

10. IS IT ART
OR
ACTIVISM?
!
ENGLISH WRITER
GEORGE ORWELL ONCE SAID
!
“ALL ART IS PROPAGANDA”
!

12. • “painting is not done to decorate
apartments. It is an instrument of war
for attack and defense against the
enemy.”

13. Art is a lie that makes us realize the truth”
-Pablo Picasso

14. KATHE KOLLWITZ

15. ACTIVITY
Choose one of the previous artist’s image
Describe (to a blind person who once could see)
Analyze (remember this is about the use of design
principles and elements, medium, techniques)
Interpret (what is the “Big Idea”? what are your clues?
Judge (does it work as art, as activism, NOT do you
like it, although important to you)

16. Group Process

17. Mind Mapping

18. Student Conferences

19. Class #2

20. 3 Components
• Art work
• Essay
• Movie

21. Class #3

24. Art-Making Problem
• Thumbnail concepts
• Revisit/revise/redo idea and image
• Develop final idea
Part 1

25. Conceptual Strategy
• Divergent
• Disruption
• Concealment
• Transformation
• Exaggeration
• Distort

26. Class #4

27. Class #6

30. Class #5

31. Art-Making Problem
• Thumbnail concepts
• Revisit/revise/redo idea and image
• Develop final idea
Part 2

37. Class #6

51. Class #7

57. Class #8

64. Art-Making Problem
• Use of IT in the arts (iMovie)
• 2-3 minutes of the process
• Final outcome of the art making process
Part 2

65. Class #9

72. Class #10

77. Class #11

88. Movies as a form of assessment
• The student finds value in the movie making
process outside of the studio project
• “iMovie was a tangible record of the art process so I
can reevaluate my growth and learning.” - Christina

89. Conceptual Strategy
• Concealment
• Transformation
• Exaggeration
!
• Documentation
• Different medium
results in different
message & outcome
Part 2

90. Class #12

95. Class #13

102. Class #14

106. Completed Work

136. Class #15

139. Group Critique
Student-led Socratic method for assessment of learning
Class #17-20

140. “The responsibility for interpretation
rests with the viewers.”

141. –Terry Barrett
“The responsibility for clear expression in media
rests with the artist.”

142. Reflection
• How do you interpret what Barrett is saying?
• What is the result of this viewpoint in regards to your work?
• How (un)successful is your feeling in light of this
viewpoint?
• Where or what might you alter?

149. Clean Up

151. Protest Art
Sara Arno & Steve Katz
http://bit.ly/arnokatz