In this student activity, analyze the timelessness of myth through three works of art by modern African American artists. Each artist, inspired by Ancient Greek myth, retells stories and reinterprets symbols to explore personal and universal themes. Includes three works of art, summaries of the myths they reference, and discussion questions. Also includes a video about the artist Romare Bearden and his series 'Black Odyssey,' which details Bearden's artistic process, the significance of storytelling in his art, and the lasting importance of 'Black Odyssey.'
Big Ideas: How does myth reflect the values of an individual or their culture? How do myths reflect the human experience? How do myths transcend time and place…
In this student activity, analyze the timelessness of myth through three works of art by modern African American artists. Each artist, inspired by Ancient Greek myth, retells stories and reinterprets symbols to explore personal and universal themes. Includes three works of art, summaries of the myths they reference, and discussion questions. Also includes a video about the artist Romare Bearden and his series 'Black Odyssey,' which details Bearden's artistic process, the significance of storytelling in his art, and the lasting importance of 'Black Odyssey.'
Big Ideas: How does myth reflect the values of an individual or their culture? How do myths reflect the human experience? How do myths transcend time and place?
Inspired by a Smithsonian American Art Museum lesson plan, located here.
Keywords: greece, alma thomas, bob thompson
Discussion questions can be answered offline either individually, in small groups, or as a class.
NOTES TO TEACHER TO CONCLUDE ACTIVITY
As a class, follow up with students after activity to recap how these myths are universal and how their universality makes them an effective tool for artists to comment on the universal human experience.
ADDITIONAL RESOURCES
Uses looking strategies published by the Smithsonian American Art Museum, located here: https://learninglab.si.edu/resources/view/8661
STANDARDS
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