<p>This collection asks students to explore the importance of national symbols to our cultural, political, and collective identity. By examining the Statue of Liberty, and its many reinterpretations, students will consider difficult questions facing us today: Who is included? Who decides? Why and how do people use national symbols as a way to protest? How have our notions and ideals of liberty changed over time? [Collection adapted from <em>Toward a More Inclusive America</em> collection by Philippa Rappoport.]</p> <p>Included here are </p> <ul><li>images of the artifacts and supporting objects</li><li>suggested Thinking Routines - "See, Think, Wonder," "Think, Feel, Care," and "The 3 Ys" - from Harvard's Project Zero Artful and Global Thinking materials</li><li>supporting interpretive video</li><li>a discussion/writing prompt</li></ul> <p>For use in Social Studies, Spanish, English, Art, and American History classes<br></p> <p>#EthnicStudies #LatinoHAC </p> <p></p>

<p>Choose several images to compare/contrast in terms of location, season, and/or style. Discuss why artists may choose to depict a particular place.</p><p>Formal analysis for elementary students: identify foreground, middle ground and background; describe how size and placement of objects and use of overlapping contribute to the illusion of depth. </p><p>Formal analysis for secondary students: describe color harmonies; identify focal point; find examples of one-point, two point, and atmospheric perspective. </p>

<p>Introductory Activity: Print image cards for small group collaboration. Students will sort images into three categories:</p> <ol><li>Representational Art (realistic imagery)</li><li>Abstract Art (recognizable imagery that does not reflect actual appearance)</li><li>Nonrepresentational Art (does not represent a depiction of the physical appearance of people or objects)</li></ol><p>Formal Analysis Activity: </p> <p>Choose a few images to compare and contrast: How did the artist use line, shape, color, balance, repetition, or overall composition to convey</p> <ol><li>The illusion of movement or rhythm</li><li>Visual tension</li><li>A mood or feeling</li></ol><p>NOTE: pdf file of these images is meant to be printed front-to-back so that citations will appear on the reverse side of each image. </p> <p></p> <p><br /></p>

<p>Images illustrate how artists use simplification and zooming in to abstract images of popular foods.</p>

<p>For younger students, play an "I Spy" or sorting game with sculpture images. Attributes to look for:</p> <ul><li>Geometric shapes/forms</li><li>Biomorphic shapes/forms</li><li>Inside/outside sculptures</li><li>Sculptures that resemble animals or people</li><li>Sculptures that don't resemble anything</li><li>Big/little sculptures - explain how you decided this (scale in relation to its surroundings)</li></ul><p>With older students, challenge them to construct a definition of abstraction based on what they observe in the sculptures. </p>

<p>These images come from murals that depict people at work.  What jobs do you see them doing? How does each job help the community?</p>

<p>Doorways are the transition point from one place to another.  They can be functional, decorative, symbolic, or a combination of all three.  Work with a partner to view and discuss a selection of doorways.</p> <p></p> <ul><li>What does it look like?</li><li>What is it made of?</li><li>Where do you think it leads?</li><li>How does it impact the viewer or person who might want to enter/exit?</li></ul><p>ART MAKING CHALLENGES: </p> <p></p> <ul><li>Design a doorway or passageway that symbolizes what happens inside.</li><li>Design a doorway or passageway that links a physical place to an imaginary one.</li><li>Design a doorway to represent a transition from one period of your life to another. </li></ul><p></p> <p></p>

<p>What do you like to do in summer? Look at some pictures for ideas. Think:</p><ul><li>What does that feel like?</li><li>Can you taste it?</li><li>What would you hear there?</li><li>What weather do you see?</li></ul> <p>Art prompt: Draw or paint a picture of yourself and a friend or family member having fun doing a summer activity.</p>

<p>The environments depicted by some artists evoke a sense of control and order.  Look at these artworks by Charles Sheeler, Edward Hopper, and Richard Estes. What formal elements of art or principles of design do you see that support the feeling of control?</p> <ul><li>Elements: line, shape, color, value, form, texture, space</li><li>Principles of Design: balance, contrast, emphasis, movement, pattern, rhythm, unity</li></ul>

<p>These artworks are <strong>enigmatic</strong> - "mysterious, puzzling, hard to understand, mystifying, inexplicable, baffling, perplexing, bewildering, confusing, impenetrable, inscrutable, incomprehensible, unexplainable, unfathomable, indecipherable."   They are open to interpretation.  </p><p>Look at one or more of these artworks. How did the artist create a sense of mystery or fantasy? What do you think it could mean?  </p>

<p>Analyze selected images and discuss:</p> <p></p> <ul><li>What is the cause or social issue?</li><li>How has the artist/designer combined text and image to communicate a message?</li><li>What visual qualities make an image effective or not?</li></ul><p></p>

<p>These foods were "discovered" by explorers who traveled to the "New World" (North, Central, and South America).  They brought back seeds and introduced these foods to people in Europe. What effects do you think this had on Europeans? </p> <p>Examine drawings of each food. How did the artist use line to show texture and/or value? </p><p>Examine the stamps: How did the artist use colors and shapes to create a design that is clear on a tiny stamp?</p> <p><br /></p> <p></p>