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L mazzarella interdisciplinary unit

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Laura Mazzarella
Laura Mazzarella

This interdisciplinary unit combines visual art, French, Spanish, and social studies. Students will critically analyze artwork from the Spanish Civil War to understand how art can promote social change. They will consider an artist's role in society and interview community members about the impact of war today. Finally, students will reflect on their own views of war and violence and create an art piece expressing these views, incorporating text in French or Spanish.

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An Interdisciplinary Unit Combining Visual Art, French, Spanish, and Social Studies
How can art be used to promote positive action or change? To what extent was it used this way during the Spanish Civil War period? Should art be used for such purposes? What, if anything, do artists and art owe to society?
Students will critically analyze, interpret and compare a variety of artwork created during or in reference to the Spanish Civil War. Students will consider the question of the artists debt to society and develop a personal position on this issue. Students will interview members of the local community regarding their impression of the impact of war/violence on our world today. Students will reflect upon their own feelings regarding war/violence and create a work of art that expresses these feelings, incorporating French or Spanish text from Resnais & Hessens Guernica.
Personal Reflection: students will consider the artists role as a message maker and compose a response to the question, what do artists owe to society? Interview Process: students will each gather interview responses from three community members and share these with the class. Collaborative Art Work: students will each produce a panel that will be part of a collaborative art work. Ideally this will be displayed publically, at least temporarily.
CT Content Standard 3: Students will consider, select, and apply a range of subject matter, symbols and ideas. Students will use subject matter, symbols, ideas and themes that demonstrate knowledge of contexts and cultural and aesthetic values to communicate intended meaning. CT Content Standard 4: Students will understand the visual arts in relation to history and culture. Students will compare works of art to one another in terms of history, aesthetics and culture; justify their conclusions; and use these conclusions to inform their own art making. CT Content Standard 5: Students will reflect upon, describe, analyze, interpret and evaluate their own and others work. Students will research and analyze historic meaning and purpose in varied works of art. Students will defend personal interpretations using reasoned argument. CT Content Standard 6: Students will make connections between visual arts, other disciplines and daily life. Students will 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.
Essential Questions Can propaganda be art? Can art be used as propaganda? How are political or social sentiments conveyed through art? Is it acceptable to use childrens artwork as propaganda? How might the meaning of the artists message be taken out of context in this case?
Objectives Students will critically analyze, interpret and compare a both propaganda posters and childrens artwork from the Spanish Civil War. Students will consider the question of the artists debt to society and develop a personal position on this issue.
L mazzarella interdisciplinary unit
Essential Questions How are political or social sentiments conveyed through art? Is art an appropriate vehicle for expressing political/social commentary? How might the anti-war messages of both Picassos Guernica and Resnais/Hessens Guernica resonate with modern day audiences? What are your personal feelings regarding war/violence?
Pablo Picasso, Guernica (1937) Alain Resnais & Robert Hessens, Guernica (1950)
Objectives Students will critically analyze, interpret and compare a Picassos Guernica and Alain Resnais & Robert Hessens Guernica. Students will interview members of the local community regarding their impression of the impact of war/violence on our world today. Students will reflect upon both their own feelings regarding war/violence and those of community members, and create a work of art that expresses these feelings and incorporates both English and Spanish or French text.

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L mazzarella interdisciplinary unit

  • 1. An Interdisciplinary Unit Combining Visual Art, French, Spanish, and Social Studies
  • 2. How can art be used to promote positive action or change? To what extent was it used this way during the Spanish Civil War period? Should art be used for such purposes? What, if anything, do artists and art owe to society?
  • 3. Students will critically analyze, interpret and compare a variety of artwork created during or in reference to the Spanish Civil War. Students will consider the question of the artists debt to society and develop a personal position on this issue. Students will interview members of the local community regarding their impression of the impact of war/violence on our world today. Students will reflect upon their own feelings regarding war/violence and create a work of art that expresses these feelings, incorporating French or Spanish text from Resnais & Hessens Guernica.
  • 4. Personal Reflection: students will consider the artists role as a message maker and compose a response to the question, what do artists owe to society? Interview Process: students will each gather interview responses from three community members and share these with the class. Collaborative Art Work: students will each produce a panel that will be part of a collaborative art work. Ideally this will be displayed publically, at least temporarily.
  • 5. CT Content Standard 3: Students will consider, select, and apply a range of subject matter, symbols and ideas. Students will use subject matter, symbols, ideas and themes that demonstrate knowledge of contexts and cultural and aesthetic values to communicate intended meaning. CT Content Standard 4: Students will understand the visual arts in relation to history and culture. Students will compare works of art to one another in terms of history, aesthetics and culture; justify their conclusions; and use these conclusions to inform their own art making. CT Content Standard 5: Students will reflect upon, describe, analyze, interpret and evaluate their own and others work. Students will research and analyze historic meaning and purpose in varied works of art. Students will defend personal interpretations using reasoned argument. CT Content Standard 6: Students will make connections between visual arts, other disciplines and daily life. Students will 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. Essential Questions Can propaganda be art? Can art be used as propaganda? How are political or social sentiments conveyed through art? Is it acceptable to use childrens artwork as propaganda? How might the meaning of the artists message be taken out of context in this case?
  • 7. Objectives Students will critically analyze, interpret and compare a both propaganda posters and childrens artwork from the Spanish Civil War. Students will consider the question of the artists debt to society and develop a personal position on this issue.
  • 9. Essential Questions How are political or social sentiments conveyed through art? Is art an appropriate vehicle for expressing political/social commentary? How might the anti-war messages of both Picassos Guernica and Resnais/Hessens Guernica resonate with modern day audiences? What are your personal feelings regarding war/violence?
  • 10. Pablo Picasso, Guernica (1937) Alain Resnais & Robert Hessens, Guernica (1950)
  • 11. Objectives Students will critically analyze, interpret and compare a Picassos Guernica and Alain Resnais & Robert Hessens Guernica. Students will interview members of the local community regarding their impression of the impact of war/violence on our world today. Students will reflect upon both their own feelings regarding war/violence and those of community members, and create a work of art that expresses these feelings and incorporates both English and Spanish or French text.