Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.

Lesson Plans


MEANING

[ Thread ][ Subject ][ Author ][ Date ]
Kevin Hall (kehall)
Fri, 12 Mar 1999 09:26:57 -0700


Ron and Marcia,

Thanks so much for your positive feedback regarding the activities
relating to public art. Students truly enjoy discussing, debating, and
theorizing about areas usually not delved into within the confines of
the regular curriculum. Obviously, although I am a social studies
teacher, art is an integral part of instruction because of its
reflection in all aspects of culture and civilization. The idea of
looking at structures as the Pyramids or the Great Wall of China as
public art was an interesting slant for students to take (it ties in
exactly with our 6th grade curriculum and the students drew this out).
In response to Marcia's question about the controversy surrounding Mt.
Rushmore, I did provide students with some of this information. Due to
their limited background they found it interesting. Most student
responses dealt more with what they were acquainted with. They really
got into the discussion of the Pyramids and the Great Wall of China,
repeatedly pointing out the oppression faced by those individuals
building these structures. We have also read literature revealing this
fact, which totally substantiated their responses.
I too find what students have to say very enlightening. We can never
ask enough questions of our students!
One more thing, Marcia, it does seem true that most public artworks are
not "graffiti-ed" in the way buildings or other places might be. Yet,
graffiti itself could be an expression of public artwork ;)

Thanks again,
Ellen Hall