Institute of Texan Cultures Teaching Remembrance Through Art 1

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1 Institute of Texan Cultures Teaching Remembrance Through Art 1

2 Introduction Dear Educator, Thank you for choosing Teaching Remembrance Through Art. These easy to incorporate activities will inspire cross curricular connections that will teach your students how art can be an expression of cultural and religious traditions of remembrance. As educators, we at the ITC understand that you may need to adapt these lessons to fit the constructs of your classroom and the needs of your students. Please feel free to copy the handouts included for personal and educational purposes, or create your own, provided you credit the Institute of Texan Cultures. We hope that you will visit us at the Institute of Texan Cultures, and continue to use our classroom resources to promote your students learning experiences. If you have any questions before your visit, please do not hesitate to contact us. Best, The Institute of Texan Cultures Education and Interpretation Table of Contents Texas Essential Knowledge and Skills 1 What is My Culture? 3 Traditions of Remembrance: Comparing Cultures 6 Remembrance Through Art: Student Exhibit Instructions 9 Writing an Artist Statement 12 Examples from Honor: Students Remembrances Through Altars Exhibit (2012) 13 Institute of Texan Cultures Teaching Remembrance Through Art 0

3 Texas Essential Knowledge and Skills Included in this curriculum are lessons that meet the following Texas Essential Knowledge and Skills (TEKS). Lessons may be adapted and/or used by additional grade levels to meet other TEKS not listed Social Studies, Grade 6, Beginning with School Year (15) Culture. The student understands the similarities and differences within and among cultures in various world societies. The student is expected to: (A) define culture and the common traits that unify a culture region;(b) identify and describe common traits that define cultures (D) analyze the experiences and evaluate the contributions of diverse groups to multicultural societies;(e) analyze the similarities and differences among various world societies (16) Culture. The student understands that all societies have basic institutions in common even though the characteristics of these institutions may differ. The student is expected to:(a) identify institutions basic to all societies, including government, economic, educational, and religious institutions;(b) compare characteristics of institutions in various contemporary societies (17) Culture. The student understands relationships that exist among world cultures. The student is expected to: (A) identify and describe how culture traits such as trade, travel, and war spread (D) identify and define the impact of cultural diffusion on individuals and world societies; and (E) identify examples of positive and negative effects of cultural diffusion. (18) Culture. The student understands the relationship that exists between the arts and the societies in which they are produced. The student is expected to: (A) explain the relationships that exist between societies and their architecture, art, music, and literature; (B) relate ways in which contemporary expressions of culture have been influenced by the past; (C) describe ways in which contemporary issues influence creative expressions; and (D) identify examples of art, music, and literature that have transcended the boundaries of societies and convey universal themes such as religion, justice, and the passage of time. (19) Culture. The student understands the relationships among religion, philosophy, and culture. The student is expected to: (A) explain the relationship among religious ideas, philosophical ideas, and cultures; and (B) explain the significance of religious holidays and observances such as Christmas, Easter, Ramadan, the annual hajj, Yom Kippur, Rosh Hashanah, Diwali, and Vaisakhi in various contemporary societies. (21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:(a) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about various world cultures;(b) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;(c) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps (22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly;(b) incorporate main and supporting ideas in verbal and written communication based on research (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research;(e) use standard grammar, spelling, sentence structure, and punctuation; and (F) use proper citations to avoid plagiarism Art, Grade 6. (1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) illustrate themes from direct observation, personal experience, and traditional events; and (B) analyze and form generalizations about the interdependence of the art elements such as color, texture, form, line, space, and value and principles such as emphasis, pattern, rhythm, balance, proportion, and unity, using art vocabulary appropriately. Institute of Texan Cultures Teaching Remembrance Through Art 1

4 (2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) express a variety of ideas based on personal experience and direct observations; (B) describe in detail a variety of practical applications for design ideas; and (C) demonstrate technical skills effectively, using a variety of art media and materials to produce designs, drawings, paintings, prints, sculptures, ceramics, fiberart, photographic imagery, and electronic media-generated art. (3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to: (A) identify in artworks the influence of historical and political events; (B) compare specific artworks from a variety of cultures; and (C) compare career and avocational opportunities in art. (4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) conduct in-progress analyses and critiques of personal artworks; and (B) analyze original artworks, portfolios, and exhibitions of peers to form conclusions about formal properties and historical and cultural contexts. Institute of Texan Cultures Teaching Remembrance Through Art 2

5 What is My Culture? Estimated Time: 30 minutes Materials: Copies of reproducible What is My Culture?, pages 4-5 Instructions: Begin the lesson by asking students to define culture. o How does your textbook define culture? o Why is culture important to understand? Explain to students that learning about cultures will help them to identify similarities and differences of people all over the world. Understanding culture helps us to understand why people do what they do. Distribute copies of What is My Culture and ask the students to read about what culture is and how we define it. After they read about the definition of culture, they should complete the graphic organizer on the back to brainstorm aspects of their own culture. Note: This assignment may be completed individually, or with a partner. Institute of Texan Cultures Teaching Remembrance Through Art 3

6 WHAT IS MY CULTURE? NAME: DATE: PERIOD: Part 1: What is Culture? Read the passage and answer the questions to the right. Take a moment to think about what you have done today. What kind of home did you wake up in? What did you have for breakfast? Did you listen to music on your way to school? If you did, what kind of music did you hear and what language was it in? Your answers to all of these questions help to identify your culture. Culture is a way of understanding the world around you. It is the way of life of people who share similar beliefs and customs. You are not born with culture. You learn it! Some aspects of your culture are obvious to others around you. Your language, including slang, music, clothing, and food help others to identify you and your culture. Other aspects of culture are less obvious and may only be understood by others once they get to know you. These less visible aspects of culture include your values, religious beliefs, family traditions, work ethic and many more. While these cultural traits may be less obvious to outsiders, they are no less important. Culture can be a very confusing subject because there are many things that help to define our culture, and it is always changing. Through technology and movement, cultures have spread knowledge and skills from one place to another in a process called cultural diffusion. The population of Texas represents over 400 different cultural groups! Everyday people of different cultures interact, share and grow. In Texas there are many great examples of cultural diversity and cultural diffusion. 1. Describe a typical morning before school. Include details about your home, food, commute to school, etc. How do these details reflect your culture? 2. Define culture. 3. How do you learn culture? 4. Why do cultures change? Part 2: Aspects of Culture In the space below brainstorm aspects of culture that are visible, and those that are less obvious. Use information from your reading and think of your own examples. Visible Culture Invisible Culture Institute of Texan Cultures Teaching Remembrance Through Art 4

7 Part 3: My Culture Now that you have learned about what culture is and how it is learned, complete the graphic organizer below to brainstorm aspects or traits of your personal culture. Be sure to include aspects that are both visible and invisible, including customs, religion, language, home and education. Customs Language Reiligion My Culture Home Education Other Institute of Texan Cultures Teaching Remembrance Through Art 5

8 Traditions of Remembrance: Comparing Cultures Estimated Time: 60 minutes Materials: Copies of reproducible Traditions of Remembrance: Comparing Cultures, pages 7-8 Access to internet and/or library database Instructions: Begin the lesson by asking students to describe the role of religion in various cultures. o What role does religion play in some cultures? o Why do you think religion is important to some people? o How do some religions explain death and afterlife? o How do some religions honor people who have died and ancestors? Explain to students that in some cultures, traditions of remembrance are an important aspect of their religious practices. One of the most well-known of these traditions in Texas is from Mexican culture El Dia de Los Muertos (Day of the Dead). Students may have already mentioned this. Ask students to continue brainstorming what they already know about El Dia de Los Muertos. o What do you already know about El Dia de Los Muertos? o When is El Dia de Los Muertos celebrated? o What are some traditions associated with El Dia de Los Muertos? o Do you have any personal experiences related to El Dia de Los Muertos that you would like to share? Explain that other cultures have traditions related to remembrance. Distribute copies of Traditions of Remembrance: Comparing Cultures and direct students to internet and/or library database resources. o Students will be expected to research El Dia de Los Muertos and another tradition of remembrance from a different country of their choice. o They will complete the graphic organizer to compare and contract these traditions of remembrance, and find related images. o Students will conclude the activity by comparing and contrasting these practices with their own traditions of remembrance. Recommended Online Sources: AZCentral. Dia De Los Muertos (accessed September 17, 2014). Barbezat, Suzanne. How to Make Your Own Day of the Dead Altar. n.d. (accessed September 17, 2014). INOUEBUTUDAN, Inc. The Techniques of Artisans Making a Hikone Butsudan. n.d. (accessed September 17, 2014). Inside Mexico. The Day of the Dead Ofrenda: A Hearfelt Work of Art (accessed September 17, 2014). Minneapolis Institute of Arts. "Young People's Ofrendas: Expressions of Life and Remembrance." Minneapolis Institute of Arts /files/2012/09/OfrendaGuide_English_update_electr.pdf (accessed September 17, 2014). University of California at Davis. Chinese Altars and Spirit Houses. June 20, (accessed September 17, 2014). Note: This assignment may be completed individually, or with a partner. Institute of Texan Cultures Teaching Remembrance Through Art 6

9 TRADITIONS OF REMEMBRANCE: COMPARING CULTURES NAME: DATE: PERIOD: Part 1: Researching Traditions of Remembrance Using your library database or approved websites, complete the graphic organizer below by describing practices related to El Dia de Los Muertos and another tradition of remembrance from a country of your choice. Don t forget to cite your sources! Country Holiday or Tradition Religion Customs and Practices Mexico El Dia de Los Muertos Important Symbols or Objects Other Interesting Facts Image 1 (Insert image or include link to where image may be accessed) with description Image 2 (Insert image or include link to where image may be accessed) with description Sources Institute of Texan Cultures Teaching Remembrance Through Art 7

10 Part 2: Compare and Contrast Now that you have researched 2 traditions of remembrance, answer the following questions in complete sentences. How are these two traditions of remembrance similar? How does your family remember important relatives, friends or others who have died? How are these two traditions of remembrance different? Complete the chart below to describe your cultural traditions. Holiday or Tradition Religion (if any) Customs and Practices Important Symbols or Objects Other Interesting Facts Institute of Texan Cultures Teaching Remembrance Through Art 8

11 Remembrance Through Art: Student Exhibit Instructions Estimated Time: minutes Materials: Copies of reproducible Remembrance Through Art: Student Exhibit Instructions, pages Instructions: Distribute copies of Remembrance Through Art: Student Exhibit Instructions and explain to students that they have the opportunity to be curators of cultural traditions. Review the instructions for the project and the timeline for completion. Consider creating a sample altar to show students as an example of what they will create or display photos of examples from this packet. Before students are dismissed, ask them to complete a Ticket To Go. o They should think about the cultural traditions of remembrance that they have researched and a person or ancestor that has had a significant impact on their lives. This person may be a family member, friend, community member or significant historical figure. ] o On their Ticket To Go students should list one person who may the subject of their altar and three objects that represent that person that may be included in their altar. o Explain to students that this activity is meant to inspire their creativity, and they are not required to create an altar for the person they list on their Ticket To Go. Note: This assignment may be completed individually, or with a partner. Institute of Texan Cultures Teaching Remembrance Through Art 9

12 REMEMBRANCE THROUGH ART: STUDENT EXHIBIT PROJECT NAME: DATE: PERIOD: Purpose of Project: You will discover and interpret traditions of remembrance through art and be expected to: Analyze traditions of remembrance in various cultures around the world Create an altar incorporating cultural traditions of remembrance and items that represent an individual of some significance to you Explain how your altar represent concepts of remembrance and what aspects of culture are included Instructions: 1. Use the graphic organizer that you completed to develop ideas for themes, individuals and items you may include in your altar that will represent some aspect of culture and traditions of remembrance. 2. On your own time, research the individual that you plan to remember in your altar and collect images and items that represent that person. You may also collect decorative items that will fit the theme of your altar. When taking selecting items to be included in your altar, remember: a. Everything in your altar has meaning and must represent the individual you are remembering and a cultural tradition related to remembrance b. Creativity is key! 3. Be prepared to work on your altar in class on your assigned art date and write your artist statement on your assigned computer lab date. a. Don t procrastinate! Do your research and collection of materials early. b. As you collect items, make notes of how each item relates to the individual or tradition of remembrance. Grading Policy This assignment will be worth 100 points and will be graded on the following criteria: 50 points- Altar representation of theme and cultural traditions of remembrance 50 points- Artist statement and explanation of remembrance in cultural traditions Important Dates: Assigned Classroom Art Date: Assigned Computer Lab Date: Due Date: Institute of Texan Cultures Teaching Remembrance Through Art 10

13 Name: Period: Ticket to Go One person I would honor or remember through an altar is: Three items that may be included in an altar for this person are: Name: Period: Ticket to Go One person I would honor or remember through an altar is: Three items that may be included in an altar for this person are: Name: Period: Ticket to Go One person I would honor or remember through an altar is: Three items that may be included in an altar for this person are: Name: Period: Ticket to Go One person I would honor or remember through an altar is: Three items that may be included in an altar for this person are: Institute of Texan Cultures Teaching Remembrance Through Art 11

14 Writing an Artist Statement Estimated Time: 30 minutes Materials: Access to computer lab with word processing program or paper/pen Instructions: Now that students have completed their altars, explain to them that an artist statement is their opportunity to explain their artwork to people who may not be familiar with the symbols and items included. Instruct students to write approximately 500 words (one page typed) including the following information: o Title of Altar o Brief explanation of the individual they chose to remember in their altar o Explanation of 3-5 objects and why they were included in the altar o Cultural traditions from which they drew inspiration and how those are represented in the altar o Description of what they learned about their culture and other cultures by completing this project. Explain to students that the artist statement will accompany their altar on display. Institute of Texan Cultures Teaching Remembrance Through Art 12

15 Examples from Honor: Student Remembrances Through Altars Inspired by traditions from around the world, Global Art students from International School of the Americas in San Antonio, TX sought to explore a variety of cultures and engage in a conversation about the ways that humans express honor, remembrance, and even mourning. These altars honored family members, friends, and icons that have touched their lives, and explored cultural similarities that transcend borders. My Grandma Was By Reina G. My remembrance altar is dedicated to my grandma, Marie Gonzales, who was born in 1915, and passed away in The objects in the altar represent her Mexican heritage and everything that reminded me of her. My grandma was always around, and used to eat dinner with us almost every night. She taught us so much by sharing stories at the table about her life experiences and thus became a big influence in my life. The passport stamps, and the car in the altar represent her love of travel. The level on which the candles sit represents a Mexican tradition, and the candles themselves, that guide the spirit in the afterlife, come from the Japanese culture. One big challenge for me was covering the box and it was especially difficult to cover the corners with the stiff paper. I really enjoyed the experience of creating an altar to honor my grandma as it help me remember who she was as a person. John Lennon: Imagine the World as One By Noah S. John Lennon. Some say he was an activist of peace while others say he was a blasphemous man for arguing against the Christian church. Born John Winston Lennon in Liverpool, England, he lead a turbulent youth until he found music. Only a few months after he was born his dad left the family and his mom died when he was seventeen in a car crash. A few years later, he was enthralled by music when he heard Heartbreak Hotel. Shortly after, he started a band that was called The Quarryman up until 1960 when they evolved into The Beatles. He and the Beatles came to the United States in 1964 and with huge success. When The Beatles broke up in 1970 he went on to have a solo career along with joining multiple peace and coexist movements though taking a break in 1975 for five years to spend time with his son, Sean Lennon. His biggest solo album was released three weeks before his death, which was called Double Fantasy in For additional examples of student work from this exhibit visit: Institute of Texan Cultures Teaching Remembrance Through Art 13