Lesson Overview:
Students will learn how to use primary sources, and work in groups to create murals about the events and trends of a decade of the twentieth century. Students will focus their research on a specific category relating to the culture of that decade, and then depict their findings in their murals.
Length of Lesson:
Six 45-minute class periods
Notes:
This lesson is particularly suitable for grades 6-8.
Instructional Objectives:
Students will:
- learn about different types of primary sources, and how to use them for research and project development.
- refine writing, research, and cooperative skills.
- work in groups to create murals depicting major events and trends of each decade of the twentieth century.
- develop an awareness of how visual arts can record history and represent cultural changes.
Supplies:
- Computers with Internet access
- Various research materials, including books, magazines, and video and audio recordings
- Large white poster paper
- Colored pencils
- Paints
- Markers
- Colored chalk
Instructional Plan:
Warm Up
Introduce students to the concept of primary sources—original documentation that serves as a record of historical events and trends. Examples range from printed materials (letters, diaries, interviews, newspapers, speeches, and oral histories) to objects (artifacts, tools, inventions, uniforms, fashion and clothing) to images (photographs, fine art, film, and video) to audio recordings (oral histories, interviews, speeches). Primary Sources on the Web contains good explanations, examples of sources, and many tips on searching for digitally—available primary sources. Primary sources expose students to multiple perspectives on many issues of the past and present, and greatly assist in students developing critical and analytic skills as they learn to dialogue and interpret.
Each decade of the 20th century had its own distinctive culture, with specific political events (both world and national), famous people, trends, and discoveries. How could students research and use primary sources to create a visual art mural? Discuss with students how a mural, indeed all of the visual arts, can be a significant way to record history and represent cultural changes. Explain to students that they will break into small groups; each group will decide on a decade, from the 1920s – 1990s, to research, and then create a mural representing a specific category. Students may choose from the following categories:
Categories include:
- Culture - (trends/developments in dance, literature, music, theater, visual arts)
- People - (U.S. presidents, world leaders, sports figures, artists, musicians)
- Political Events - (elections, government, recessions/depressions,
revolutions, wars, assassinations)
- Science - (concepts, discoveries, experiments, scientists)
- Style - (clothing, fads, food, modes of transportation)
An excellent online resource about each decade of the 20th century is American Cultural History–The Twentieth Century. The fads and fashions, art and architecture, music, political events, and many key facts for each decade are contained in the Web site. Have students explore the site, and decide, within their groups, upon which category they will base their research and mural.
Guided Instruction
Check in with students about the results of their research thus far. Distribute Using Primary Sources handout to students. Discuss the handout. Have each group of students "free associate" specific objects and images with people, events, concepts, etc. from each decade. Some examples could be: a flapper dress from the 1920s, a photograph of a famous Abstract Expressionist painting, or a picture of an airpline from the 1950s, when domestic airplane passenger service began, or a video recording of a famous political speech from the 1980s. What is the meaning of each object? How might an object communicate meaning and symbolism? You may wish to have students discuss this project with their family; family collections and archives may provide a rich source of objects and photographs from the past. Encourage students to bring in objects or images that represent the decade they are researching. Discuss with students how these items are in fact primary sources. Have students use the handout as a guide as they continue to research both in class and for homework. Students may also bring in books from the public library or from their homes to use for research.
Have students, working in their groups, discuss how to visually communicate the symbolism of these historical objects and images. At this point, have the groups begin sketching the ideas for their murals. Students should only use pencil at this point. Encourage students to discuss and potentially integrate into their design a variety of materials and objects, including fabric, copies of sheet music, etc. Each group may incorporate some photographs or computer-printed images if they choose, but the mural must also include drawing and painting. If you have access to computers with good quality printers, you may wish to show students how to find images on the web. One good source is the image search on Google.com.
Independent Practice
Allow students to work on mural sketches for remainder of class. You may wish to play music representative of each decade while students work. Circulate the room, offering feedback and guidance, encouraging students to develop concepts that look promising. Each group should turn in a final draft of their sketch. Return sketches to students, with comments and feedback, the next day so that they can begin the mural. Each group should transfer their final sketch to large white poster paper, and begin to sketch in the design (particularly where objects or photographic images will be placed) and details like lettering. Students should also begin to incorporate color, using tempera paint, colored pencils and chalk, or markers. Remind students that they must use elements such as shape, form rhythm, and contrast to communicate the symbolism that each part of their mural embodies. Encourage students to use peer review in their groups as they refine and complete their mural.
Conclusion
Each group will present their mural, accompanied by a written synopsis that includes the following: the cultural category depicted; the objects used and/or represented, and their symbolism; and what elements (shape, form, etc) were used to communicate meaning in the mural. Have the class give constructive, positive feedback about the historical content of each group’s mural. You may wish to invite some additional social studies classes to the final presentation, and solicit their feedback about the historical representation in each group’s mural.
Assessment:
Use the Assessment Rubric to evaluate students' participation and the finished murals.
Sources:
Web:
Authors:
-
Karon Pease, Art Teacher
Franklin Middle School
Chantilly, VA
