Lesson Overview:

Much of Mexican art at the beginning of the 20th century was influenced by or created in response to historical events. In this lesson, students will research the major events and personalities of the Mexican War of Independence and the Mexican Revolution, and explore how these people and events influenced the art that was created in early 20th century Mexico. Using the guided directives, students will learn about the relationship between art and history. Students may complete this lesson in English or in Spanish, depending on the level of the students' fluency.

Length of Lesson:

Eight 45-minute class periods

Notes:

This lesson is particularly suitable for grades 9-10.

Instructional Objectives:

Students will:

• learn to identify an artist by his or her style.
• be able to identify specific paintings.
• define the vocabulary of the paintings.
• draw their own mural using contemporary events and the style of one of the artists studied.
• learn about the Mexican War of Independence and the Mexican Revolution.
• research five famous Mexican artists associated with the Mexican Revolution.
• research prominent revolutionary figures from Mexico's history.

Supplies:

• A notebook in which students can assemble their various research pieces (one per student).

Instructional Plan:

Note: Before exposing students to the Mexican artists who depicted the struggles of the Mexican people, be sure to discuss the history of Mexico, including the Mexican War of Independence (1810) and the Mexican Revolution (1910). Introduce the related Vocabulary handout as appropriate.

First Classroom Session

Students must understand the history of political struggles in Mexico and the main figures and personalities involved. Discussion should center not only around Mexicans' desire for independence, but also the injustices to which they were subjected on a daily basis by the Spaniards, and later by the oppressive dictatorship of Porfiro Diaz. Show and discuss Diego Rivera’s "Dream of a Sunday Afternoon in Alameda Park" and Orozco’s "Father Hidalgo". David Posada’s "Catrina Calavera," and Siqueiros’s "Echo of a Scream". Explain that these works of art were each inspired directly by the revolution. Ask students what they see in these paintings.

Second Classroom Session

The first official revolt against the Spanish took place approximately in 1810. Have students research this occurrence and take notes on the important events. They may use the following Web sites for research.

• The Father of Mexico
  http://www.calnative.com/n_hidalg.htm
• Miguel Hidalgo: The Father Who Fathered A Country
  http://www.mexconnect.com/mex_/history/jtuck/jthidalgo.html

Bring the students back together and have them discuss what they discovered about the early history of Mexico's revolution. Have someone list the main topics on the board as they are being discussed. Ask for volunteers to read the short biographies of the revolutionaries they researched. Have a chart at the front of the classroom where the main points can be recorded as the biography is being read. Ask students if anyone discovered additional information that is not yet listed.

Third and Fourth Classroom Sessions

As a warm up, have students write or list the main events that they remember from the previous day’s lesson on the history of early Mexico during the Spanish rule. Lead them in a discussion about the reasons that the Mexican people wanted to participate in the War of Independence.

Now, have students begin their research on the Mexican Revolution of 1910 and its leaders. Research will be done primarily through the Internet. Have the students research the following men that had major roles in the Mexican Revolution.

Porfirio Diaz, Francisco Madero, Pancho Villa, and Emiliano Zapata	The Mexican Revolution http://www.inside-mexico.com/revolucion.htm Map of Mexico http://www.inside-mexico.com/mapamexico.htm
Venustiano Carranza	Mexico Online: The Mexican Revolution of 1910 http://www.mexonline.com/revolution.htm
Jose Guadalupe Posada	Posada's Life and Times http://muertos.palomar.edu/posada/posadalife2.html
Diego Rivera	PBS: American Masters: Diego Rivera http://www.pbs.org/wnet/americanmasters/ database/rivera_d.html The Virtual Diego Rivera Web Museum http://www.diegorivera.com/index.php
Frida Kahlo	National Museum of Women in the Arts: Frida Kahlo http://www.nmwa.org/collection/profile.asp? LinkID=471
David Alafaro Siquieros	Lallorona Gallery: David Alafaro Siquieros http://www.lalloronagallery.com/artists/ david_alfaro_siquieros.htm
Jose Clemente Orozco	The History of Mexico: Tragedy and Triumph: The Drama of Jose Clemente Orozco http://www.mexconnect.com/mex_/history/ jtuck/jtorozco.html

Have students type and print out answers in the form of a short narrative biography on one of the Mexican revolutionaries.

Fifth Classroom Session

Share results of the previous day’s research. Discuss the revolutionaries and their roles. List events associated with each and have a student record them on the board as they are being discussed. Explain to the students that they will be creating a notebook on the Mexican Revolution and the influence that it had on artists from Mexico.

Sixth and Seventh Classroom Sessions

Write the following names on the chalkboard:

• Jose Guadalupe Posada
• Diego Rivera
• Frida Kahlo
• David Alfaro Siqueiros
• Jose Clemente Orozco

Instruct the students to complete the Research Questions Worksheet handout choosing one of the following artists. (If students finish quickly, instruct them to choose another artist to research.) The students should type and print out answers to the research questions on each artist. They should also copy and print two pictures by each artist and include them with the answers to the research questions.

Eighth Classroom Session

After students have researched the artists and answered the questions pertaining to each, initiate a discussion on each artist. Select a student to record the pertinent information on a chart in the front of the class. In addition to discussing the information that the students discovered, look at several of the works that they collected and discuss their relevance to the Mexican Revoluation or to Mexicans' heritage. When all artists have been discussed, students should complete a Venn diagram that compares and contrasts the similarities and differences found among the artists.

Give the students the following homework assignment:

Select the Mexican artist that had the greatest influence on you. Then, choose a contemporary news event that that is catastrophic or disastrous. Create a small mural on a 18" x 24" inch paper that represents that event (or events) and incorporates certain techniques of the artist that you have selected. Write a paragraph explaining how you incorporated some of the artist's techniques.

Closure: Classroom Presentations

Allow students to present and discuss their murals with the class. Have the class try to identify the event shown and the artist whose style most influenced each mural. Have students create a cover sheet for a notebook, and assemble the various assignments in the notebook.

Assessment:

Assess the students' works using the Assessment Rubric.

Sources:

Media:

• Diego Rivera. VHS/DVD recording. Available through Applause Learning Resources (item number KIF1863)
• Frida Kahlo. VHS/DVD recording. Available through Applause Learning Resources (item number KIF2168)
• Siquieros: Artist and Warrior. VHS/DVD recording. Available through Applause Learning Resources (item number HVSIQ010)
• Mexico: A Story of Courage and Conquest. VHS/DVD recording (four installments). Available through Applause Learning Resources (item number AAE42310)

Note: Some of these video recordings contain sensitive material and may not be suitable for classroom viewing. A prepatory review of suitable content may be preferred by the educator.

Authors:

• Carolyn Callaghan, Head of Spanish Department
  Indian Creek School
  Crownsville, MD