Blanchard, Year One
Bennett/ Toole – Austin Sargent
Learning Objective/Exit Outcomes:
- Students will understand the USA’s role in the Cold War.
- Students will understand how modern life is different/how modern life is similar to life during the Cold War.
- Students will analyze pictures/portraits and identify key Art Vocabulary.
- Students will make conclusions about the political climate of the Cold War and be able to identify how that was represented in art.
SS5H5 Discuss the origins and consequences of the Cold War.
VA5.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.
- Interpret and evaluate works of art through thoughtful discussion and speculation about the mood, theme, and intentions of those who create works of art.
- Explain how selected elements and principles of design are used in works of art to convey meaning
VA5CN.1 Investigate and discover the personal relationships of artists to community, culture, and the world through making and studying art.
- Discuss how social, political, and/or cultural events inspire art.
- Recognize how art can be used to inform or change beliefs, values, or behaviors in an individual or society.
TA5.PR.1 Act by communicating and sustaining roles in formal and informal environments.
- Use vocal elements (e.g. inflection, pitch, volume, articulation) to communicate thoughts, ideas, and emotions of a character.
- Use body and movement to communicate thoughts, ideas, and emotions of a character.
- Collaborate and perform with an ensemble to present theatre to an audience.
Social Studies/ Visual Art/ Theatre
Teacher should prepare two/three images of images related to cold war themes (Friend or Foe/ Suspicion/ Gossip/ Red Scare)
Students need little classroom space to compose their own portraits.
The activity began with a review of important historical occurrences during the Cold War period. Students were able to contribute the ideas they remembered and then also recount why those events were important.
The teachers then used the SmartBoard to display two images; both pictures of students interacting with each other, one on a playground and one of a close-up classroom hug. Students were prompted to analyze each photo using their VTS questioning.
- What’s going on?
- What makes you say that? How do you know?
- What else can you find?
After the analysis, comes the wonder stage. Students were asked to analyze a little more carefully and come up with “I wonder” statements relating to the image.
In this example, students were curious about the intentions of certain subjects in the photograph, why students were wearing the things that they were wearing, why there was some playground equipment and not others.
Students were then asked to synthesize their knowledge of the Cold War with the seemingly unrelated photos on the SmartBoard, and to summarize one of the photos in one word. Students might reflexively think “Fun” or “Playtime” but when asked if the Cold War was “fun”, students started thinking of more critical words like “Gossip, Suspicion, and Secretive”
Students are then asked to display this one word in a different way, using their small groups. Students should keep in mind those important Art Vocabulary words like: Composition, Focus, Saturation, Movement, and Positive/Negative Space.
If you have a little bit of Photoshop skills, you can really take this activity to the next level by manipulating some of the artistic representation in the photographs/images. You could:
- Change the color of shirts, so that they suddenly are all red, or only one is red!
Art Vocabulary: Color, Saturation, Contrast, Emphasis
- Move select subjects in the photograph to be further apart or closer together.
Art Vocabulary: Proportion, Space, Balance, Unity
- Manipulate the foreground/background by changing clarity, focus, or contrast.