Pride in place.For Teachers Are your students proud of their school and community, or do they take it for granted? Are they aware of its history and cultural significance? Through art you can help your students learn to see their community from a new perspective, become aware of local public artworks, and create some homegrown home·grown adj. 1. Raised or grown at home. 2. Originating in or characteristic of a locality: "Rock is homegrown music in the United States, evolved from blues and country and Tin Pan Alley" public art of their own. Public sculptures, gardens, and murals all make good subjects for community collaborations. net.unl.edu/~swi/arts/tnpolicy.html An interesting discussion topic about public sculpture to share with your students is this controversy over a work by Claes Oldenburg Noun 1. Claes Oldenburg - United States sculptor (born in Sweden); a leader of the pop art movement who was noted for giant sculptures of common objects (born in 1929) Claes Thure Oldenburg, Oldenburg and Coosje van Bruggen called Torn Notebook. www.philart.net/ Philadelphia Public Art includes images of 430 sculptures, fountains, mosaics, and memorials. www.getty.edu/artsednet/resources/Murals/ Mexican American Mexican American n. A U.S. citizen or resident of Mexican descent. Mex  i·can-A·mer Murals:
Malting malt n. 1. Grain, usually barley, that has been allowed to sprout, used chiefly in brewing and distilling. 2. An alcoholic beverage, such as beer or ale, brewed from malt. 3. See malted milk. v. a Place in the World. www.appalshop.org/afp/ Explore the diversity of community-centered arts projects at The New American Festival Project. They help communities develop history plays, media workshops, arts training camps, alternative transportation systems, new venues for performance, and new ways of identifying and exhibiting the existing arts and artifacts artifacts see specimen artifacts. of place. artsedge.kennedy-center.org/content/2362/ Community Buildings ArtsEdge Lesson K-4. www.groundswellmural.org and //bridge.skyline.net Learn how to organize and create a community mural mural Painting applied to and made integral with the surface of a wall or ceiling. Its roots can be found in the universal desire that led prehistoric peoples to create cave paintings—the desire to decorate their surroundings and express their ideas and beliefs. and see examples at Groundswell ground·swell n. 1. A sudden gathering of force, as of public opinion: a groundswell of antiwar sentiment. 2. Community Mural Project and the Community Bridge Project. www.haringkids.com/lessons/envs/live/htdocs/lesson67.htm Find online lessons at the Keith Haring Keith Haring (May 4, 1958 – February 16, 1990) was a pre-eminent artist and social activist whose work responded to the New York street culture of the 1980s. He was born in Reading, Pennsylvania but grew up in Kutztown and was interested in art from an early age. Mural Project. artsedge.kennedy-center.org/content/2373/ Exploring Neighborhoods through Art: ArtsEdge Harold and the Purple Crayon K-4. www.sculpture.org/documents/curriculm/sculpturegarden/contents.htm Use the detailed sculpture garden A sculpture garden is an outdoor garden dedicated to the presentation of sculpture, usually several permanently-sited works in durable materials in landscaped surroundings. curriculum developed by the International Sculpture Center. www.communityarts.net The Community Arts Network, details a number of fascinating projects around the country. /nersp.nerdc.ufl.edu/~rol1851/community/maps_project.html Discover how to design a Community Maps Project for your school, perhaps pairing high school students with elementary student buddies. Find related links to other similar sources at grove.ufl.edu/~rolandc/art&community/links.html. For Students Directions: Visit the websites detailed below and answer the questions or complete the activities on a separate piece of paper. encyclopedia.thefreedictionary.com/Public%20sculpture What is public sculpture? Read the entries, then write your own definition. Identify any public sculptures you have seen in your community. www.oldenburgvanbruggen.com/lsp.htm. Public sculpture may be humorous or encourage you to think about things in a different or new way. Look at the sculptures. What are the names of the artists? What have they used as subject matter? Which one is your favorite? Write down the reasons for your choice. Think of another everyday object that you would like to create as a sculpture. Draw a picture of it in a landscape or architectural setting. www.nationalgeographic.com/ngkids/9706/crazyhorse.html Read about a monumental sculpture (563 feet tall) in South Dakota South Dakota (dəkō`tə), state in the N central United States. It is bordered by North Dakota (N), Minnesota and Iowa (E), Nebraska (S), and Wyoming and Montana (W). that honors Crazy Horse, a Lakota Indian Chief who fought for Native Americans. Read the thoughts of other students about it, and post your own message. Compare this work to that of contemporary Native American artist, Bob Haozous Bob Haozous was born in Los Angeles in 1943, but spent much of his youth in Brigham City, Utah where his father, Allan Houser, taught at the Intermountain Indian School. After one year of college at Utah State, he enlisted in the U.S. . www.getty.edu/artsednet/images/S/portable.html and clinton4.nara.gov/WH/Tours/Garden_Exhibit6/haozous.html Study Bob Haozous' work. Which do you prefer and why? www.arts.ufl.edu/art/rt)_room/sparkers/community_map/map.html Create an original map of your community by reading and following the directions. |
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