SchoolArts Magazine

OCT 2010

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

Issue link: http://www.schoolartsdigital.com/i/148359

Contents of this Issue

Navigation

Page 34 of 67

Explore Elementary Have students view and discuss Stan Herd's earthwork Portrait of Amelia Earhart. Ask, "What materials did the artist use to create this portrait?" Guide their looking so that they notice the rocks, shrubs, grasses, and fields. You may wish to show students other Stan Herd landscape portraits such as Prairie Man and Portrait of Saginaw Grant and have them describe what they see. Ask, "What would be the best way to view Herd's artworks?" "How might the change of seasons affect the artworks?" Ask students to consider how the artist chooses the people to feature in his landscape portraits. Brainstorm and have students create a list of people in their lives they would like to honor and remember. Explain that commemorative art can help us remember and honor people who are important to us. Red Grooms, Tennessee Fox Trot Carousel (detail). Photo courtesy of Tennessee Fox Trot Carousel Operating Company. ©2010 Red Grooms/Artists Rights Society (ARS), New York. High School Examine Field of Empty Chairs, as well as other images of the Oklahoma City National Monument shown on Middle School various websites. Have students think about what is Discuss regional history in relation to local heroes, being remembered and honored in this artwork. Help important events, special foods, and cultural groups students consider the symbolism suggested in the Field found. The discussion could focus on students' town of Empty Chairs. Ask or the larger region surstudents "Why do you rounding where they live. "We come here to remember those who were think the artist used Have students identify killed, those who survived and those changed chairs to represent and describe artworks forever. May all who leave here know the the lives lost in the they have seen that help bombing?" Have them people honor and rememimpact of violence. May this memorial offer discuss why we create ber individuals, groups, comfort, strength, peace, hope, and serenity." memorials for tragic or events from their his—Oklahoma City National Memorial mission statement events such as the tory. Ask, "Who might be Oklahoma City bomban appropriate audience for this artwork?" Stress that one audience might be resi- ing. Suggest that students focus on the power of art to encourage emotional healing. dents who are familiar with the people and stories of the Ask students to create a list of people and events community, and another audience might be visitors. with which they have a strong personal connection and Compare and contrast Tennessee Fox Trot Carousel would want to honor through a commemorative artwork. with Canada's North Star. Consider the purposes and Remind them that commemorative artworks do not necpotential audiences of each. Pose questions to students essarily have to be about tragic or sad events. Commemolike, "How might a local person's reaction to these artrative art can recall positive political movements such as works be different from the reaction of a visitor?" "How might an older person's response be different from that of civil rights, or accomplishments that people have made, like inventions or sports victories. Ask students "What a younger person's?" makes something or someone significant enough to commemorate?"

Articles in this issue

Archives of this issue

view archives of SchoolArts Magazine - OCT 2010