Elementary
Have students view and dis-
cuss Stan Herd’s earthwork
Portrait of Amelia Earhart.
Ask, “What materials did the
artist use to create this por-
trait?” 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 land-
scape portraits. Brainstorm
and have students create a
list of people in their lives
they would like to honor and
remember. Explain that com-
memorative art can help us
remember and honor people
who are important to us.
Explore
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
various websites. Have students think about what is
being remembered and honored in this artwork. Help
students consider the symbolism suggested in the Field
of Empty Chairs. Ask
students “Why do you
think the artist used
chairs to represent
the lives lost in the
bombing?” Have them
discuss why we create
memorials for tragic
events such as the
Oklahoma City bomb-
ing. Suggest that students focus on the power of art to
encourage emotional healing.
Ask students to create a list of people and events
with which they have a strong personal connection and
would want to honor through a commemorative artwork.
Remind them that commemorative artworks do not necessarily have to be about tragic or sad events. Commemorative art can recall positive political movements such as
civil rights, or accomplishments that people have made,
like inventions or sports victories. Ask students “What
makes something or someone significant enough to commemorate?”
Middle School
Discuss regional history in relation to local heroes,
important events, special foods, and cultural groups
found. The discussion could focus on students’ town
or the larger region surrounding where they live.
Have students identify
and describe artworks
they have seen that help
people honor and remember individuals, groups,
or events from their history. Ask, “Who might be
an appropriate audience
for this artwork?” Stress that one audience might be residents who are familiar with the people and stories of the
community, and another audience might be visitors.
Compare and contrast Tennessee Fox Trot Carousel
with Canada’s North Star. Consider the purposes and
potential audiences of each. Pose questions to students
like, “How might a local person’s reaction to these artworks be different from the reaction of a visitor?” “How
might an older person’s response be different from that of
a younger person’s?”
—Oklahoma City National Memorial mission statement
“We come here to remember those who were
killed, those who survived and those changed
forever. May all who leave here know the
impact of violence. May this memorial offer
comfort, strength, peace, hope, and serenity.”
