Mexican Muralists: Rivera, Siqueiros, and Orozco. Curriculum Projects. Fulbright-Hays Summer Seminars Abroad Program, 2002 (Mexico).

Autor/in	Walter, Kim
Titel	Mexican Muralists: Rivera, Siqueiros, and Orozco. Curriculum Projects. Fulbright-Hays Summer Seminars Abroad Program, 2002 (Mexico).
Quelle	(2002), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Academic Standards; Area Studies; Art Activities; Art Criticism; Art Expression; Art History; Curriculum Development; Foreign Countries; Global Approach; Secondary Education; Writing Assignments; Mexico + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Landeskunde; Künstlerische Tätigkeit; Kunstkritik; History of art; History of arts; Kunstgeschichte; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Globales Denken; Sekundarbereich; Mexiko
Abstract	Murals created by Diego Rivera, Jose Clemente Orozco, and David Alfaro Siqueiros embody a time of change in Mexico. The murals they created were intended to educate an illiterate population. Today these murals embody national pride. The goal of this curriculum project is rooted in learning about the history, culture, and art of Mexico. The project contains four parts: (1) art history; (2) art aesthetics; (3) art making; and (4) art critique. Art history includes discussion of the images seen in the murals, historical information, examination of how the culture is projected in the murals, and the statement each artist is making. Art aesthetics examines how the artists use the elements of art and principles of design. During the art-making phase, students create their own compositions that communicate stories, perspectives, or histories of their community or country. The art critique phase gives students the opportunity to revisit the works of Rivera, Orozco, and Siqueiros for review and write a statement about their own compositions. The lesson plan poses key questions; provides background notes; identifies standards; cites objectives; notes materials needed; outlines strategies; discusses assessment; provides questions for small group and large group discussion; offers an artist's statement; suggests follow-up activities; and lists additional resources and references. (BT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC