Webquest By:
Kimberly Michels
School Without Walls
Snapshots in Time
Introduction
Your
friend was just were watching TV and saw a commercial for the US Army that
reminded her of a video game that she plays everyday. It made her start to think about joining the
military after she is done at School Without Walls
because she doesn’t have a clue right now what to do, and hey, the Army looks
like fun!
Check
out the video…
http://www.goarmy.com/flindex.jsp?#?channel=&video=
She
called you up and told you her newest idea for what she will do after high
school. You pointed out this out: “Did you think about what happens when you
are actually in the military and perhaps sent to Iraq?” Well, she didn’t…it just looked like a movie
or something…
Here
are some images to think about…
www.informedvoters.wordpress.com
Then,
you started to think about the war art that you learned about in your Snapshots
in Time class. You started to remember
some of the following:
1. Pablo Picasso’s Guernica
Check
out this website (http://www.pbs.org/treasuresoftheworld/a_nav/guernica_nav/main_guerfrm.html)
to
find out more information about Guernica.
2. Otto Dix’s War Triptych. Look at this website for more information: http://www.art-ww1.com/gb/texte/099text.html
Task
You
and your partner will complete a short
paper on the art of the current Iraq War and create a piece of artwork.
1. Complete a written paper (3-5 pages)
answering the following:
§ Is the art of the current
Iraq War one-sided?
§ Should the art
of the current Iraq War be a political statement? Or should it be a reflective and humanitarian
statement? Can it be both?
§ How can this be
achieved?
2. You have a choice of two art activities:
§ Create a storyboard for a
commercial for the armed services that is balanced in its message.
§ Create a mural or triptych
depicting either the patriotism or horrors of the current Iraq War (or you can
incorporate both). You may use pastels,
paint, or colored pencils as your medium.
Process
1.
You will complete the following in pairs: (When you go to the link, click on worksheet) This is the public
policy analysis. You need to complete each
sheet in order to complete your paper.
Select the best
solution/policy
2.
Use the resources below to help you complete the public policy
analysis. Find your own also!
3.
Write your paper on the current Iraq War art. Make sure you answer the questions stated in
the task!!
4.
Create your piece of artwork.
Resources
www.backchannelmedia.com/newsletter/articles/2045
http://www.commercialfreechildhood.org/news/groupobjects.htm
http://war.miniaturegigantic.com/
http://www.anti-war.us/mission/index.php
http://www.cartoonistgroup.com/bysubject/iraq/index.php
http://news.bbc.co.uk/2/hi/in_pictures/6508423.stm
http://www.associatedcontent.com/article/211507/pablo_picassos_guernica_the_most_powerful.html
http://www.art-for-a-change.com/News/guernica.htm
http://www.art-for-a-change.com/Vallen/vdraw24.htm
http://www.wsws.org/articles/2003/feb2003/guer-f08.shtml
http://www.art-ww1.com/gb/visite.html
http://weburbanist.com/2007/07/08/urban-art-and-the-iraq-war/
http://www.nytimes.com/2005/09/25/business/yourmoney/25recruit.html
http://www.history.navy.mil/ac/wwii/history/history1.htm
http://news.bbc.co.uk/1/hi/world/middle_east/6680799.stm
Evaluation
Both
tasks will be evaluated by Kim and one other student through use of a rubric:
Writing will be evaluated by the
6+1 Traits in Writing rubric used in class.
Art will be evaluated by the
usual art rubric used in class.
New York State Standards
Art:
Standard 3: Responding to and Analyzing Works of Art
Students will respond critically to a variety of works in the arts, connecting
the individual work to other works and to other aspects of human endeavor and
thought.
Standard 4: Understanding the Cultural Dimensions and
Contributions of the Arts
Students will develop an understanding of the personal and cultural forces that
shape artistic communication and how the arts in turn shape the diverse cultures
of past and present society.
Social Studies:
Standard 1: History of the United States
and New York Students will use a variety of
intellectual skills to demonstrate their understanding of major ideas, eras,
themes, developments, and turning points in the history of the United States
and New York.
Standard 2: World History Students
will use a variety of intellectual skills to demonstrate their understanding of
major ideas, eras, themes, developments, and turning points in world history
and examine the broad sweep of history from a variety of perspectives.
Standard 5: Civics, Citizenship, and
Government Students
will use a variety of intellectual skills to demonstrate their understanding of
the necessity for establishing governments; the governmental system of the
United States and other nations; the United States Constitution; the basic
civic values of American constitutional democracy; and the roles, rights, and
responsibilities of citizenship, including avenues of participation.
Conclusion
You
have created a paper and a piece of artwork expressing a view on the current Iraq
War. Do you think that your paper and
artwork would convince your friend to look more into the current war before
enlisting?