Cross-Curricular - Art
Protest Violence with Painting
The Activity
Show students where Sri Lanka is on a map. Explain that
over the past 20 years, Sri Lanka has been the site of more
suicide bombings than anywhere else in the world. To fight
against the tendency for society to become desensitized
by such violence, a group of local artists paint a colorful
mural at each bombing site to serve as a memorial. Have
students read the brief narrative and watch the slide show
at Fighting
Terror With Paint Brushes.
pbs.org/frontlineworld/stories/srilanka/slideshow.html
Ask students to consider these questions.
- What is the key message of the art of "road painters"?
- Who is the intended audience for this message?
- Will such street paintings have a positive impact? Why
or why not?
Next, invite students to create their own painting to protest
an act of violence.
Resources
Visit the "Sri
Lanka: Living With Terror" Web resources to see the
slideshow, watch the full FRONTLINE/World television
segment in streaming video, read a synopsis, follow the
reporter's diary, or gather related links and facts:
pbs.org/frontlineworld/stories/srilanka/
Relevant National Standards
Visual Arts, Standard 3: Knows a range of subject matter,
symbols and potential ideas in the visual arts
Level IV, Benchmark 2
Applies various subjects, symbols and ideas in one's artworks
Visual Arts, Standard 4: Understands the visual arts in relation
to history and cultures
Level IV, Benchmark 1
Knows a variety of historical and cultural contexts regarding
characteristics and purposes of works of art
Related Activities
This activity is part of a suite of activities developed
around the theme of Conflict, Tyranny and Renewal.
Additional activities under this theme include:
Coping With Genocide in
Cambodia (History)
pbs.org/frontlineworld/educators/history_cambodia.html
Teaching About the Vietnam
War in Vietnam (History)
pbs.org/frontlineworld/educators/history_vietnam.html
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Create a Dracula-inspired Travel Brochure
The Activity
To help fuel its postcommunist economy, Romania is capitalizing
on the legend of Dracula, made famous by the Hollywood movie.
To appeal to Western tourists, two towns have even proposed
competing vampire-based theme parks: Dracula Land and Empire
Dracula. What is the fascination with vampires? And how
can a concept so creepy be successfully marketed to bring
big bucks to Romania?
Show students where Romania is on a map and explain to
students that they have been contracted by the Romanian
government to create a promotional brochure that will draw
American tourists to Romania's Dracula-related haunts. Pique
student interest by having them take the brief online quiz
How
to Identify and Cure a Vampire.
pbs.org/frontlineworld/stories/romania/quiz.html
Next, ask students to trace the origin of the Dracula legend
by reading "Dracula:
The Metamorphosis of a Fiend".
pbs.org/frontlineworld/stories/romania/dracula.html
Students should then work in teams to design, write, illustrate
and present their brochures to the class. Have the class
or a larger group vote for their favorite brochure and reward
the winning team with a creepy prize.
Resources
Visit the "Romania:
My Old Haunts" Web resources to find the features mentioned
in this activity, to watch the full FRONTLINE/World
segment in streaming video, or to gather related links and
facts:
pbs.org/frontlineworld/stories/romania/
Relevant National Standards
Language Arts, Standard 6: Uses reading skills and strategies
to understand and interpret a variety of literary texts
Visual Arts, Standard 1: Understands and applies media,
techniques, and processes related to the visual arts
World History, Standard 44: Understands the search for
community, stability and peace in an interdependent world
Level III, Benchmark 6 Understands the emergence
of a global culture (e.g., connections between electronic
communications, international marketing and the rise of
a popular "global culture" in the late 20th century; how
modern arts have expressed and reflected social transformations
and political changes and how they have been internationalized)
---
Related Activities
This activity is part of a suite of activities developed
around the theme of U.S Influence Abroad. Additional
activities under this theme include:
Isolationism Versus
Interventionism in the Philippines (Culture)
pbs.org/frontlineworld/educators/culture_philippines.html
Calming Tensions Between Arabs
and Iraqi Kurds (Culture)
pbs.org/frontlineworld/educators/culture_iraq.html
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Design Propaganda Posters to Bolster the United States' Image Abroad
The Activity
Some groups around the world have an unfavorable opinion
of U.S. president George W. Bush, and they use propaganda
to shape how others view him. In your study of World War
I or other conflicts in which propaganda played an important
role, extend your discussion of propaganda techniques by
showing and discussing these perspectives on President Bush
as U.S. forces engaged in Iraq in 2003.
Story: "India: Starring Osama Bin Laden"
At about 1:13 into the story
In: "And I had arrived at a provocative time."
Out: "... the opera 'Osama Bin laden.'"
Length of clip: 28 seconds
Description: Images of Indian protests against the United
States, plus a poster of President Bush with devil horns
and fangs with the caption"Warmonger!"
Story: "Lebanon: Party of God"
At about 9:33 into the story
In: "They operate a satellite TV ..."
Out: Pictures of George W. Bush juxtaposed with Adolf
Hitler
Length of clip: 27 seconds
Description: A Hezbollah television broadcast shows images
of President Bush side-by-side with Adolf Hitler
Before showing each clip, show students where India or Lebanon
is on a map. Then, pause the video on each image of President
Bush and ask students to identify any propaganda techniques
used. Who is the president compared with in each image? Who
is the intended audience of the images? How might the use
of these images affect public opinion of the United States?
Ask students also to speculate on what would be the economic,
political and social consequences of anti-U.S. sentiment
in Lebanon and India. And finally, have students apply their
knowledge of propaganda techniques to create posters with
messages designed to improve the United States' image in
the Middle East and India.
Resources
The full stories referenced above are available on the
Web on the streaming video
page.
pbs.org/frontlineworld/watch/
Transcripts of each story are also available:
"India:
Starring Osama bin Laden"
pbs.org/frontlineworld/about/episodes/205_transcript.html#india205
"Lebanon:
Party of God"
pbs.org/frontlineworld/about/episodes/202_transcript.html#lebanon
Visit the Web resources for each story for related links,
facts, and features:
"India: Starring
Osama bin Laden"
pbs.org/frontlineworld/stories/india205/
"Lebanon: Party
of God"
pbs.org/frontlineworld/stories/lebanon
Relevant National Standards
Language Arts, Standard 6: Uses reading skills and strategies
to understand and interpret a variety of literary texts
Visual Arts, Standard 1: Understands and applies media,
techniques and processes related to the visual arts
World History, Standard 44: Understands the search for
community, stability and peace in an interdependent world
Level III, Benchmark 6 Understands the emergence
of a global culture (e.g., connections between electronic
communications, international marketing and the rise of
a popular "global culture" in the late 20th century; how
modern arts have expressed and reflected social transformations
and political changes and how they have been internationalized)
Related Activities
This activity is part of a suite of activities developed
around the theme of the U.S Influence Abroad. Additional
activities under this theme include:
Isolationism Versus
Interventionism in the Philippines (Culture)
pbs.org/frontlineworld/educators/culture_philippines.html
Calming Tensions Between Arabs
and Iraqi Kurds (Culture)
pbs.org/frontlineworld/educators/culture_iraq.html
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