Rationale for Unit: In this Unit, we will explore the relationship between art and identity. Examining depictions of African American identity in the past and in the present, we will consider the multidemensionality of art in terms of its purpose, mediums, and interpretations. By using the Jim Crow Era as a reference point, we will look at the ways in which artistic expression is use to both oppress and uplift. In this unit, students will be encouraged to draw parallels between past events, current events, and anticipated trends. This unit will entail a mix of abstract and practical thought and approach. Students will be encouraged to examine the role of art in their own lives and in the lives of others; students will also be pushed to establish connections between structures/institutions and art. This unit will include a group-based critical, empathetic analysis of contemporary mediums of Black artistic expression.
Kevin Beckford African American History 1 hour 5 min
Science Leadership Academy
Harlem Renaissance
Source Analysis Lesson
Student Understandings:
Students will understand that…
- Art entails many mediums, interpretations, and purposes.
- Art has historically been a means of oppression, reflection, and uplift.
Students will know
- Art is a vehicle for expression as well as a vehicle for change.
- Art and interpretations of it are not static; our approach and understandings of art are very much influenced by our own individual and collective experiences.
Students will be able to…
Students will be able to independently utilize academic databases and online primary source databases.
Students will be able to analyze primary sources.
Students will be able to utilize technology in their examination, research and critique of art.
Enduring Questions
- Does the media create or reflect images of Black Americans?
- What type of artistic mediums were reflected in the Harlem Renaissance?
- How do I, as an individual, understand art?
Sources:
For classwork assignment: Document Analysis Worksheets
Materials
Laptops, Paper, Pen/Pencil, Headphones, Flash Drive, Moodle (online database), Speakers, Projector, DVDs, converted video clips, Document Analysis Sheet, Comprehensive Document of Images, Art, and Photographs
STANDARDS
U.S. HISTORY 8.3.U.A.
Compare the role groups and individuals played in the social, political, cultural, and economic development of the U.S.
8.3.U.C.
Evaluate how continuity and change have impacted the United States.
- Belief systems and religions
- Commerce and industry
- Technology
- Politics and government
- Physical and human geography
- Social organizations
Humanities Arts 9.4.8. D
Describe to what purpose philosophical ideas generated by artists can be conveyed through works in the arts and humanities.
Science Leadership Academy
9th Grade African American History Standards
Sources: Student can analyze a variety of source documents including visual representations of information.
Research: Student is making progress in producing independent research-based projects
Perspective: Student seeks to understand and fairly present the ideas of others, even when they disagree with the point(s) being made.
STUDENT SKILLS AND DEVELOPMENT
Students will be able to independently utilize academic databases, online primary source databases
Students will be able to analyze primary sources.
Students will be able to connect historical events to the contemporary.
Students will be able to critically analyze examples of artistic expression.
PROCEDURES
Hook- I will begin class by showing clips from Live at the Apollo. We will watch a clip of Lauryn Hill getting boo'd, a clip of "And I Am Telling You," and a clip that features the 'Sandman." We will then have a short discussion about the Sandman and minstrelsy? (Some guiding questions: Is the Sandman an example of minstrelsy? Is the Sandman reflective of a 'reverse' cultural appropriation? What are your thoughts about the Sandman)- 10-15 minutes total
I will introduce the Benchmark Assignment: go through each of the options and solicit necessary feedback/ answer questions (10-15 minutes)
Remaining 40 Minutes
At the start of class, the room will be organized in its normal set up.
I will then sign on to Moodle and show students the comprehensive document; I will take the students through the Walt Whitman and Langston Hughes document.
I normally allow students to listen to music/ video or audio files of the document with their headphones.
Students will spend the class period working on completing one source analysis sheet. They will pick one form of artistic expression from the document and analyze it (40 Minutes).
Day 2
Resisting Jim Crow through Art, Music, and Intellectual Creativity
Living in the Harlem Renaissance
Kevin Beckford African American History 1 hour 5 min
Enduring Understandings
The Harlem Renaissance (as a time period noted by Historians) was a time of relatively great progress; racial, heteronormative, and gender norms were muddled and questioned during this time.
Enduring Questions
What is the relationship between artistic expression and institutional racism?
How can art explain societal ailments?
How can art rectify societal ailments?
GOALS/OBJECTIVES
Students will be able to analyze primary sources.
Students will be able to critically analyze examples of artistic expression through dialogue and writing.
Standards
Subject Area: Historical Analysis and Skill Development
8.1.9.B.
Compare the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships
9.4.8. D
Describe to what purpose philosophical ideas generated by artists can be conveyed through works in the arts and humanities.
Science Leadership Academy
9th Grade African American History Standards
Sources: Student can analyze a variety of source documents including visual representations of information.
Perspective: Student seeks to understand and fairly present the ideas of others, even when they disagree with the point(s) being made.
Discussion: Student consistently presents his/her own idea(s) in a constructive and useful manner.
MATERIALS
Laptops, Paper, Pen/Pencil, Headphones, Flash Drive, Moodle (online database), Speakers, Projector, DVDs, converted video clips; Twitter
PROCEDURES
As students enter the classroom, I will play John Coltraine’s “Naima.” (Engagement) I will also bring in food for the class to enjoy. I would really like to set the mood in this class; I will play around with the environment by moving the desks in quads at the sides of the rooms. I will also dim the lights (have one of the lights in the room turned on).
BODY OF THE LESSON/ PROJECT
Part I (30 Minutes total)- Part 1 (Gallery Walk)
The class will convene in the center of the room. Music clips, art clips, film clips will be portrayed on the screen. Students will be asked to watch the material and also, discuss their source analysis sheets with each other. Students will be able to move around the classroom, talk to each other, eat food.
Harlem Renaissance (Video Biography of the Harlem Renaissance)
Duke Ellington
“Black Beauty”
“I’m Just Wild About Harry” from the play Shuffle Along
Broadway and the Cotton Scene (feat. Paul Robeson)
Billie Holiday’s “Strange Fruit.”. - 1939/ not quite during the Harlem Renaissance, but relevant.
Mahalia Jackson “Joshua Fit the Battle of Jericho”
Paul Robeson “Ol’ Man River”
National Negro Anthem (Howard University Gospel Choir); Use the song to give context about John Weldon Johnson.
While the video material plays, students will walk around the room and read/analyze the following poems/ writings:
Langston Hughes, “I Too, Am America” (Poem)
Claude McKay’s “If We Must Die.” (Poem)
(While watching the clips, students will be able to use their Twitter accounts to give a live update about their thoughts on the clips. I will go back and assess the tweets after the class; the SAT will monitor Twitter updates as this discussion occurs. This will give students, who do not normally participate vocally, the opportunity to participate and engage with their peers).
Discussion (Possible questions: what is the message in the piece? Why might it have been employed during the time in which it was created What is the legacy of each piece? Are these pieces relevant today?) Extension
Part 2- Journal Entry (10 Minutes)
Which art piece do you like the most and why?
CLOSURE
I will play four minutes of a video from Being and Becoming: Black Womanhood in the 21st Century. Kelly Simone, daughter of Nina Simone. http://www.youtube.com/watch?v=4W5FaKdE4Ow
ACCOMMODATIONS
I will post links to the videos on Moodle just in case students are absent.
I will post the article to Moodle for additional review.
Supplemental Reading (will already be posted on Moodle, but will be referred to during this class):
Toward an Aesthetic of Black Musical Expression Author(s): Jane Duran and Earl Stewart. Journal of Aesthetic Education, Vol. 31, No. 1 (Spring, 1997), pp. 73-85 http://www.jstor.org/stable/3333473 .
Synopsis of Shuffle Along: http://www.nypl.org/blog/2012/02/10/musical-month-shuffle-along
ASSESSMENT/EVALUATION
Journal entries will be assessed (students will be told that journals are due for the next class)
Discussion will be accessed
TABA charts will be checked by the SAT
No comments:
Post a Comment