The power of art

Introduction

What makes art so powerful? Throughout the centuries art has made political statements, inspired the masses, and turned heads in galleries. 

We will explore the social and political power of the work of Pablo Picasso, specifically, the Guernica Mural. Submit a design plan, sketch of a mural inspired by the Guernica in protest of environmental degradation.

Image result for the guernica

Task

This Assignment:

You have been commissioned by the Australian Government to create a powerful mural to protest the degradation of the environment. You will draw inspiration from Pablo Picasso's Guernica.

Process

  1. Brainstorm: What makes a powerful painting? What are some examples? Write your answers on a word document.
  2. Spend a minute analysing the Guernica Mural without engaging any prior knowledge of Cubism or Symbolism, write your first impression of the mural on the same word document (try and use one or two words) 
    1. Watch the following video and apply these principles to analyse the Guernica Mural. Complete a small written analysis of approximately 3-5 sentences using this strategy on the same word document
  3. Read article and/or watch the informative clip to further inform your analysis.
  4. Consider how components of Picasso's Guernica mural might inform your own work
  5. Choose a topic from the following and write which one you have chosen on the same word document
  6. Design 3-5 symbols you might use in your mural to symbolise the degradation of the planet
    1. take photos of each and insert them into the same document
    2. create your mural and take a photo of it and insert it into the same word document. Upload the word document to learning tasks for assessment.

 

Evaluation

 

l Well Above Level Above Level At Level Working Towards Level

Evidence of Knowledge and Understanding of the context of Guernica, the use of symbolism and expressionism throughout.

Student exhibits extremely high quality evidence of knowledge and understanding of the context of Guernica, the use of symbolism and expressionism throughout.

 Student exhibits high quality evidence of knowledge and understanding of the context of Guernica, the use of symbolism and expressionism throughout. Student exhibits quality evidence of knowledge and understanding of the context of Guernica, the use of symbolism and expressionism throughout. Student exhibits evidence of knowledge and understanding of the context of Guernica, the use of symbolism and expressionism throughout.

 		 Student exhibits partial evidence of knowledge and understanding of the context of Guernica, the use of symbolism and expressionism throughout without complete understanding .

Translation and application of learning in response to Guernica and development of symbols representing chosen topic.

 Student exhibits extremely high quality translation and application of learning in response to Guernica and develops distinct, creative, nuanced and relevant symbols to represent chosen topic. Student exhibits high quality translation and application of learning in response to Guernica and develops distinct, creative and relevant symbols to represent chosen topic. Student exhibits quality translation and application of learning in response to Guernica and develops distinct and relevant symbols to represent chosen topic. Student exhibits translation and application of learning in response to Guernica and develops relevant symbols to represent chosen topic. Student exhibits some translation and application of learning in response to Guernica and develops little or no relevant symbols.

Writing is clear and concise with evidence of self-correction and reflection.

 Writing is of an extremely high standard and is consistently clear and concise. Shows evidence of critical reflection and self correction in response. Writing is of an high standard and is consistently clear and concise. Shows evidence of critical reflection and self correction in response. Writing is mostly of a high quality standard and is consistently clear and concise. Shows evidence of critical reflection and self correction in response. Writing is sometimes clear and concise. Shows evidence of reflection and self correction in response. Writing is not clear and concise. Shows little evidence of reflection and self correction in response.
Participation and on task behaviours. Student Always participates and exhibits on task behaviours. Student consistently participates and exhibits on task behaviours. Student  mostly participates and exhibits on task behaviours. Student generally participates and exhibits on task behaviours. Student generally doesn't participate and rarely exhibits on task behaviours.
Overal Mark        

Credits

Reference List

 Australian Curriculum. (2017). Information and Communication Technology (ICT) Capability. Retrieved from Australian Curriculum: https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabil…

Clark, R. C., Nguyen, F., & Sweller, J. (2011). Efficiency in learning: Evidence-based guidelines to manage cognitive load. San Francisco, CA: John Wiley & Sons.    

Educational Broadcasting Corporation. (2004). What are the benefits of WebQuests? Retrieved from http://www.thirteen.org/edonline/concept2class/webquests/index_sub1.html

Educational Broadcasting Corporation. (2004). What is constructivism? Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index.html

Educational Broadcasting Corporation. (2004). What is inquiry-based learning? Retrieved from http://www.thirteen.org/edonline/concept2class/inquiry/index.html

Pinantoan, A. (2013). WebQuests - An Introductory Guide and Resources. Retrieved from http://www.opencolleges.edu.au/informed/teacher-resources/webquests/

Snyder, I., & Nieuwenhuysen, J. (2010). Closing the Gap in Education? Improving Outcomes in Southern World Societies . Clayton, Victoria: Monash University Publishing.

Starr, L. (2000). Creating a WebQuest | It's Easier Than You Think. Retrieved from http://www.educationworld.com/a_tech/tech/tech011.shtml