Lesson Overview:
Humans communicate with one another in a variety of ways, including verbally, kinesthetically, artistically, and literarily. In small groups, students will choose a type of folk art representative of one of these methods of communication, and present their findings in a research paper. The class will then create a multi-arts presentation as they reproduce examples from one of the genres of folk arts.
Length of Lesson:
Eleven 45-minute class periods
Instructional Objectives:
Students will:
- be able to identify the four major genres of folk art: visual art, storytelling, dance, and music.
- be assigned one genre to focus on in creating a classroom-wide multi-arts presentation.
- create a work of art for a final presentation.
- research the origins and meaning of each of the above art forms, and identify how each was used as a method of communication.
- write a research paper on one of the folk art genres.
Supplies:
- Notebook
- Pens
- Poster board for multi-arts presentations
- Props for performing folk dance and music (optional)
- Resources for information about folk art (please see the Sources section), including reproductions of visual folk art (pictures, sketches, handmade quilts, etc.), folk stories, list of folk dances, and a list of folk tunes
Instructional Plan:
Introduction
Ask students to name different methods of communication, such as written, verbal, pictoral, and nonverbal (gestures, facial expressions, body stance) forms of communication. Choose four students to explain what they did prior to arriving at school that day by using one of the above methods of communication. Initiate a discussion about the importance of communication in daily life, and segue into a conversation on the importance of communication in artistic creativity. Ask students to identify some of the ways that artists communicate through their work.
Research and Writing
Tell the students that they will be breaking up into groups to research one of the following genres of folk art:
- visual art—quilting, painting, weaving, etc.
- storytelling—oral legends, myths, etc.
- folk dance—square dancing, traditional dances from various cultures, etc.
- folk music—Indonesian gamelan, Indian raga, and other forms of traditional music from various cultures, etc.
Within each folk art form, each team will research its origins and meanings and will describe the languages and methods used to communicate the central message of this art form.
Each of the groups will write a formal research paper detailing their findings about this folk art medium. Encourage them to explore the following questions:
- In what ways do artists communicate through their work? What messages are they trying to communicate?
- On which folk art tradition from this genre will you focus?
- By viewing and engaging in the folk art, what can you learn about the culture/society from which the folk art originates?
- What types of ideas/values are communicated through the folk art tradition you have selected?
- How can we share our knowledge about the various forms of communication with people outside this class?
Remind students that the group research papers should have:
- A clear thesis statement.
- A coherent introduction and conclusion.
- Logical explanation and development of ideas.
- Proper grammar and mechanical usage.
Multi-Arts Presentation
After handing in their research papers, students will work in pairs to create a multi-arts presentation in the classroom, with examples from all four of the folk art genres. Each of the student pairs must explore the theme "art as communication" in their projects. Tell students they can use the Internet, library, or classroom resources to conduct further research on the specific art form. The pair should be prepared to present their folk art creation to the class and give a brief background on their art form and their methods of research. The student-created work of art may be fashioned after any one of the following options:
- A reinterpreted reproduction of an already established folk art (i.e., a slave quilt).
- A presentation of an already established work of folk art (i.e., performing a native dance or song).
- A different presentation to be approved by the teacher beforehand.
The multi-arts presentation should span many different world cultures and time periods. Students will present their creations in a final exhibition.
Closure
Students will share their reactions to the information they have learned and provide feedback to their peers on the different presentations. Lead the class in a discussion of these folk art forms, asking:
- What kinds of human relationships have been depicted in artistic expression?
- How timeless/dated are these relationships?
- How can we share our knowledge about human relationships as an important part of artistic expression with people outside the class?
Assessment:
Ask students to write a 300-word essay on what they have learned about the different genres of folk art. In their essays, they should address the particular genres that they researched in their groups, answering the following prompt: "What messages are folk artists trying to communicate through this art form?"
Evaluate students’ multi-arts presentations on the following criteria:
- Accuracy in presentation of the art form
- Originality and creativity of the presentation
- Appropriate incorporation of research materials
- Group effort
Extensions:
Depending on the technology and time available, students could produce a PowerPoint presentation or Web page investigating the roles and ideals found in global or regional cultures. This presentation should show that the student can recognize enduring human problems and be culturally sensitive in their explanation of events.
Sources:
Web:
Authors:
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ARTSEDGE and DoDDS, Curriculum Partnership
The John F. Kennedy Center
Washington, DC
