When discussing his artwork in the video provided in this lesson, El Anatsui talks about transformation and fluidity, and how they replicate life. Students will examine Rain Has No Father?, paying special attention to the folds and malleability of the artwork. The class will use Anatsui's quote, "Human relations are not fixed…they change from time to time; they are dynamic," to spark discussion and inspire personal writing topics.
Students will look at decorations and details of a late 19th century cabinet and imagine the life and times of the family who owned it by researching events during this time period. Students will write imaginary letters to a family member based on historical information they research from this time period.
Students will critically examine and discuss the image of St. Ferdinand, King of Spain and use what they learn to demonstrate an understanding of the concept of cause and effect. Students will work collaboratively to create a cause-and-effect chart relating to both the artistic style of the object and the historical significance of the subject represented.
Students will critically examine and discuss the image of St. Ferdinand, King of Spain, then analyze and interpret it as a historical source for information as well as an important and impressive work of art. Students will consider how the artist and the patron who commissioned its creation influenced this sculpture, and generate a list of questions about the artwork.
Students will observe the Black Raku Tea Bowl for characteristics of wabi sabi, an aesthetic ideal of beauty. Students will then create a haiku poem about a simple, yet elegant item.
Students will examine the artistic characteristics of the Olmec Seated Figure, learn about significant cultural beliefs in the Olmec civilization, and write a descriptive essay or creative short story featuring an alter ego.
In this lesson, students will find examples of stories and symbols that represent unity, harmony, or peace on the Senufo Drum. They will then compare the West African symbols to symbols from their own culture.
Students will examine the artistic characteristics of Trade Canoe for Don Quixote and describe large-scale and smaller-scale issues that are of concern to them. Then they will create a short essay or brochure describing an issue that concerns them along with solutions for improving the situation.
Students will trace the biogeographical journey of the artist who created the sculpture Spiritual Messenger and examine how people and their work reflect the cultural experiences they have had. The students will share personal examples of activities and possessions that reflect a blending of different cultures, and then create an illustration with accompanying caption that shows an example of cultural fusion in their own lives.
Students will examine the artistic characteristics of the Maya Vase with Palace Scene, locate Guatemala on a map of the world, and identify defining features of the country. Then they will reflect on the kinds of gifts that were considered valuable during different time periods and civilizations, and create a timeline demonstrating how the idea of what is considered a valuable gift has changed over time.
Students will critically examine and discuss the Vase with Palace Scene and use clues they find about the object, as well as researched information, to create web maps that show their findings. Student will gain an appreciation for the importance of chocolate in Maya society.