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HUNTER
COLLEGE |
Professor: Dr. Anthony G. Picciano | ||
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on line with Lincoln Center Institute |
Distant
Learning Collaboration Teaching Artist; John Toth |
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"
Agrarian Leader Zapata", 1931
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| Museum of Modern Art, NYC |
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The on-line work begins here... |
Project Lesson Plan | ||
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What is going on in this picture?. |
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| CONTEXTUAL INFORMATION | |||
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please avoid reading the Rivera links until we have finished the exploration by questions. |
DIEGO RIVERA 1886 - 1957 |
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Zapata, Revolution, Russia, Spain |
The Art and Times of Diego Rivera | ||
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"Rivera had a morbid calmness towards death." A study can be made on Don Francisco I. Madero who was a rich land owner believing in political liberty for the Mexican people. These twenty years of rule brought on many bloody rebellions, assassinations and couter-rebellions. But, however, his government did start programs to redistribute land, to improve public health, and to fight against illiteracy. It also adopted a more liberal constitution that established a minimum salary, an eight hour work day and much more. |
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The Annexation of Mexico: From the Aztecs to the IMF |
Politics | ||
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countryside, Emiliano Zapata organized an army as did Francisco (“Pancho”)
Villa, Alvaro Obregón, and Venustiano Carranza. The revolution began
on November 20, 1910. When Diáz fled, a moderate liberal, Francisco
Madero, took over on November 11, 1911. Too moderate for Zapata, the
war was on. General Victoriano Huerta was sent to get him. Too liberal
for the US, it connived in a bloody coup of 1913. But Huerta seized
power. Whoops. Zapata, Obregón, Carranza, and Villa vowed to overthrow
Huerta.
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Diego Rivera at the DIA |
* | DIA | |
| * | Art Dossier | ||
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Diego Rivera murals at Rockefeller Center |
* | Rockefeller Center | |
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The Excitement of Diego Rivera |
* | Liam K | |
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The Excitement of Diego Rivera / Murals |
* | Murals | |
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Links to Diego Rivera web sites |
Links | ||
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Don Francisco I. Madero * 1 Spanish |
Don Francisco I. Madero * 2 Spanish | ||
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Biography
of Francisco I. Madero
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COMMENTS FROM TEACHERS |
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quotations are taken from an annual Lincoln Center Institute publication called REFLECTIONS which highlights the writing of educators participating in the LCI Summer Institute. At the Summer Institute, educators take a three-week experiential and theoretical course "Introduction to Aesthetic Education" which prepares them to partner with teaching artists in designing units of study around performing and visual works of art. Philosophy of Aesthetic Education I had spent most of my time working on my career, believing that studying, practicing and reading about how to teach would all help make me a better teacher. I always believed, that the arts must be an integral part of the learning process. What I had forgotten was that this belief should not only apply to learning in children, but that it should also apply to learning in my own life. If I wanted to project an appreciation for the arts, I needed to find it within myself first. Noreen Yeh Chatsworth School, Partnership School Mamaroneck, New York Aesthetic Education should be a part of our teaching curriculum. It allows children to express themselves in different forms. Normally education is considered to consist typically of Reading, Writing and Arithmetic - in today's society it goes far beyond this. The arts can have a significant and meaningful impact on all children, no matter how creative the child is. Aesthetic Education is really a way of looking at, listening to and understanding the world in a more artistic and visual way. It compliments the understanding of the world politically, historically and geographically. Lorraine Singletary PS 15: Whitney M. Young Jr. School, Partnership School Jersey City, New Jersey My experience at Lincoln Center taught me that my perception and opinions of a work of art are very valuable although they may be different than others. It challenged me to be a risk taker. Maria Modica PS 33, Partnership School District 29, Queens Works of Art as Objects of Study The students' ability to make connections with different subjects and explore the materials creates a mobile student. These are experiences that a student has for life. This is something they can always use if ever there is need. The art takes us to another place where reality cannot. Eresha Kissoon The Computer School, Focus School District 3, Manhattan If you take the time to create and interact (with a work of art) the well never runs dry. What a fantastic feeling! In our fast food culture we are not trained to stop and think, contemplate and feel, to give ourselves the opportunity we deserve to expand our minds and open up meaningful dialogues. Katherine Moore Strauss Milton Avenue School, Partnership School Chatham New Jersey The Role of the Teacher Aesthetic Education teaches children that life has infinite possibilities. Works of art and life are inexhaustible, repeated encounters with the same work yield new insights. Encounters with works of art can change people causing them to view the art and the world in a new way. The Institute's principles will serve as a model for the teaching and learning practices in my classroom. The questioning strategies will allow students to draw their own conclusions to a work of art, a book, a story, a poem, or anything else we are learning. I will encourage my students to describe, discuss and interpret and give them the freedom to form their own conclusions. Thank you Lincoln Center Institute and teaching artists in helping me become a better teacher and more importantly a better human being. Celeste Pomerantz PS 130, Focus School District 25, Queens Teachers became students; we analyzed, applied critical thinking skills, listened, danced, sang, used gross motor skills and actively learned. More importantly, we now realize that interpretation of the arts is subjective and therefore, there is no wrong or right approach to arts. I was not judged and now I will not judge my students. Irene Ginis PS 115, Partnership School District 26, Queens Insights into the Process of Art Making Not only did I learn a great deal about myself as an observer of artwork, I also learned a tremendous amount about myself as an artist. I learned that I can in fact feel like an artist, as soon as I let go of my inhibitions and open myself up to the experience. Nell Plunkett Chatsworth Avenue School, Partnership School Mamaroneck New York I have kept all of the pieces of visual art I created as a reference for my teaching , but it means more to me than a reference. This work represents hidden abilities that I could never fathom. It also exemplifies the thought that drawing, painting and working with clay are easier than they may seem if broken down to basic shapes. I plan on showing my work to my students at times when they may be overwhelmed and feeling incapable. Christine Eckhoff Ann Blanche Smith School, Partnership School Hillsdale Board of Education, New Jersey Encouraging Critical Thinking and Imagination We were learning about ourselves and building connections. This is the way I would like my students to learn. I want them to make discoveries, take risks, and realize that there are many approaches and outcomes. Our students will learn critical thinking skills through questioning, reasoning and evaluation. This will help them to make connections to alternative solutions within curriculum areas. Students will become aware that there are sometimes many possible answers. Enid M. Weinstein PS 145, Partnership School District 3, Manhattan I learned to look at art and at life with imagination- imagining how things could be, not as they seem to be. This opens a new level of curiosity and learning through experiencing art. Carey Anne Bruce Avondale Elementary School, National Educator Workshop Birmingham, Alabama Encouraging Reflection through Questioning Getting students to observe a piece of art and ask questions of it will immediately lead us in new and inspiring directions. It is the best way to get students thinking. The questioning and subsequent discussion are fantastic tools. Amy E. Ferraro Maple Street School, National Educator Workshop Manchester Center, Vermont So I began to ask questions to help me understand the purpose of what I was doing. It's only now, after the completion of the course that I can appreciate the reasons why only rarely were my questions directly answered by the teaching artists. Almost always, I was told, "You'll see. Just keep on doing what you're doing." Now I know that (asking questions) forced me to think and react to my actions and feelings -just the way we want children to do. I also learned a style of questioning which, to a large degree, I've been using before when concentrating on other academic areas such as reading, math and social studies. But now I saw it modeled by our teaching artists in the arts. I know I could have been using some of their questioning techniques on my own before these classes. Hearing them repeatedly use a series of questions to help force us to think and explain (our) answers (through illustration or a demonstration) made a clearer picture for me. Janet Friedland PS 133, Partnership School District 26, Queens I want so much to incorporate John's exhaustive technique of questioning when approaching a painting or sculpture. From now on I will ask my students to look for evidence when they "read" an artistic work. Roberta Ende PS 33, Partnership School District 29, Queens Value of Art in Our Society Whether it is a movie, a play, a music video, a photograph or a wood carved sign outside an orthodontist's office, I feel as though I can look at the work with a more critical eye and a better understanding after experiences the Summer Session workshops. I am now better prepared to ask questions and express opinions about forms of art than I was before. This better understanding has made me realize that the art world is not some far off place that takes place exclusively at Lincoln Center and museums in large cities, but it is a world that exists in our everyday life at home, at work, at school. Armed with this knowledge, I feel as thought I have experienced real growth after attending the Summer Session. And it is my sincere hope that I may impart some of this growth I have experienced, the perspective I have been afforded, and the appreciation I have acquired to my students beginning this fall. Kevin O'Rourke Lloyd Harbor School, Partnership School Cold Spring Harbor, New York |
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