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Five Artists of the Mexican Revolution

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Five Artists of the Mexican Revolution

Grade Levels

10th Grade, 11th Grade, 12th Grade, 9th Grade

Course, Subject

World History 1450-Present, Arts and Humanities, Visual Arts
Related Academic Standards
9.2.3.A 9.2.3.A
Explain the historical, cultural and social context of an individual work in the arts.
9.2.3.D 9.2.3.D
Analyze a work of art from its historical and cultural perspective.
9.2.3.J 9.2.3.J
Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g., PLAYS BY Shakespeare, works by Michelangelo, ethnic dance and music).
9.2.5.B 9.2.5.B
Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to present).
9.2.8.E 9.2.8.E
Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas)
Expand
  • Big Ideas
    Humans have expressed experiences and ideas through the arts throughout time and across cultures.
    People have expressed experiences and ideas through the arts throughout time and across cultures.
    The skills, techniques, elements and principles of the arts can be learned, studied, refined and practiced.
  • Concepts
    Americans have customs, and traditions that we share through theatre and stories.
    Art plays an important role in culture.
    Artists preserve culture by visually recordingcustoms and traditions.
    Artists throughout history have created works of art that represent and record everyday life.
    Cultures have unique artistic traditions.
    Dance is a product of the time, culture, social climate and place in which it is created.
    Dance is both a reflection of the time, culture, social climate and place in which it is created and a way to change culture.
    Dances from different cultures have different characteristics.
    Many different types of dance have been used by people in American culture to celebrate events throughout history.
    Many different types of dance have been used by people in other cultures to celebrate events throughout history.
    Music is used as a means to celebrate events in people’s lives.
    Music is used by various cultures as a means to pass on traditions.
    People from many different cultures share their experiences through storytelling.
    People of different cultures use movement to convey meaning.
    Puppets have been used to tell stories in many lands and many cultures.
    The American culture has musical traditions.
    The elements of music are shared through a universal system of musical notation that has changed through time.
    Theatre has existed for thousands of years.
    Theatre playing spaces and staging practices have changed through time and across cultures.
    There are dances that are unique to certain cultures.
    There are similarities between works in different arts disciplines that originate from the same time and place.
    While each culture has unique music, there are similarities in the role of music in all cultures.
  • Competencies
    Analyze the artistic traditions evidenced in the artwork of a variety of cultures, including works by Pennsylvania artists.
    Compare a work of visual art to a work in another arts discipline (music, dance or theatre) that originates from the same time and place and list similarities between them.
    Compare and contrast two distinct works in dance from the same time period and explain how they were influenced by and how they influenced the culture, social climate and place in which they were created.
    Describe the characteristics of dance from different cultures.
    Describe the ways in which characters in an American television show demonstrate elements of American traditions and cultures.
    Explain how people in American culture have used dance to celebrate events throughout history.
    Explain how people in other cultures have used dance to celebrate events throughout history.
    Identify a variety of stories from diverse cultures through dramatic play.
    Identify and analyze the purposes and functions of artwork in their own culture.
    Identify and categorize examples of theatre through history, e.g. Egyptian pageants, Ancient Greek and Roman theatre, medieval pageant wagons, Japanese kabuki, American radio shows, vaudeville acts, television commercials, Punch and Judy shows, Sesame Street, You Tube videos.
    Identify and describe dances that are unique to certain cultures.
    Identify how notation has changed through time and perform and notate music using modern musical notation.
    Identify musical traditions in American culture.
    Identify puppets from many different times and cultures.
    Identify the influence of historical, cultural, socialand geographical contexts on different types of dance, including dances native to Pennsylvania and the mid-Atlantic region.
    Identify the purpose ofcultural dance and decode the meaning of movement in various cultural dances.
    Identify the role of music in different cultures and time periods and explain the similarities in the role music plays in those cultures.
    Identify, perform and move to music that celebrates events.
    Identify, perform and move to music that is used to pass on traditions.
    Make and analyze art that depicts the customs and traditions of a group of people.
    Research theatre spaces through history (Greek Theatre, Roman Coliseum, Shakespeare’s Globe, Traditional Proscenium Arch) and identify changes in the performing space, backstage, wings or other scenery storage area, and staging practices.
    View and create works that record aspects of daily life.

Description

In this ARTESEDGE lesson, students research the major events and personalities in the Mexican Revolution, and explore how these people and events influenced the art that was created in early 20th century Mexico.

Web-based Resource

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Five Artists of the Mexican Revolution

Content Provider

ArtsEdge

 

Since the Kennedy Center’s opening in 1971, schoolchildren, parents and educators have turned to us as the nation’s premiere cultural resource. Embracing this responsibility, the Kennedy Center instituted ARTSEDGE in 1996 as its educational media arm, reaching out to schools, communities, individuals and families with printed materials, classroom support and Internet technologies.

 

We are expanding our content to serve a new definition of educators, encompassing classroom and out-of-school teachers, with the single-minded goal to support arts-based student learning, whether in the classroom or an informal learning environment, like the home.

 

We’re focused on ways to support innovative teaching with the arts, and meet changing trends in education and to accommodate the ever-evolving impact of technology in our lives. Our collection of free digital resources—including lesson plans, audio stories, video clips, and interactive online modules—has been streamlined for easier browsing and upgraded to leverage best practices in educational media and multimedia-supported instruction.

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