<p>These artworks take a stance on social issues such as poverty, hunger, homelessness, freedom of speech, and political oppression. How have the artists combined imagery and text to communicate their message? </p>

<p>Allow small groups to "see/think/wonder" about a mask image:  Look and describe what you see. Based on what you see, what do you think the mask is for? What do you wonder about the mask (or want to learn about the mask)? Then allow students to click the Information button to learn more. Groups can report out to the whole class.</p> <p>Facilitate a discussion with students using some open ended questions:</p> <ul><li>Why do people make and wear masks? </li><li>What can be hidden or revealed using a mask?</li><li>What might a mask symbolize or stand for?</li><li>If you were to design a mask for a special purpose, what would it look like? </li></ul><p>Direct students to sketch their ideas to plan for creating a mask. </p> <p><br /></p> <p><br /></p>

<p>View selected prints of different places, then discuss: </p> <p></p> <ul><li>What is the first thing you notice?</li><li>What do you believe is special about this place?</li><li>How did the artist use composition to highlight what is special?</li></ul><p>Choose one print to examine:</p> <p></p> <ul><li>What kinds of lines, patterns or textures did the artist use?</li><li>How did the artist use tools to create areas of light and dark?</li></ul><p>Apply in your own work:</p><p><br /></p><p></p> <ul><li>What makes a place special or meaningful to you?</li><li>What clues will help capture the uniqueness of your special place?</li></ul><p>ARTMAKING CHALLENGES:</p><ul><li>Draw a picture of a special place using foreground, middle ground, and background. Use a variety of lines and cross hatching to create texture and value.</li><li>Sketch your special place, then transfer the design to a soft rubber printing plate. Using a lino cutter, outline the major areas and cut away areas that will remain light. Use a variety of lines and cross hatching to create areas of light and dark in the prints. Ink your printing plate and pull several prints. </li><li>Create a painting of a special place using foreground, middle ground, and background. Mix tints and shades. Use color to communicate an emotion linked to your special place.  </li></ul><p></p> <p></p> <p></p>

<p>Look at the images. . . </p> <p></p> <ul><li>What is happening?</li><li>Who do you think these people are?</li><li>Do you have a memory of doing something similar? </li></ul><p>ART MAKING CHALLENGE:  Create an artwork that depicts a memory of something you enjoyed with family or friends. The artwork could be a drawing, painting, or collage. </p> <p></p>

<p>These artworks are <strong>enigmatic</strong> - "mysterious, puzzling, hard to understand, mystifying, inexplicable, baffling, perplexing, bewildering, confusing, impenetrable, inscrutable, incomprehensible, unexplainable, unfathomable, indecipherable."   They are open to interpretation.  </p><p>Look at one or more of these artworks. How did the artist create a sense of mystery or fantasy? What do you think it could mean?  </p>

<p>What do you like to do in summer? Look at some pictures for ideas. Think:</p><ul><li>What does that feel like?</li><li>Can you taste it?</li><li>What would you hear there?</li><li>What weather do you see?</li></ul> <p>Art prompt: Draw or paint a picture of yourself and a friend or family member having fun doing a summer activity.</p>

<p>The environments depicted by some artists evoke a sense of control and order.  Look at these artworks by Charles Sheeler, Edward Hopper, and Richard Estes. What formal elements of art or principles of design do you see that support the feeling of control?</p> <ul><li>Elements: line, shape, color, value, form, texture, space</li><li>Principles of Design: balance, contrast, emphasis, movement, pattern, rhythm, unity</li></ul>

<p>Memories can evoke strong feelings and  inspire artists to tell stories in their art. Look at a selected image with a partner or table group and discuss:</p> <p></p> <ul><li>What is the story?</li><li>How do you think the person or people feel about this experience?</li><li>What do you see that makes you think they feel that way?</li><li>Have you ever had the same feeling?</li></ul><p></p>

<p>Images support learning in art lessons about the big idea of Community. Compare/contrast urban, suburban, and rural communities. What do all communities have in common?</p><p>Activity: Print selected images on 8.5" x 11" card stock and laminate. Cut each image into several pieces. Number the backs of the pieces and place in a zip-lock bag with the same number. </p><p>Each student receives a puzzle piece and must work with their small group to re-assemble the image. Then make a list of clues about the community depicted. As each group shares their lists, the teacher records responses. Duplicate responses get a tally mark next to the word. </p><p>Teacher can then lead a discussion about what makes a community and help students make connections to similarities with their own local community.</p>

<p>These images come from murals that depict people at work.  What jobs do you see them doing? How does each job help the community?</p>

<p>For younger students, play an "I Spy" or sorting game with sculpture images. Attributes to look for:</p> <ul><li>Geometric shapes/forms</li><li>Biomorphic shapes/forms</li><li>Inside/outside sculptures</li><li>Sculptures that resemble animals or people</li><li>Sculptures that don't resemble anything</li><li>Big/little sculptures - explain how you decided this (scale in relation to its surroundings)</li></ul><p>With older students, challenge them to construct a definition of abstraction based on what they observe in the sculptures. </p>