Lesson: Propaganda Art of WWII
Grade Level: Fourth Grade
Unit: How does History Affect Art? In this unit, students will look at how what was happening at a specific point affected the art of that time. There are two lessons in this unit: 1. Propaganda Art of WWII, and 2. Art of the Great Depression.
Objectives: By the conclusion of this lesson, all students will be able to:
1.) Discuss the propaganda art of WWII and will be able to explain its purpose and how it spread orally [art history].
2.) Identify specific elements in the propaganda posters and will speculate as to their meaning. [art criticism]
3.) Provide art-based reasons for the positions they take regarding what is considered art and whether that includes propaganda posters …show more content…
Anyone around during this time would be used to seeing propaganda posters in everyday places across the United States. Many different forms of artists were sought out to help spread the government’s message in this form; even an organization called the Office of War Information was created to help this movement spread. There is no one specific artist that was popular at this time, but there are several artists who have works of art that are more recognizable or famous than others. One of these works that students will be viewing in this lesson is “I Want You” by James Montgomery. This piece is one of the most well-known works from this time period. Another piece that the class will be looking at, and is of equal popularity is “We Can Do It!” by J. Howard Miller. This movement of propaganda art became so important that its significance ranked high along with the manufacturing of actual ammunition and weaponry. The words on these posters were used to draw the public’s attention to themselves and how they personally could help, or even become a detriment to the war efforts based on their own actions. The use of color and symbols were important components to this art …show more content…
Before students begin, have them give examples of ideas they could do (presidential election, global warming, etc.). Encourage students to be creative and to not copy their neighbors’ art. Students will sketch their posters in pencil before using the media of their choice to finish their compositions.
Materials:
8x11 inch paper, enough for each student to have one
Colored pencils, crayons, pastels, markers, paint, and brushes.
Clean-up: (5 minutes)
Each student will be responsible for cleaning his/her area and returning unused materials to their appropriate places, according to individual students’ defined helper roles.
Assessment: (10 minutes)
Formative assessment will occur during the course of the lesson, as the teacher monitors students’ understandings as revealed in discussion.
Some follow up questions to ask and to which students will give an answer orally:
What was the purpose of propaganda art?
What characteristics of propaganda art did you learn today and contribute to your own poster?
What is one historical fact from WWII and its art that you learned today?
After clean-up, the teacher will ask for several volunteers to hold up their compositions and briefly discuss them, making sure to point out the current event depicted, and how they used what they learned in the lesson to create their
Grade Level: Fourth Grade
Unit: How does History Affect Art? In this unit, students will look at how what was happening at a specific point affected the art of that time. There are two lessons in this unit: 1. Propaganda Art of WWII, and 2. Art of the Great Depression.
Objectives: By the conclusion of this lesson, all students will be able to:
1.) Discuss the propaganda art of WWII and will be able to explain its purpose and how it spread orally [art history].
2.) Identify specific elements in the propaganda posters and will speculate as to their meaning. [art criticism]
3.) Provide art-based reasons for the positions they take regarding what is considered art and whether that includes propaganda posters …show more content…
Anyone around during this time would be used to seeing propaganda posters in everyday places across the United States. Many different forms of artists were sought out to help spread the government’s message in this form; even an organization called the Office of War Information was created to help this movement spread. There is no one specific artist that was popular at this time, but there are several artists who have works of art that are more recognizable or famous than others. One of these works that students will be viewing in this lesson is “I Want You” by James Montgomery. This piece is one of the most well-known works from this time period. Another piece that the class will be looking at, and is of equal popularity is “We Can Do It!” by J. Howard Miller. This movement of propaganda art became so important that its significance ranked high along with the manufacturing of actual ammunition and weaponry. The words on these posters were used to draw the public’s attention to themselves and how they personally could help, or even become a detriment to the war efforts based on their own actions. The use of color and symbols were important components to this art …show more content…
Before students begin, have them give examples of ideas they could do (presidential election, global warming, etc.). Encourage students to be creative and to not copy their neighbors’ art. Students will sketch their posters in pencil before using the media of their choice to finish their compositions.
Materials:
8x11 inch paper, enough for each student to have one
Colored pencils, crayons, pastels, markers, paint, and brushes.
Clean-up: (5 minutes)
Each student will be responsible for cleaning his/her area and returning unused materials to their appropriate places, according to individual students’ defined helper roles.
Assessment: (10 minutes)
Formative assessment will occur during the course of the lesson, as the teacher monitors students’ understandings as revealed in discussion.
Some follow up questions to ask and to which students will give an answer orally:
What was the purpose of propaganda art?
What characteristics of propaganda art did you learn today and contribute to your own poster?
What is one historical fact from WWII and its art that you learned today?
After clean-up, the teacher will ask for several volunteers to hold up their compositions and briefly discuss them, making sure to point out the current event depicted, and how they used what they learned in the lesson to create their