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Curtis Wiebe EDCP 301: Pecha-Kucha Presentation

Curtis Wiebe EDCP 301: Pecha-Kucha Presentation. Man [Humankind] , Controller of the Universe. Diego Rivera – 1886 - 1957 -Painter/Muralist -Communist -Est. movement of Mexican Muralism -Saw future as tech driven -Themes of modernity: Machines, Agriculture, Electricity, Science….

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Curtis Wiebe EDCP 301: Pecha-Kucha Presentation

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  1. Curtis WiebeEDCP 301: Pecha-KuchaPresentation

  2. Man [Humankind], Controller of the Universe

  3. Diego Rivera – 1886 - 1957 -Painter/Muralist -Communist -Est. movement of Mexican Muralism -Saw future as tech driven -Themes of modernity: Machines, Agriculture, Electricity, Science…

  4. Why select this? Social Realism. Defined the Zeitgeist of the 20s and 30s. What can we see in our Zeitgeist of today?

  5. Examples of 21st Century Social Realism

  6. Examples of 21st Century Social Realism

  7. A lesson on the Murals of Diego Rivera 1. Provide students with the opportunity to view and discuss the murals of Diego Rivera. Ask them to describe the imagery Rivera used and the social/historical significance of the portraits he painted in his murals. Students compare and contrast Rivera's murals to contemporary murals or those in local areas. Identify similarities and differences in technique and subject matter.

  8. 2. Ask each student to bring a human interest story from a newspaper to class. After swapping articles with a classmate, students imagine the people described in their article. Are they old or young? Happy or sad? What does their environment look like? Who are they with?

  9. On construction paper, use construction paper crayons to draw an interesting person that could be from the newspaper story. What do you imagine this person looks like? What might she or he be doing? Include details, such as clothing and facial expressions, that dramatically tell the story. Where do you fall in this picture? Are you nearby? Distant? How does this affect you? You go here…

  10. References & Resources: http://www.usfca.edu/Library/handouts/Diego_Rivera_and_the_WPA/ PBS: http://www.pbs.org/wnet/americanmasters/uncategorized/diego-rivera-art-as-the-universal-language-lesson-procedures-for-teachers/126/ http://www.pbs.org/wgbh/americanexperience/features/primary-resources/rockefellers-destruction/ http://www-tc.pbs.org/wnet/americanmasters/files/2008/08/diego-rivera.pdf Art Plan: http://www.crayola.com/lesson-plans/the-murals-of-diego-rivera-lesson-plan/ Adaptations: Students read human interest stories from a local newspaper and illustrate each story using the characteristics of Diego Rivera's work. Incorporate the date of the story into the illustration. Organize the illustrations into a mural format for display on a classroom bulletin board. Encourage students to create a mural of opposites. For each sad story illustrated, crate a sequel that is happy. Include solutions to problems encountered in drawings.

  11. Thank You!-Mr. Wiebe@DivisionW

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