Cheryl Hogue Smith
Kingsborough Community College
3 Weeks
Papers: Visual Analysis, Definition, Comparison
Students find civic art relevant to them, and use it to deepen their definitions of Protest Art and Propaganda.
Available Summer 2020!
Cheryl Hogue-Smith has captured her syllabus (and materials) from one of her most popular and effective lessons: Protest Art v. Propaganda. Students are introduced to both notions, and through a series of “Interrogating Texts” discussion prompts, dig deeper into the media that introduce them. The class works together on Picasso’s Guernica, and then go out on their own into their communities and find some public art and evaluate it in terms of their deepening definitions of Propaganda and Protest Art.
table of contents
TABLE OF CONTENTS
Lesson 1
Protest Art v. Propaganda
Overview of Assignment
Video: Academy of Ideas, “Introduction to Propaganda”
Interrogating Texts: “Introduction to Propaganda”
Video: Eudaimonia, “How to Control What People Do”
Interrogating Texts: “How to Control What People Do”
Lesson 2
Video: Isabelle Standen, “The New Pop Art”
Interrogating Texts: “The New Pop Art”
Lesson 3
Reading: Troy Lennon, “‘Savage’ Bombing of Spanish Town, Guernica, was a Test of Nazi Firepower but Little Strategic Gain”
Video: BBC News, “Guernica: What Inspired Pablo Picasso’s Masterpiece”
Lesson 4
Powerpoint: Guernica
Interrogating Texts: Guernica
Reading: Richard Bledsoe, “Picasso’s Guernica: The Difference Between Art and Propaganda”
Interrogating Texts: “Picasso’s Guernica”
Lesson 5
Powerpoint: Propaganda v. Protest Art
Reading: Vitoria Fogg, “The Most Powerful Art from the #BlackLivesMatters Movement, Three Years In”
Interrogating Texts: “The Most Powerful. . . “
Lesson 6
Final Worksheet for drafting