Hello Educators!
Tangible Histories could make for a great lesson plan/project idea for students studying the arts or humanities.
1. Learning Outcomes (History)
Scrutinizing dominant narratives and challenging the textbook
Instead of thinking about what is in textbooks, students shift perspectives and consider what is omitted. What actors, events, or details are missing from the textbook or dominant narrative of history?
Drawing personal connections with history
In choosing the topic and conducting the research, students likely gravitate towards something related to their identity or heritage. In this way, history becomes even more relevant and real to the individual.
Research
Students deep dive into their chosen topic. They might need to consult alternative historical sources (oral tradition, archives) to piece together a history that is not readily apparent.
2. Learning Outcomes (Art)
Capturing complex history in a single frame
After students choose the historical narrative, event, or figure they wish to “make tangible,” they compose an image that encapsulates such a reference.
Abstracting compositions into simple lines
As the low-relief sculpture is made from string or wire, students must abstract the image into simple lines without losing its message.
Scaling and painting from observation
In order to create a panel that “hides in plain sight,” students will observe the environment where it will be installed and recreate the colors and textures of the surface.
Installing public art
Students will grapple with technical and conceptual deliberations in installing public art: what adhesive or mechanism should be used to attach the panel to this surface? Should I instruct passers-by’s interactions with the piece? Should I include a sign, and what will it say?
Documenting interactions
Students might want to visit the location to document progress and increase interaction with each panel.
Presenting the progression of time
After the panels are de-installed, students can consider how they wish to present the aftermath to an audience. Will they display progression photographs next to the final panel? Do they prefer to edit a short video instead? Is there a written element that goes with the piece or a presentation read out loud? How will they showcase the interactive making of the piece?
Opportunities for Experimentation
Teachers can customize the experience at each step of the process!
Here are some potential areas you can specify:
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A specific historical time period or theme
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Type of image: portraits of people, events, or symbols
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location of installation: within the school/a certain area or district
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Materials used: string, wire, or found material
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Paints used: gouache, acrylic
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Medium participants use to delineate the image: charcoal, different colored chalk
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Writing component: students need to install a written panel next to their piece / or not
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Documentation format: time-lapse video, photos, interviews with participants
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Presentation format: exhibit, presentation, video
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Grading criteria