TOPIC:
"safe space" class manifesto

OBJECTIVE:
-Create Manifesto: Students will define the terms, values, conditions and rules of this classroom's cultural environment.
- Create Journal Covers with Manifesto: covers constructed out of a choice of papers that teacher brings to class and the class manifesto will be written/displayed on journal covers.

LITERACY:
- Students will be "speaking out loud" about what is necessary for them to feel safe when discussing personal issues as they relate to violence, current events, their own art.
- As the discussion evolves students will be writing any issues that come up for them that may be important to consider for the class manifesto.
- Teacher will also participate in discussion and journal notes, revealing her own thoughts, vulnerabilities and conditions.
- Students will be creating the safe space they need as their terms and conditions are revealed, defined and written into the class manifesto.

TOPIC:
Propaganda and the art from the WW1 era

OBJECTIVE:
- Define "propaganda"
-understand the concept of propaganda art as it was used in the WW1 era.

LITERACY:
-Overview of the issues of WW1 era using slide show of art produced during WW1 and lecture. Students will be asked to take notes on slide show and lecture as a means to understanding propaganda and WW1 era art. (Review class manifesto before discussion.)
- Class discussion of notes taken during lecture
-journal entry: sketch or writing expressing how the material makes them feel, what they think on a personal level about material covered, followed with discussion
-if time allows, if not, add to homework.

HOMEWORK:
Journal writing: Where do you see propaganda used in our world today? What forms does it come in? Can you identify it? How do you feel about propaganda when you identify it; do you believe in it? do you let it influence the way you think about an issue? never, always, sometimes?

TOPIC:
Post Card Art then and now

OBJECTIVE:
- from homework: reveal the similarities (propaganda) and differences (presentation) in what is produced in the arts today as compared and contrasted with WW1 era art.
-Continuation of slide show focus on Post Cards from WW1.
- students will become aquatinted with the tool of the Post Card for purposes of propaganda then and now

LITERACY:
-discussion of students journal homework
-note taking during sideshow

HOMEWORK:
1.read and bring an article from newspaper or news magazine about local violence or war in Iraq. This can also be printed from the web.

2a.FOR Friday students are asked to bring in 3 postcards from 3 different venues. Give students a list of recourses where they can find post cards: Quantity Post Cards in North Beach, art gallery stores; card stores, parties or all ages clubs will have promotional post cards, etc. AT LEAST ONE OF THEM HAS TO ADDRESS ISSUE OF VIOLENCE, CURRENT WAR /EVENTS, OR WW1.
2b. Write journal entries for each: -discussing formal elements: materials used, composition, type of art or representation, propaganda? commentary? beauty? etc.,
- why student chose that piece; what they like, dislike; what they think about the content; and what venue they found each post card in. Bring post cards to class. Due next Monday.

TOPIC:
differences embraced
- violence denied

OBJECTIVE:
- students understand some of the origins of violence from material covered so far as well as current events and how they may relate to violence in their communities.

LITERACY:
-students summarize current event and read out loud most compelling paragraph
-revisit class manifesto
-discus issues of current events and how they effect any of the students' daily lives and/or does that effect the violence in their communities.
-journal reflection.

HOMEWORK:
(see Wednesday hw 2.) Think about today's discussion when choosing your cards and writing commentary.

TOPIC:
Propaganda Post Cards of WW1

OBJECTIVE:
Voice Activation:
-students will leave class with 2 or 3 postcards that they will research and comment on. Or students will leave class with the preliminary sketches of a post card of their own design that is relevant to VIOLENCE, CURRENT EVENTS/WAR SITUATION, WW1, "keeping the peace."
-overcome any obstacles students may be running into with material or homework.

LITERACY:
-Discuss how students as artists can have an impact on their immediate surroundings and in the greater societal picture with their own commentary.
- WW1 post card research, commentary song or rap, or commentary and rap on post card of student's own design.

HOMEWORK:
1a. - students will choose 3 post cards from collection that teacher brings (or 2, and 1 of the three they find themselves from Wed.'s homework)
1b.
research‹from class lecture notes or the web‹describe each: imagery, formal elements, historical content, and message.
1c. write personal commentary, poem, song or rap about each card. TWO OF THESE WILL BE DISPLAYED AT THE ARMISTICE FAIR AND YOU ARE ENCOURAGED TO PERFORM YOUR RAP OR SPOKEN WORD.

OR

2a. Create a post card that addresses the issue of VIOLENCE, CURRENT EVENTS/WAR SITUATION, OR WW1.
2b. preliminary sketch of imagery you choose, materials you will use, and describe the content/ propaganda or message.
2c. Write personal commentary in the form of a poem, song or rap that will accompany your post card. TO BE DISPLAYED AT THE ARMISTICE FAIR AND YOU WILL BE PERFORMING YOUR RAP/SPOKEN WORD. Due next Thursday.