Perspective Through Art:

Perspective Through Art: Visual Interpretations of Oral Traditions

Prepared by Joel Arquillos, Galileo High School

Course: 7^th Grade World History & Geography: Medevil and Early Modern Times

10^th Grade Modern World History: Oral Traditions and Art

Sequence: This lesson can be used to compliment any studies that incorporate mythology and/or art as a tool to understand the peculiarities of a certain people from a distinct time. This lesson can also be used as an introduction to the people and culture being explored.

Scope: 2-3 days.

Learning Goals:

To compare and contrast the various interpretations by artists of religious figures through visual arts.

To introduce students to the oral tradition by explaining its influence on people and their religious beliefs

To create artistic interpretations of oral traditions.

To explore perspective through writing: Does everyone see the world around them in the same way? What shapes our perceptions? What influences the perceptions of artists in depicting religious figures the way they have?

Alignment with Standards:

CALIFORNIA HISTORY-SOCIAL SCIENCE STANDARDS

7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations.

Describe the artistic and oral traditions and architecture in the three civilizations.

National Standards for United States and World History (5-12)

Standard 3. Historical Analysis and Interpretation

B. Consider multiple perspectives of various peoples in the past by demonstrating their differing motives, beliefs, interests, hopes, and fears.

Lesson Activities

Perspective Through Art

Materials

Samples of paintings that depict religious figures. Good examples can include different versions of the Buddha, Greek art depicting mythological figures, Native American art that features interpretations of mythology.

Drawing paper, colored pencils and/or markers, butcher paper or other large drawing paper

Students should receive a copy of the perspective analysis matrix to use during the classroom art show

Computers with Web connections for teachers to do research. The following sites contain mythologies from a variety of cultures. Visuals are also available.

www.crystalinks.com/nativeamcreation.html

www.dc.peachnet.edu/~shale/humanities/literature/religion/creation.html

www.cybercomm.net/~grandpa/cretion.html

www.mythinglinks.org/ct~creation.html

www.jwindow.net/OLD/KIDS/LIBRARY/MOMO/kids_momotaro_intro.html

http://religion.rutgers.edu/vri/arch_art.html

Into Activities

In the early oral tradition many religious stories were altered or exagerated depending on a story teller’s point of view or perspective. Students will here a story or myth of the teachers choice . After listening to the story students will be given the task of visually interpreting one character from the story.

Students must work independently so that their own personal perspective is reflected in their creation.

When students finish their creations their pictures should be displayed throughout the classroom for the "Through Activity"

Through Activities

As students move around the classroom observing the different interpretations of characters done by their classmates, students should focus on two specific pieces and answer the following questions:

Why did this artist draw the character from the story the way h/she did?
What characteristics does this picture emphasize?
What images or ideas from the story do you believe inspired the artist to draw his/her character this way?

Beyond Activities (Embedded Assessment)

As another option, the teacher may decide to have students ask themselves the above questions about their own art pieces. This can be turned into an essay. Also, students may create a compare and contrast essay that poses their creation alongside of another students creation.