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<TITLE>Art, History and Culture -- Reading Revolutions</TITLE>
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    <blockquote><blockquote><font face="Verdana,Arial,Helvetica" size="-1"><a href="learningactivities.html"><b>INDEX</b></a><br><br><font size="+1"><center><i>Reading Revolutions:&nbsp;  Ideas for Teaching</i><br><br><font size="+1">Learning Activities:&nbsp; Influence of Art on Culture</center>
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	<p>Ideas don't just come from philosophers and politicians, the visual arts offer a broad view of humanity and influence our self-perceptions, while literature can incite both guilt and ideals.&nbsp;  One of the ways to illustrate this is to look at the subject matter of painting and literature over time.  </p>
	<p>For instance, the works of Dickens are a reflection of the new emphasis placed on the individual right to freedom and the importance of individual lives.&nbsp;  The political and philosophical writings of the 1700's were being applied in the 1800's to everyday life at the most fundamental level.&nbsp;  What would the Civil War be without Uncle Tom's Cabin and Little Sheeba?&nbsp;  The struggle to change society and customs to meet the new ideals continues today.</p>
<p>If you are a history teacher, arrange a classroom exchange with the art teacher or English teacher.&nbsp;  If you are an art teacher, suggest a collaborative project with the Social Science teacher so that students both examine the art of a period and produce art to illustrate the social situation of the time.&nbsp; The students might take a look at the broadsides produced during the <a href="http://hua.umf.maine.edu/Reading_Revolutions/EmancipationProclamation.html">Civil War</a> and contrast them to the posters of World War II, and to Andy Warhol's soup cans.</p>
	<p>Contrasting the Impressionist painters with earlier more formal works can help the student to understand the new emphasis on personal expression.&nbsp;  A good exercise to accompany this would be to have the students create a drawing or painting under a different set of beliefs.&nbsp;  What kind of painting would you produce if you believed that&nbsp; 1) the king had god-like powers and you were a peasant&nbsp; 2) we were a protected species on a planet protected by vastly more intelligent beings&nbsp; 3) all art belonged to the State as did all products of individuals.</p>
	<p>Have the students examine advertising art in magazines and on the Internet.&nbsp;  What assumptions underlie the images?  What do the images make us believe about ourselves, about our freedom?&nbsp;  See if you can find some old copies of Time or Life, Good Housekeeping and Sports Illustrated would be even better.&nbsp;  Let the students play around with the ideas we project now with what their grandparents and great-grandparents thought.&nbsp; How is the family pictured?&nbsp;  How is love pictured?&nbsp;  Bring in several books on antique furniture and decoration from the Federalist era.&nbsp; Have the students contrast the decorations used and discuss the symbolic meanings.&nbsp;  It won't take them long to notice the number of eagles and other patriotic symbols.&nbsp; Do we have symbols equivalent to the pineapple of the colonial era?</p>

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	(c)Marilyn Shea, 2005<br>
	

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