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Seeing and Shaping the World Through Art

High School, Interdisciplinary

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Description of Unit

In this task, high school students will examine how art has been used to influence society in the past by critiquing works of art which display varied perspectives on a historical event of their choice. This unit incorporates social studies, English language arts, and fine arts. Through this process, students will learn the elements and principles of design of artwork and identify and evaluate the intent and success of the artists they study. Students will also experience the role of the artist by creating an original work of art which addresses a contemporary issue of concern and interest. They will present their work, justifying the development, intent, and technique used to convey their own unique message. 

This guide links the Seeing and Shaping the World Through Art unit to the Texas Essential Knowledge and Skills (TEKS) for high school. Seeing and Shaping the World Through Art is an interdisciplinary unit that incorporates social studies, English language arts, and fine arts. The unit allows students to understand multiple perspectives of historical events through the lens of art. The project culminates with the creation of an original work of art to display a perspective on a contemporary event or issue. The following document includes the applicable TEKS and the details of the Seeing and Shaping the World Through Art unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008. 

Phase I. Learning Experiences

Students will be examining the relationship between the fine arts and history. A potential popular work to display may be George Washington Crossing the Delaware by Emanuel Leutze. Questions to be considered to access prior knowledge and stimulate discussion include the following:

  • Do you believe there is a connection between the arts and how history unfolds?
  • What examples of this connection can you think of?
  • Why might people attempt to use art to influence others?
  • Should art be used to influence political thought?
  • What power does art have to change the world?
  • What limits art from changing the world?

Students can examine these questions through a Stop and Jot, or Think, Turn, Talk. A detailed analysis of the painting and the influences of the author by the Metropolitan Museum of Art in New York.

Additionally, primary source documents from George Washington’s crossing can be accessed from the National Archives.

A sample lesson comparing and contrasting images of the crossing is also available at the Library of Congress.

George Orwell’s essay, “The Frontiers of Art and Propaganda,” discusses the connection between art and propaganda.

To assist students with the process of historical interpretation and artistic criticism, teachers are encouraged to model the following steps:

  1. Select a historical topic of interest (e.g., World War I).
  2. Research the topic by locating valid secondary sources which provide background information.
  3. Identify multiple perspectives involved in the event (e.g., views of government officials, views of soldiers).
  4. Identify a work of art which conveys one of the perspectives.
  5. Examine the contexts the artwork addresses using the language of a historian (e.g., social, political, religious, intellectual, technological, economic).
  6. Examine the key elements of the selected artwork (e.g., line, shape, color, texture, form, space, value).
  7. Examine the principles of design in the selected artwork (e.g., emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, unity).
  8. Evaluate the work to determine the perspective shown and intent of the artist.
  9.  Identify a work of art which conveys a differing perspective. Repeat steps 5–7 with this differing work.
  10. Have students explain which artist was most successful in conveying the message in the work of art and why. 

Khan Academy is a useful website for teachers to prepare for discussions of art and World War I. 

The Library of Congress has collections of art and propaganda posters, including a collection of World War I posters.

Phase II. Independent Research

A. Research process

  1. Selecting the topic. Students will select a historical event that interests them and locate 2–3 secondary sources describing the event. An important consideration is to guide students to select a topic on which they are able to locate valid sources. Possible questions may include:
    1. What is a historical event that interests you?
    2. What examples of secondary sources have you been able to locate to gain background information on the event and the individuals and groups involved?
    3. How have historical interpretations of this event changed over time?
    4. What perspectives are needed to gain the most complete understanding of the events

      Students will then identify the significant groups and individuals surrounding the event. The students will locate works of art which represent the perspectives of at least two of the groups involved.

      Possible questions to consider include: 
      • What examples of art and literature are available as primary sources to understand this event?
      • What collections (local or online) will you utilize to access these works of art? 
  2. Developing a research proposal. Students will submit a proposal with bibliographic entries for the sources located thus far. This bibliography will grow as the student develops additional questions and continues to research. Purdue Online Writing Lab is a useful resource with examples of annotated bibliographies.
  3. Asking guiding questions. Students will develop and answer questions as they proceed in their research. The following are examples of questions to guide the research process: 
    1. What contexts do the work of art address (e.g., social, political, religious, intellectual, technological, economic)? 
    2. What groups or individuals are displayed in the work? How are they portrayed? 
    3. What type of bias is present in the work? 
    4. When was the work created? Is there chronological significance to how groups or individuals are being portrayed? 
    5. Were there events which preceded the work which led to its creation? 
    6. What was going on at the time of its creation? 
    7. Is the work commemorating an event? 
    8. What are the elements of the work of art (e.g., line, shape, color, texture, form, space, value)? 
    9. How do these elements relate to the message the artist is trying to convey? 
    10. What principles of design are present in the selected artwork (e.g., emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, unity)? 
    11. What was the artist’s intent with the selected artwork? 
    12. What have other scholars said about the work of art? 
    13. How can you justify whether the artist was successful in conveying the message in the work of art? 
    14. What lasting impact did this work of art have? 
    15. How might works such as this one influence society over time? 
  4. Conducting research. Students will locate and read additional primary and secondary sources to obtain a more nuanced understanding of the contexts surrounding the event (e.g., social, political, religious, intellectual, technological, economic). 
  5. Sharing findings/conclusions. Students will submit a paper critiquing the selected works of art. This written critique will include the following: 
    1. Describe the elements of each work of art. 
    2. Analyze the principles of design present in each work of art. 
    3. Interpret the intentions of each artist. 
    4. Evaluate and compare the success of the artworks. 

B. The product

  1. Students will select a contemporary social issue which interests or concerns them.
  2. Students will research background information on the social issue of interest by locating valid primary and secondary sources.
  3. Students will explore suitability of art media and processes to express specific ideas about the topic of interest.
  4. Students will create an original artwork using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent.
  5. Students will communicate ideas through an original artwork using a variety of media with appropriate skills.


C. Communication

Students will evaluate and justify artistic decisions in their original artwork by presenting their work in a classroom or campus show.

D. A completed project consists of:

  1. A written critique of historical works of art
  2. A completed bibliography of the primary and secondary sources used in the research
  3. An original work of art which communicates a message about a selected issue

This unit may address the following TEKS.

110.33, English Language Arts and Reading, English III

110.33(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.33(b)(13)(A)
plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
110.33(b)(13)(B)
structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices to convey meaning;
110.33(b)(13)(C)
revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;
110.33(b)(13)(D)
edit drafts for grammar, mechanics, and spelling;
110.33(b)(13)(E)
revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
110.33(b)(15)(A)(i)
effective introductory and concluding paragraphs and a variety of sentence structures;
110.33(b)(15)(A)(ii)
rhetorical devices, and transitions between paragraphs;
110.33(b)(15)(A)(iii)
a clear thesis statement or controlling idea;
110.33(b)(15)(A)(iv)
a clear organizational schema for conveying ideas;
110.33(b)(15)(A)(v)
relevant and substantial evidence and well-chosen details;
110.33(b)(15)(A)(vi)
information on multiple relevant perspectives and a consideration of the validity, reliability, and relevance of primary and secondary sources;
110.33(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.33(b)(20)(A)
brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic;
110.33(b)(20)(B)
formulate a plan for engaging in in-depth research on a complex, multi-faceted topic.
110.33(b)(21)
Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.33(b)(21)(A)
follow the research plan to gather evidence from experts on the topic and texts written for informed audiences in the field, distinguishing between reliable and unreliable sources and avoiding over-reliance on one source;
110.33(b)(21)(B)
systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences;
110.33(b)(21)(C)
paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number), differentiating among primary, secondary, and other sources.
110.33(b)(22)
Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.
110.33(b)(22)(A)
modify the major research question as necessary to refocus the research plan;
110.33(b)(22)(B)
differentiate between theories and the evidence that supports them and determine whether the evidence found is weak or strong and how that evidence helps create a cogent argument;
110.33(b)(22)(C)
critique the research process at each step to implement changes as the need occurs and is identified.

113.41, United States History Studies Since 1877

113.41(c)(25)
Culture. The student understands the relationship between the arts and the times during which they were created.
113.41(c)(25)(A)
describe how the characteristics and issues in U.S. history have been reflected in various genres of art, music, film, and literature;
113.41(c)(29)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.41(c)(29)(A)
use a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions;
113.41(c)(29)(B)
analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions;
113.41(c)(29)(C)
understand how historians interpret the past (historiography) and how their interpretations of history may change over time;
113.41(c)(29)(D)
use the process of historical inquiry to research, interpret, and use multiple types of sources of evidence;
113.41(c)(29)(E)
evaluate the validity of a source based on language, corroboration with other sources, and information about the author, including points of view, frames of reference, and historical context;
113.41(c)(29)(F)
identify bias in written, oral, and visual material;
113.41(c)(29)(G)
identify and support with historical evidence a point of view on a social studies issue or event;
113.41(c)(29)(H)
use appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons.
113.41(c)(30)
Social studies skills. The student communicates in written, oral, and visual forms.
113.41(c)(30)(A)
create written, oral, and visual presentations of social studies information;
113.41(c)(30)(B)
use correct social studies terminology to explain historical concepts;
113.41(c)(30)(C)
use different forms of media to convey information, including written to visual and statistical to written or visual, using available computer software as appropriate.

117.304, Art, Level III

117.304(c)(1)
Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating original artwork.
117.304(c)(1)(A)
analyze visual characteristics of sources to illustrate concepts, demonstrate flexibility in solving problems, create multiple solutions, and think imaginatively;
117.304(c)(1)(B)
compare and contrast the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;
117.304(c)(1)(C)
compare and contrast the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork;
117.304(c)(1)(D)
explore the suitability of art media and processes and select those appropriate to express specific ideas such as content, meaning, message, and metaphor relating to visual themes to interpret the expressive qualities of artwork.
117.304(c)(2)
Creative expression. The student communicates ideas through original artwork using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills.
117.304(c)(2)(A)
create original artwork using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent;
117.304(c)(2)(D)
create original artwork to communicate thoughts, feelings, ideas, or impressions;
117.304(c)(2)(F)
select from a variety of art media and tools to express intent in drawing, painting, printmaking, sculpture, ceramics, fiber art, design, digital art and media, photography, jewelry, and mixed media.
117.304(c)(3)
Historical and cultural relevance. The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures.
117.304(c)(3)(A)
research selected historical periods, artists, general themes, trends, and styles of art;
117.304(c)(3)(B)
distinguish the correlation between specific characteristics and influences of various cultures and contemporary artwork;
117.304(c)(4)
Critical evaluation and response. The student responds to and analyzes the artworks of self and others, contributing to the development of the lifelong skills of making informed judgments and reasoned evaluations.
117.304(c)(4)(A)
interpret, evaluate, and justify artistic decisions in artwork such as that in museums, local galleries, art exhibits, and websites based on evaluation of developmental progress, competency in problem solving, and a variety of visual ideas;
117.304(c)(4)(B)
evaluate and analyze artwork using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist's intention, and evaluating the success of the artwork;
117.304(c)(4)(C)
analyze personal artwork in order to create a written response such as an artist's statement reflecting intent, inspiration, the elements of art and principles of design within the artwork, and measure of uniqueness;

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.

Social Studies:

SS.I.A.6
 Analyze the relationship between geography and the development of human communities.
SS.I.B.1
 Examine how and why historians divide the past into eras.
SS.I.B.2
 Identify and evaluate sources and patterns of change and continuity across time and place.
SS.I.B.3
 Analyze causes and effects of major political, economic, and social changes in U.S. and world history.
SS.I.E.4
 Identify and evaluate the sources and consequences of social conflict.
SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.I.F.2
 Analyze ethical issues in historical, cultural, and social contexts.
SS.II.A.2
 Evaluate the experiences and contributions of diverse groups to multicultural societies.
SS.II.B.1
 Explain and evaluate the concepts of race, ethnicity, and nationalism.
SS.II.B.2
 Explain and evaluate the concept of gender.
SS.II.B.4
 Evaluate how major philosophical and intellectual concepts influence human behavior or identity.
SS.II.B.5
 Explain the concepts of socioeconomic status and stratification.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.2
 Explain how historians and other social scientists develop new and competing views of past phenomena.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1
 Construct a thesis that is supported by evidence.
SS.IV.D.2
 Recognize and evaluate counter-arguments.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.A.2
 Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1
 Consider arguments and conclusions of self and others.
CDS.I.B.2
 Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4
 Support or modify claims based on the results of an inquiry.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3
 Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.B.3
 Compose and revise drafts.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.5
Edit writing for audience, purpose, context, and style, assuring that it conforms to Standard American English, when appropriate.
ELA.I.A.4
Review feedback and revise each draft by organizing it more logically and fluidly, refining key ideas, and using language more precisely and effectively.
ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.1
Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.A.6
Identify and analyze the author’s use of rhetorical and literary devices to create meaning and affect the reader.
ELA.II.A.8
Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.II.A.5
Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.B.4
Make inferences about the denotative and connotative meanings of unfamiliar words using context clues.
ELA.II.B.3
Use reference guides to confirm the meanings of new words or concepts.
ELA.II.B.2
Apply knowledge of roots and affixes to infer the meanings of new words.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.C.3
Examine the influence of myths, oral traditions, and Classical literature on subsequent works over time.
ELA.II.D.1
Make text-to-self, text-to-text, and text-to-world connections.
ELA.III.A.2
Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.3
Follow relevant rules governing attribution.
ELA.V.C.2
Use and attribute source material ethically.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.B.2
Distinguish between and among primary and secondary sources.

Mathematics:

M.VII.C
Logical reasoning
M.VII.B.1
Use proportional reasoning to solve problems that require fractions, ratios, percentages, decimals, and proportions in a variety of contexts using multiple representations.
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