Romare Bearden
A webquest for 7th grade art & history students
Designed by: Stephanie Danker
Introduction
Mix up some jazz musicians and blues singers. Add some African-American life and traditions. Fold in stories from history, literature, and myth, and sprinkle landscapes here and there. Focus in on some trains, cats, roosters, and birds. Liven it up with some musical instruments. Paste in a few rural shacks and images of large hands, and play up those city streets, row houses, and stoops. Add in a window, an occasional smokestack, and an African sculpture, and shake it all up with some rhythm.
What do you get?
A piece of art created by Romare Bearden!
In this unit, you will find out exactly who Romare Bearden was. You will find out when he lived, and what was going on in U.S. History while he was alive. You will discover ways in which Art and History work together—how History inspires Art, and Art documents History.
Working together in a small group made of combined History and Art students, you will create a collage based on a given historical theme. Then, you will illustrate one of your own memories in the form of collage. Through the artwork that you produce, you will show your understanding of U.S. History, and you will interpret and express one of your own personal life historical events.
What do you get?
A piece of art created by Romare Bearden!
In this unit, you will find out exactly who Romare Bearden was. You will find out when he lived, and what was going on in U.S. History while he was alive. You will discover ways in which Art and History work together—how History inspires Art, and Art documents History.
Working together in a small group made of combined History and Art students, you will create a collage based on a given historical theme. Then, you will illustrate one of your own memories in the form of collage. Through the artwork that you produce, you will show your understanding of U.S. History, and you will interpret and express one of your own personal life historical events.
The Task
Your task is to find out who Romare Bearden was. Where did he live? When did he live? What events in history were going on when he was young, and throughout his life? What ethnicity was he? Why did he become an artist? What inspired him? What are themes in his art? What kind of materials did he use? Why were those materials important to his form of art-making?
In your small group, research a current event during Romare Bearden's life that influenced his artwork. Each individual within the group will create a collage based on the event that your group researches, so work together and find out as many details about the event as possible.
Romare Bearden created many artworks based on his own personal memories. Art can be a unique way to interpret a memory into a visual expression. Create a second collage based on one of your own personal memories. Be prepared to share and interpret your work in your small group. Create a short written interpretation to turn in with your collage; this could be a short story, poem, or song.
In your small group, research a current event during Romare Bearden's life that influenced his artwork. Each individual within the group will create a collage based on the event that your group researches, so work together and find out as many details about the event as possible.
Romare Bearden created many artworks based on his own personal memories. Art can be a unique way to interpret a memory into a visual expression. Create a second collage based on one of your own personal memories. Be prepared to share and interpret your work in your small group. Create a short written interpretation to turn in with your collage; this could be a short story, poem, or song.
The Process
Day 1 of interdisciplinary unit with History class combined with Art class: (50 minute periods) Beginning of team teaching- Ms. Danker, art & Mr. Stokes, history. Everyone meet in the Art room. Introduce unit. Introduce who Romare Bearden was. Show slides of his work. Why was he significant? What events were going on during his lifetime, and how did he use his art as a medium to depict social and political events? Using LCD projector connected to computer, briefly go through webquest. Show National Gallery site related to Bearden's art. Open a few links to events in history that groups will be researching. You should be prepared to take a few notes on Bearden. The class will be split into groups (previously determined by teachers). We will pick group topics.
Topics will only be covered by one group in each class.
Topics to choose from:
• Vietnam War: reasons for war and objections to
• Destruction of Berlin Wall: collapse of communism in Europe
• Environmental challenges in late 1960s
• The Baby Boom-- changing pattern in US society
• Evolving roles of women-- expected to play supporting role in family, but increasingly working outside the home-- contrast expectations from end of WW2 to today
• Effects of segregation-- separate educational facilities, separate public facilities, social isolation of races--- depict in images how minorities might have felt
• Civil Rights: Brown vs. Board of Education-- desegregation of schools
• Civil Rights: Martin Luther King, Jr.-- passive resistance against segregated facilities-- depict in images Martin Luther King, Jr.’s role in society to African Americans
• Civil Rights: Rosa Parks-- bus boycott
• Civil Rights Act of 1964-- end of segregation
• Voting Rights Act of 1965
• Changing role of women-- workplace disadvantages in second half of 20th century, discrimination, lower wages than men; improved conditions
• New technologies in second half of 20th century: entertainment and news media, pop culture
• New technologies: exploration of space
• New technologies: computer industry
Homework: After group topics have been chosen, look at webquest tonight, and especially look at links to your group's topic. Become familiar with your historical event, and think about how you will create a visual depiction of the event. When your collage is evaluated, Mr. Stokes and Ms. Danker will be looking to make sure that you have included enough visual clues to cue the viewer as to what the event is that you are researching. Each member of the group will be creating their own collage, so you will be responsible for your own work.
Day 2: Research group topics (on mobile laptops in classroom). Decide what needs to be included in your visual representation of the historical event to make it accurate. Collect collage materials from magazines, paper assortments in classroom. Start laying out pieces on 9" x 11" board. Keep materials in envelope.
Homework: In the case that you need to find certain images to include in your collage that you weren't able to find in class, locate images. You could use the internet, photocopy pictures or magazines.
Day 3: Create your historical collage in your group. Consider principles of design in your work. Make sure that your collage is neat and that you show good craftsmanship. You need to cover all of the white board with collage.
Homework: Writing to accompany historical collage. Your writing should not be more than one paragraph, but could rather take the form of a poem or song. Evaluation will be based on if it seems that your writing is well thought out, creative, original, and factually correct, related to your topic.
Day 4: Finish historical collage. We will revisit Bearden's images, and pay particular attention to his work that was inspired by childhood memories. We will read through booklets printed by the National Gallery of Art on Bearden's work. You will start to think about a personal memory for your second collage.
Homework: Interview a family member about the personal memory that you are basing your collage on.
Day 5: Start your personal collage.
Homework: Answer Discussion Board question in Blackboard.
Day 6: Work on personal collage. Take home to finish if not completed in class.
Group critique and presentations. We will also fill out self and group evaluations. We will wrap up the unit, and discuss ways in which art and history are related and will always be connected to one another.
Homework: Write up to accompany personal memory-based collage. When being evaluated, these are the things that will be considered: your writing describes more about your feelings surrounding and connected to the event depicted, writing is organized, descriptive, and may take the form of a short story, poem, or song.
Topics will only be covered by one group in each class.
Topics to choose from:
• Vietnam War: reasons for war and objections to
• Destruction of Berlin Wall: collapse of communism in Europe
• Environmental challenges in late 1960s
• The Baby Boom-- changing pattern in US society
• Evolving roles of women-- expected to play supporting role in family, but increasingly working outside the home-- contrast expectations from end of WW2 to today
• Effects of segregation-- separate educational facilities, separate public facilities, social isolation of races--- depict in images how minorities might have felt
• Civil Rights: Brown vs. Board of Education-- desegregation of schools
• Civil Rights: Martin Luther King, Jr.-- passive resistance against segregated facilities-- depict in images Martin Luther King, Jr.’s role in society to African Americans
• Civil Rights: Rosa Parks-- bus boycott
• Civil Rights Act of 1964-- end of segregation
• Voting Rights Act of 1965
• Changing role of women-- workplace disadvantages in second half of 20th century, discrimination, lower wages than men; improved conditions
• New technologies in second half of 20th century: entertainment and news media, pop culture
• New technologies: exploration of space
• New technologies: computer industry
Homework: After group topics have been chosen, look at webquest tonight, and especially look at links to your group's topic. Become familiar with your historical event, and think about how you will create a visual depiction of the event. When your collage is evaluated, Mr. Stokes and Ms. Danker will be looking to make sure that you have included enough visual clues to cue the viewer as to what the event is that you are researching. Each member of the group will be creating their own collage, so you will be responsible for your own work.
Day 2: Research group topics (on mobile laptops in classroom). Decide what needs to be included in your visual representation of the historical event to make it accurate. Collect collage materials from magazines, paper assortments in classroom. Start laying out pieces on 9" x 11" board. Keep materials in envelope.
Homework: In the case that you need to find certain images to include in your collage that you weren't able to find in class, locate images. You could use the internet, photocopy pictures or magazines.
Day 3: Create your historical collage in your group. Consider principles of design in your work. Make sure that your collage is neat and that you show good craftsmanship. You need to cover all of the white board with collage.
Homework: Writing to accompany historical collage. Your writing should not be more than one paragraph, but could rather take the form of a poem or song. Evaluation will be based on if it seems that your writing is well thought out, creative, original, and factually correct, related to your topic.
Day 4: Finish historical collage. We will revisit Bearden's images, and pay particular attention to his work that was inspired by childhood memories. We will read through booklets printed by the National Gallery of Art on Bearden's work. You will start to think about a personal memory for your second collage.
Homework: Interview a family member about the personal memory that you are basing your collage on.
Day 5: Start your personal collage.
Homework: Answer Discussion Board question in Blackboard.
Day 6: Work on personal collage. Take home to finish if not completed in class.
Group critique and presentations. We will also fill out self and group evaluations. We will wrap up the unit, and discuss ways in which art and history are related and will always be connected to one another.
Homework: Write up to accompany personal memory-based collage. When being evaluated, these are the things that will be considered: your writing describes more about your feelings surrounding and connected to the event depicted, writing is organized, descriptive, and may take the form of a short story, poem, or song.
Evaluation
Below you will see how you will earn your grades for this unit. You will receive individual grades for your work. You will receive one grade for your historical collage, and one grade for your personal memory-based collage.
Historical Collage
1. Your knowledge of your group's chosen historical event is visually evident in your collage.
___Yes ___No
2. In your historical collage, you have included enough visual hints to cue the viewer as to what event you are depicting.
___Yes ___No
3. Your writing accompanying your historical collage compliments what has been included in your collage.
___Yes ___No
4. Your writing is well thought out, creative, original, and factually correct.
___Yes ___No
5. You have considered principles of design in your collage.
___Yes ___No
6. Good craftsmanship is shown in both of your collages-- the space is filled, no posterboard or glue is showing.
___Yes ___No
7. You were a positive contribution to your group (as rated by your group members).
___Yes ___No
8. You have participated in assigned Blackboard Discussion Board questions.
___Yes ___No
Personal Memory-Based Collage
1. Your personal collage is neat, organized, and depicts an event in your life.
___Yes ___No
2. Your writing accompanying your personal collage describes more about your feelings surrounding the event, and takes the form of a short story, poem, or song.
___Yes ___No
3. You have considered principles of design in your collage.
___Yes ___No
4. Good craftsmanship is shown in both of your collages-- the space is filled, no posterboard or glue is showing.
___Yes ___No
Historical Collage
1. Your knowledge of your group's chosen historical event is visually evident in your collage.
___Yes ___No
2. In your historical collage, you have included enough visual hints to cue the viewer as to what event you are depicting.
___Yes ___No
3. Your writing accompanying your historical collage compliments what has been included in your collage.
___Yes ___No
4. Your writing is well thought out, creative, original, and factually correct.
___Yes ___No
5. You have considered principles of design in your collage.
___Yes ___No
6. Good craftsmanship is shown in both of your collages-- the space is filled, no posterboard or glue is showing.
___Yes ___No
7. You were a positive contribution to your group (as rated by your group members).
___Yes ___No
8. You have participated in assigned Blackboard Discussion Board questions.
___Yes ___No
Personal Memory-Based Collage
1. Your personal collage is neat, organized, and depicts an event in your life.
___Yes ___No
2. Your writing accompanying your personal collage describes more about your feelings surrounding the event, and takes the form of a short story, poem, or song.
___Yes ___No
3. You have considered principles of design in your collage.
___Yes ___No
4. Good craftsmanship is shown in both of your collages-- the space is filled, no posterboard or glue is showing.
___Yes ___No
Conclusion
Romare Bearden told stories through his art. Audiences will always be able to tell what historical events were going on at the time Bearden was alive because of what he chose to include in his artwork. Hopefully you have been able to see ways in which History and Art are connected through this unit.
Romare Bearden also used his personal memories as the basis of his artworks. These life events capture history, but in a more individual way. By interpreting one of your memories into a visual image, you now have an expression of an important time in your life documented. The next time something significant happens in your life, consider making a piece of artwork to capture your true feelings; it’s fun and something you can always look back at to remember that time in your life.
Romare Bearden also used his personal memories as the basis of his artworks. These life events capture history, but in a more individual way. By interpreting one of your memories into a visual image, you now have an expression of an important time in your life documented. The next time something significant happens in your life, consider making a piece of artwork to capture your true feelings; it’s fun and something you can always look back at to remember that time in your life.
Credits & References
Websites in which students can go to research who Romare Bearden was:
http://www.beardenfoundation.org/artlife/biography/biography.html
Romare Bearden Foundation—Art & Life section, including biography, timeline, bibliography, Bearden’s Art, Awards & Honors, Bearden on Bearden
Official site
http://www.nga.gov/education/classroom/bearden/methc1.htm
Collage: Bearden’s Signature Style—3 pages with pictures about his collage methods
National Gallery site
http://www.nga.gov/education/classroom/bearden/
entry into the National Gallery site—definitely use—teacher resource but suitable to students
http://www.pbs.org/newshour/bb/entertainment/july-dec03/bearden_10-27.html
PBS Online NewsHour from 10-27-03, a review of the National Gallery’s exhibit.
Interesting to put in a professional art review.
Really cool because you can turn on audio and listen to the whole article while you read it.
http://www.smithsonianmag.si.edu/smithsonian/issues04/feb04/bearden.html
Smithsonian magazine, Bearden: Man of Many parts
Great!
Websites in which students can go specifically to see images of Bearden’s art:
http://www.ci.berkeley.ca.us/civicarts/registry/R-Bearden.htm
Office of Economic Development, Berkeley, CA describing the large scale commissioned piece that Bearden created for the City of Berkeley in 1973
http://asuartmuseum.asu.edu/bearden.htm
Arizona State Art Museum biography with a few pictures, not the best site but informative, pictures enlarge
http://www.upenn.edu/ARG/archive/bearden/bearden.html
Bearden as Printmaker—has 6 collage-like prints that can be enlarged
http://users.aol.com/MenuBar/bearden/bearden.htm
Romare Bearden in Black and White: Photomontage Projections 1964
A show at the Bassett Gallery, 1997
http://www.artic.edu/artaccess/AA_AfAm/pages/AfAm_10.shtml
Art Institute of Chicago, info on “The Return of Odysseus”, 1977
Has links for vocab. Words, short site, ok
http://www.sfmoma.org/exhibitions/exhib_detail.asp?id=166
SFMOMA Exhibition: Overview of Bearden show current
Romare Bearden non-website references:
• Harlem Renaissance: Working with Pattern, Scholastic Art Magazine, February 2004, p.2-16
• The Art of Romare Bearden, 30 minute video, produced by the National Gallery of Art Department of Education Resources, 2003
• “Romare Bearden: Man of Many Parts”, Smithsonian Magazine, February 2004, p.60-67
• The Art of Romare Bearden teaching packet, National Gallery of Art, 2003, including 80 page resource activity book, 20 color slides, 6 prints, color transparencies, and jazz CD entitled Romare Bearden Revealed by Branford Marsalis Quartet
http://www.beardenfoundation.org/artlife/biography/biography.html
Romare Bearden Foundation—Art & Life section, including biography, timeline, bibliography, Bearden’s Art, Awards & Honors, Bearden on Bearden
Official site
http://www.nga.gov/education/classroom/bearden/methc1.htm
Collage: Bearden’s Signature Style—3 pages with pictures about his collage methods
National Gallery site
http://www.nga.gov/education/classroom/bearden/
entry into the National Gallery site—definitely use—teacher resource but suitable to students
http://www.pbs.org/newshour/bb/entertainment/july-dec03/bearden_10-27.html
PBS Online NewsHour from 10-27-03, a review of the National Gallery’s exhibit.
Interesting to put in a professional art review.
Really cool because you can turn on audio and listen to the whole article while you read it.
http://www.smithsonianmag.si.edu/smithsonian/issues04/feb04/bearden.html
Smithsonian magazine, Bearden: Man of Many parts
Great!
Websites in which students can go specifically to see images of Bearden’s art:
http://www.ci.berkeley.ca.us/civicarts/registry/R-Bearden.htm
Office of Economic Development, Berkeley, CA describing the large scale commissioned piece that Bearden created for the City of Berkeley in 1973
http://asuartmuseum.asu.edu/bearden.htm
Arizona State Art Museum biography with a few pictures, not the best site but informative, pictures enlarge
http://www.upenn.edu/ARG/archive/bearden/bearden.html
Bearden as Printmaker—has 6 collage-like prints that can be enlarged
http://users.aol.com/MenuBar/bearden/bearden.htm
Romare Bearden in Black and White: Photomontage Projections 1964
A show at the Bassett Gallery, 1997
http://www.artic.edu/artaccess/AA_AfAm/pages/AfAm_10.shtml
Art Institute of Chicago, info on “The Return of Odysseus”, 1977
Has links for vocab. Words, short site, ok
http://www.sfmoma.org/exhibitions/exhib_detail.asp?id=166
SFMOMA Exhibition: Overview of Bearden show current
Romare Bearden non-website references:
• Harlem Renaissance: Working with Pattern, Scholastic Art Magazine, February 2004, p.2-16
• The Art of Romare Bearden, 30 minute video, produced by the National Gallery of Art Department of Education Resources, 2003
• “Romare Bearden: Man of Many Parts”, Smithsonian Magazine, February 2004, p.60-67
• The Art of Romare Bearden teaching packet, National Gallery of Art, 2003, including 80 page resource activity book, 20 color slides, 6 prints, color transparencies, and jazz CD entitled Romare Bearden Revealed by Branford Marsalis Quartet
Teacher Notes & Curriculum Correlations
This webquest into my classroom and curriculum in May, after the History SOL tests are completed. We will follow the process as closely as we can, but may make minor adjustments as we deem necessary. This webquest was also published on our school webpage, under both the Art Dept. and the History Dept. sites. We both created a link to the webquest and it was posted in the Resources tab of our class Blackboard sites, for students (and parents) to easily access at home.
Fairfax County Public Schools (Virginia) 7th grade Art POS related points:
• 7.1 Understand that artists transform ideas into visual statements.
• 7.2 Understand that artists use problem-solving skills to create artworks that communicate ideas or emotions.
• 7.3 Understand that artists interpret subject matter in representational, abstract, and non-objective formats.
• 7.4 Understand that art can be informative and persuasive.
• 7.7 Understand that art can make a social, environmental, or political comment.
• 7.8 Understand that artists can produce artworks that reflect the spirit of a community.
• 7.12 Understand that artists manipulate design elements and principles to express ideas in artworks.
• 7.13 Understand that artists can use color to express mood and emotion.
• 7.14 Understand that selection of media can relate to content
• 7.26 Understand and use art related vocabulary.
• 7.27 Understand that good craftsmanship indicates self-discipline, skill, and self-respect.
• 7.28 Generate and develop ideas for artwork by recording class notes, vocabulary, and thought processes in a sketchbook / journal.
• 7.31 Use memory, imagination, and observation to generate ideas for artwork.
• 7.41 Sign, mat, and mount two-dimensional artworks appropriately for display.
• 7.85 Understand that artworks can connect people to places, times and events.
• 7.86 Make interdisciplinary connections through the study of art history.
• 7.88 Understand that artworks can promote a political doctrine and spread propaganda.
• 7.97 Recognize that artists create artworks that celebrate the spirit or identity of a community or region.
• 7.98 Recognize that 20th century American artists created artworks that addressed social and environmental concerns.
• 7.103 Identify and describe the ways that artists break, borrow, and build on traditions when producing art.
• 7.104 Explore and identify subjects, themes, and symbols in artworks.
• 7.109 Compare and contrast personal artworks with the works of recognized artists.
• 7.110 Analyze the relationship of the function of an artwork to its form.
• 7.112 Analyze and discuss ways in which artworks are valued differently by individuals, families, communities and cultures.
• 7.114 Discuss the role of art in daily life.
• 7.115 Respond to selected artworks in written and oral form.
Virginia 7th grade History (USII) related SOL points:
• Standard USII.7c The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of WWII and the present by identifying the role of America's military and veterans in defending freedom during the Cold War, including the wars in Korea and Vietnam, the Cuban missile crisis, the collapse of communism in Europe, and the rise of new challenges.
• Standard USII.7d The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of WWII and the present by describing the changing patterns of society, including expanded educational and economic opportunities for military veterans, women, and minorities.
• Standard USII.8a The student will demonstrate knowledge of the key domestic issues during the second half of the twentieth century by examining the Civil Rights movement and the changing role of women.
• Standard USII.8b The student will demonstrate knowledge of the key domestic issues during the second half of the twentieth century by describing the development of new technologies and their impact on American life.
ISTE National Educational Technology Standards for Students K-8 related points:
• Standard 1—Students are proficient in the use of technology.
• Standard 2—Students practice responsible use of technology systems, information, and software.
• Standard 3—Students use technology tools to enhance learning, increase productivity, and promote creativity.
• Standard 4—Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences (Discussion Board in Blackboard, publish work into webquest).
• Standard 5—Students use technology to locate, evaluate, and collect information from a variety of sources.
• Standard 6—Students use technology resources for solving problems and making informed decisions.
Fairfax County Public Schools (Virginia) 7th grade Art POS related points:
• 7.1 Understand that artists transform ideas into visual statements.
• 7.2 Understand that artists use problem-solving skills to create artworks that communicate ideas or emotions.
• 7.3 Understand that artists interpret subject matter in representational, abstract, and non-objective formats.
• 7.4 Understand that art can be informative and persuasive.
• 7.7 Understand that art can make a social, environmental, or political comment.
• 7.8 Understand that artists can produce artworks that reflect the spirit of a community.
• 7.12 Understand that artists manipulate design elements and principles to express ideas in artworks.
• 7.13 Understand that artists can use color to express mood and emotion.
• 7.14 Understand that selection of media can relate to content
• 7.26 Understand and use art related vocabulary.
• 7.27 Understand that good craftsmanship indicates self-discipline, skill, and self-respect.
• 7.28 Generate and develop ideas for artwork by recording class notes, vocabulary, and thought processes in a sketchbook / journal.
• 7.31 Use memory, imagination, and observation to generate ideas for artwork.
• 7.41 Sign, mat, and mount two-dimensional artworks appropriately for display.
• 7.85 Understand that artworks can connect people to places, times and events.
• 7.86 Make interdisciplinary connections through the study of art history.
• 7.88 Understand that artworks can promote a political doctrine and spread propaganda.
• 7.97 Recognize that artists create artworks that celebrate the spirit or identity of a community or region.
• 7.98 Recognize that 20th century American artists created artworks that addressed social and environmental concerns.
• 7.103 Identify and describe the ways that artists break, borrow, and build on traditions when producing art.
• 7.104 Explore and identify subjects, themes, and symbols in artworks.
• 7.109 Compare and contrast personal artworks with the works of recognized artists.
• 7.110 Analyze the relationship of the function of an artwork to its form.
• 7.112 Analyze and discuss ways in which artworks are valued differently by individuals, families, communities and cultures.
• 7.114 Discuss the role of art in daily life.
• 7.115 Respond to selected artworks in written and oral form.
Virginia 7th grade History (USII) related SOL points:
• Standard USII.7c The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of WWII and the present by identifying the role of America's military and veterans in defending freedom during the Cold War, including the wars in Korea and Vietnam, the Cuban missile crisis, the collapse of communism in Europe, and the rise of new challenges.
• Standard USII.7d The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of WWII and the present by describing the changing patterns of society, including expanded educational and economic opportunities for military veterans, women, and minorities.
• Standard USII.8a The student will demonstrate knowledge of the key domestic issues during the second half of the twentieth century by examining the Civil Rights movement and the changing role of women.
• Standard USII.8b The student will demonstrate knowledge of the key domestic issues during the second half of the twentieth century by describing the development of new technologies and their impact on American life.
ISTE National Educational Technology Standards for Students K-8 related points:
• Standard 1—Students are proficient in the use of technology.
• Standard 2—Students practice responsible use of technology systems, information, and software.
• Standard 3—Students use technology tools to enhance learning, increase productivity, and promote creativity.
• Standard 4—Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences (Discussion Board in Blackboard, publish work into webquest).
• Standard 5—Students use technology to locate, evaluate, and collect information from a variety of sources.
• Standard 6—Students use technology resources for solving problems and making informed decisions.