Lesson Set Title: Mexican Art and “The Circuit”
Subject: Language Arts
Grade: Middle School
Developed from contributions by Carissa Gillespie, Anjum Kasam, Rachael Mermel, & John Milosevec.
Objectives:
As a result of this lesson set, students will:
- Identify characteristics of migrant labor
- Interpret artwork that relates to use of the land
- Use the art museum as a resource for learning about culture
- Read and analyze a personal narrative
- Identify common themes found in field trip exhibits and assigned readings.
- Evaluate the work of Cesar Chavez in advancing the well-being of migrant workers.
- Create a work of art that promotes a cause.
Materials:
Cultural discovery sheets
Art work by Charles Carillo – “
Glencoe Literature Book (Blue Series) – “The Circuit” by Francisco Jimenez
Day 1- Preparing for the visit
1.. Students are asked to write a brief journal entry on “What was the hardest physical work that you have ever done? What made it hard? Describe your feelings about this labor.” After a free-write of 7-10 minutes, students are asked to pair and share their entry with a partner.
2. A reproduction of
Charlie Carillo’s retablo “
3. Students are given the short story, “The Circuit.” by
Francisco Jimenez to read. Brief biographical information on Jimenez and the
setting (
3. Students are introduced to the Mexican Fine Arts Center Museum (MFACM). They will be provided with information on the exhibits, and the purpose of the class visit. The teacher will hand out the “Cultural discovery” questions (Appendix A). Students will be assigned a partner for the activity. students are told the expected length for the answers to these questions. (Some are short-answer; others require two to three sentences.). Although all questions are to be answered, each pair is assigned a question that they will present to class on the day following the visit and all students must answer the question on “causes” that they identified.
Day 2 – At the museum
1. While viewing the exhibits, students are instructed to search for the items noted on their Cultural discovery worksheets. Students complete the requested information on their worksheets, as well as paying attention to other interesting portions of the exhibits.
The teacher walks around the exhibit, monitoring student behavior, as well as answering questions and guiding students to points of interest.
2. At the end of a 60 minute period, teacher will ensure that all students are in the lobby of the museum and will lead students outside for lunch. While eating a picnic lunch, teacher will engage students in an informal discussion about their feelings and impressions of the museum.
Who found all of the items on their scavenger hunt worksheet?
What was your favorite exhibit in the museum?
What parts moved you the most?
Cultural discover sheets are collected at the end of the
discussion.
Day 3 – Follow up to
visit
1. Each pair of students is asked to report out on the question that they were assigned. In consideration of “causes” that were identified by the students, these are placed on the board for processing in the follow up assignment.
2. After shared responses students are asked to take out Jimenez’s short story, “The Circuit.” Ask the students what a “circuit” is. After several students responses, the class will decide on a definition. The teacher asks the students,
- How can life be like a circuit?
- How is the life of the family in this story a circuit?
- How is Panchito like the young boy in the portrait, “The Dream of the Poor 2? that we saw at the museum?
- What is Panchito’s dream?”
- Why was Panchito’s life like a circuit somewhat different from his family’s circuit?
- Using the text, tell us what parts of the story, aside from the ending, do you think were the saddest, happiest, most embarrassing, for the characters?
After shared responses class will re-read the end of story from “Mr. Lema was sitting at his desk….”
- How do you feel about this ending?
- The original title of the story was “Cajas de Carton.” – cardboard carton. How do you feel about this as a choice for the title? What other images or symbols are used by Jimenez to depict migrant labor in the 1950s?
3. As an introduction to the next class session, students are asked to reference their worksheets. A PowerPoint that has both the Sun Maid raison box and Ester Hernandez’s “Sun Mad” side by side is displayed. The students are asked:
- What differences do you see in these two images?
- Do you recollect seeing skeletons in any other art work in the Museum? Where? What was its significance in this art?
- What is the artist saying in this work?
Day 4 – Follow-up on
causes of the Mexican American people
1. Bellringer: “What is a cause? Are there any causes that you are involved in? Why are you involved in this cause? What were some causes that were important to Mexican American?” A discussion follows that processes these questions.
2. Discussion continues, centered on the cause of justice for people who are in the same condition as Jimenez’s family. Discussion questions to include:
- What do you remember most about the exhibit featuring him /red pick up truck exhibit? Students will be asked to remember some of the specific items from the Cesar Chavez Exhibit. Brief background information on Chavez is shared.
- Why do you think a red pick up truck was used for the exhibit?
- Do you think the exhibit correctly portrayed the migrant workers’ leader’s, cause, hardships, victories and ideas? How so?”
A biography of Cesar Chavez can be downloaded from the United Farm Workers at
www.ufw.org at no cost. Click on “research” and “Audio visual” for access. This can be downloaded. Also note on the web site the different causes that are the present focus of the UFW.
- Why do you think the UFW movement stretched beyond migrant workers?
- Why was Chavez so passionate about the plight of migrant workers? What was his personal experience with migrant work?
- What were the strategies that Chavez used to promote his cause? Why did he choose these tactics?
2. A brief discussion of how art is a vehicle for promoting a “cause,” using the Chavez exhibit at the MFACM as a focus sets up the homework assignment. The teacher passes out and explains the “Go Mad” poster activity. Students may choose causes that are the focus of the UFW but are encouraged to produce a statement on the causes that they noted they are involved in the bell-ringer exercise.. They are to create a cause poster based on the style of Ester Hernandez’s “Sun Mad” Poster. Rubric and project description attached. All posters will be presented at a date determined by the teacher. Teacher will provide students with construction paper (color of choice)
Day X – Art and
causes (following completion of poster assignment)
1. The art work of Carlos Cortez is displayed on the screen as students enter the class. Examples are available at www.politicalgrahics.org.
Bellringer: Carlos Cortez is an important voice in Mexican American fine arts and his work has often been in support of the causes that he believed in. What does this artwork “say” and what emotions does it generate?
2..Students display their posters against the walls of the classroom. Looking for common themes, the teacher asks each student to describe their poster and their cause.
Student Modifications
for this week’s lesson plans:
Moderate Learning: Accommodations can be made. Students can be given abbreviated versions of assignments and extended response and work time as stated by IEPs. Those with visual impairments can be accommodated through the use of Braille and large print material. A layout of the museum will be provided for all parents/chaperones/teachers in an effort to accommodate those students with physical disabilities. Students that have hearing impairments can be paired with students/aides that know sign language. Interpreter services will be requested if available.
Appendix A
CULTURE DISCOVERY SEARCH
As you explore the museum, please answer the following questions completely.
Have fun and learn a lot about this culture!
1. Find
the piece entitled “Sun Mad” by Ester Hernandez. Describe the painting. What is the artist trying to say?
2. Find
the following 3 paintings by Diego Rivera: “The Flower Vendor,” “Man With His Head Covered By A Pot,” and “Worker.” Compare and contrast these 3 paintings with
Rivera’s “Untitled” (which you will find nearby).
3. Find
the “Diversity” collage containing 20 photographs. Which picture reminds you most of your own
family and why? Don’t just think of race
- think of structure, background, and style!
4. Find
the painting, “
5. Locate
the painting, “My Crazy Life,” by Alonzo Encinas. What feelings does this evoke in you?
6. Find
the photograph entitled “The Dream of the Poor 2” by Lola Alvarez Bravo. What do you think the little boy is dreaming
of?
7. Find
the Cesar Chavez Exhibit, which you can’t miss (Hint: find the red pick-up
truck!). What are some of the items in the truck? What is the central image of
the United Farm Workers? The dominant color? Who were
Cesar’s two spiritual inspirations?
8. Near
the Chavez Exhibit are two “cause posters.”
Name them, the artists, and discuss the feelings they are trying to
express.
9. At the end of one exhibit is a piece entitled “The
Immigrant’s Dream, The American Response” by Malapuias
Montoya. What does it say on the
identifying card for this art piece?
10. Now
that you’ve observed all exhibits, list three “causes” that you feel are
important to Mexican Americans. Please
state why you chose these, and name at least three exhibits that support your
choices.
Appendix B
Name______________________________________________
Go
Mad !!
Directions: At the
Be ready to explain your work to the
class in three days. The grading rubric for this project is attached.
Note:
Use the back of this sheet to draw a rough draft of your cause artwork.
Rubric
for “Go Mad” project
Student
name_________________________________________
|
Level |
Artistic expression |
Identified Cause |
Presentation |
4
|
The art is neat and creatively executed with use of color and attention to the eye of a large audience (e.g., graphics are large enough to see from a distance and are distinct). |
The cause is clearly evident in the graphic without need for much text support. The position of the artist is directly conveyed and the poster is an emotional response of the artist |
The discussion of the poster is thorough but concise. The presenter is attentive to dynamics of effective presentation, including sufficient volume, pacing to maintain student interest, varying pitch for emphasis, strong body language and eye contact. |
|
3 |
The display is neat with limited use of color and some originality in expression. The artist does not use space effectively for a large audience. |
The graphics are directly relevant to the cause but text support is needed to identify the idea of the artist. The position of the artist is clearly stated relative to the cause. |
The discussion of the poster is generally complete but with some lapses in information or digressions away from the topic. The presenter generally employs effective communication skills with minor lapses. |
|
2 |
The display appears to be quickly executed with limited creative input. It is difficult to view elements of the poster from a distance. |
The graphic support is relevant to a cause but the position of the artist is not clear. There is need for text to identify the cause. |
Discussion is partial in describing the poster; dimensions of the artwork are left unexplained. Greater attention needs to be given to presentation skills, there are some notable lapses in verbal or non-verbal communication. . |
|
1 |
Artwork is that of a novice and there is apparent need for more attention in terms of neatness and focus. Parts of the poster are nearly confusing to the viewer. |
The artwork does not appear to directly to the cause; text support is confusing and the position of the artist is not indicated. |
The presentation addresses some elements related to the poster. The presenter needs to develop skills in oral presentation; numerous problems with oral and non-verbal communication. |