The Kids are not the Threat

"Let me say, at the risk of seeming ridiculous, that the true revolutionary

is guided by great feelings of love.” --Che Guevara¹

"To be Black and Conscious in America is to be in a constant state of rage."--JamesBaldwin²

Introduction And Rationale

So many individuals have spoken up, stood out, and stood up to emphasize what goes on in the world.  Demonstrations, rallies, direct actions (like blocking streets or access to buildings), and civil disobedience are often used to protest, support, and fight.  Short of a revolution or government coup, protest is intended to revolutionize thinking.  Such is the case with music and art of the 1960s, which very pointedly represented social shifts, identity, and consumerism in ways that differ markedly from how they are presented today.

In this unit, students will connect with the protest history of the 60’s through art, music, writing, protest posters, and photography.  This curriculum unit will lead students through the past to experience and evaluate protests, rallies, and demonstrations surrounding the Civil Rights, Voting Rights, and Women’s Rights movements.  We will use Oklahoma state standards for High School Art, which emphasize using a variety of art forms, cultural awareness, and the expression of a point of view.  Students will understand how detailed and well-planned the most effective protests/rallies/demonstrations of the past were, as well as learn about some of the people and groups that planned them.  Students will understand that many of the bravest and most effective movement leaders and participants of the 1960s were often not much older than they are, and sometimes even younger.  Students will also look at the different sides of protests/rallies/demonstrations through rally flyers and posters, magazines, photos, artwork, books, online resources, and video clips.

Students will complete assignments for each section/year presented from the 1960s.  These assignments will show evidence of learning through writing and creative practice pieces for the printing art forms they learn about (more on this later).  Final project requirements will include demonstrating social, situational, and historical awareness after experiencing historical changes through discussion, readings, presentations, and research. This culminating individual art piece should reflect their own feelings about a chosen social issue without judgment or opinion.  Touchy as the topic is, I want students to understand that any administration, government body, or leader that makes its people feel as though that administration has taken every possible avenue to derail justice, destroy equality, and take away the people's rights by demonizing anyone who disagrees must be addressed by the people, regardless of political affiliation. 

My teaching philosophy revolves around the integration and transference of skills and knowledge.  I believe that when we teach students, we should teach in ways that transfer to other areas of school and life, as well.  Because of this, I teach many arts-integration lessons. I want students to be able to use what they have learned in my class at home, in other classes, and in their future careers/lives.  I aim for my students to learn to think within and beyond given parameters.  They should feel worthy and confident enough to generate original ideas for solving everyday problems and to express themselves.  If I see a student in 10 years out in the wild, I hope they remember me and remember that our experiences together had a positive impact on them that still matters.