Heartfield Educator Guide
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John Heartfield vs. August 30 - November 30, 2008 EDUCATOR’S GUIDE TO THE EXHIBITION INSIDE THIS GUIDE Academic Content Standards Pages Visual Arts p. 3 Social Studies p. 4 Language Arts p. 5 An Introduction to the Exhibition p. 6 Brief Biography of John Heartfield p. 7 Biographical Timeline of John Heartfield pp. 8-9 Historical Timeline– events leading up to WWII p. 10 What is Photomontage? p. 11 What is Dada? p. 12 Metaphor and Simile in Heartfield’s works p. 13 People Frequently Referenced in Heartfield’s Works p. 14 Cross-Curricular Questions for Approaching Heartfield’s Works p. 15-16 Heartfield’s Works and Curriculum Connections Pages p. 17-30 Make Your Own Statement Activity p. 31 References and Additional Resources p. 32 This content of this guide was researched, produced and edited by the Akron Art Museum’s education and curatorial staff with members of the museum’s docent league. Contributors include Director of Education Missy Higgins, Assistant Educator Gina Thomas, Director of Curatorial Affairs Barbara Tannenbaum and docent volunteers Esther Hexter and Jim Boncek. 2 John Heartfield vs. Nazi Germany Educator Guide MIDDLE SCHOOL Benchmarks HIGH SCHOOL Benchmarks VISUAL ARTS Ohio Academic Content Standards (6-8) (9-12) Historical, Cultural and Social Contexts Benchmark D: Research culturally or histori- Benchmark A: Explain how and why visual art Students understand the impact of visual art on history, culture cally significant works of art and discuss their forms develop in the contexts (e.g., cultural, social, and society from which it emanates. They understand the cul- roles in society, history, culture or politics. historical and political) in which they were made. tural, social and political forces that, in turn, shape visual art Benchmark B: Compare works of art to one an- communication and expression. Students identify the significant other in terms of the historical, cultural, social and contributions of visual artists to cultural heritage. They analyze political influences evident in the works. the historical, cultural, social and political contexts that influ- Benchmark E: Explain ways in which selected ence the function and role of visual art in the lives of people. contemporary works of art relate to the themes, issues and events of their contexts. Creative Expression and Communication Benchmark B: Create two- and three- Benchmark B: Create expressive artworks that Students create artworks that demonstrate understanding of dimensional original artwork that demonstrates demonstrate a sense of purpose and understanding materials, processes, tools, media, techniques and available personal visual expression and communication. of the relationship among form, materials, tech- niques and subject matter. technology. They understand how to use art elements, princi- Benchmark E: Identify and explain reasons to ples and images to communicate their ideas in a variety of vis- support artistic decisions in the creation of art ual forms. work. Content Standard: Analyzing and Responding Benchmark A: Apply the strategies of art Benchmark B: Explain how form, subject matter Students identify and discriminate themes, media, subject criticism to describe, analyze and interpret and context contribute to meanings in works of art. matter and formal technical and expressive aspects in works selected works of art. of art. They understand and use the vocabulary of art criti- cism to describe visual features, analyze relationships and interpret meanings in works of art. Students make judg- ments about the quality of works of art using the appropriate criteria. Content Standard: Valuing the Arts/ Benchmark A: Demonstrate aesthetic inquiry Benchmark A: Communicate how an aesthetic Aesthetic Reflection and reflection skills when participating in dis- point of view contributes to the ideas, emotions and Students understand why people value visual art. They present cussions about the nature and value of art. overall impact of personal artworks and the works their beliefs about the nature and significance of selected art- of others. Benchmark B: Analyze diverse points of view works and the reasons for holding these beliefs. Students re- about artworks and explain the factors that Benchmark B: Identify and analyze a variety of flect on and respect diverse points of view about artworks and shape various perspectives. viewpoints on aesthetic issues and themes in visual artifacts. art and develop a personal point of view. Connections, Relationships and Applications Benchmark C: Use key concepts, issues and Benchmark A: Summarize and explain the Students connect and apply their learning of visual art to the themes to connect visual art to various content impact of a historical event or movement (e.g., study of other arts areas and disciplines outside the arts. areas. realism, feminism, modernism or postmodern- ism) on the development of visual art. They understand relationships between and among con- cepts and ideas that are common across subjects in the cur- riculum. Students recognize the importance of lifelong learn- 3 ing and experience in visual art. John Heartfield vs. Nazi Germany Educator Guide SOCIAL STUDIES MIDDLE SCHOOL Benchmarks HIGH SCHOOL Benchmarks HIGH SCHOOL Benchmarks Ohio Academic Content Standards (6-8) (9-10) (11-12) HISTORY Benchmark A: Interpret relationships Benchmark D: Connect develop- Benchmark A: Explain patterns of between events shown on multiple-tier ments related to World War I with the historical continuity and change by time lines. onset of World War II. challenging arguments of historical inevitability. Benchmark E: Analyze connections between World War II, the Cold War and contemporary conflicts. PEOPLE IN SOCIETIES Benchmark B: Analyze examples of Benchmark B: Analyze the conse- Benchmark B: Identify the causes interactions between cultural quences of oppression, discrimination of political, economic and social op- groups and explain the factors that con- and conflict between cultures. pression and analyze ways individu- tribute to cooperation and conflict. als, organizations and countries re- spond to resulting conflicts. GOVERNMENT Benchmark C: Compare the defining Benchmark B: Analyze the differ- characteristics of democracies, monar- ences among various forms of gov- chies and dictatorships. ernment to determine how power is acquired and used. CITIZENS RIGHTS & RESPONSIBILI- Benchmark A: Show the relationship Benchmark A: Analyze ways people Benchmark A: Evaluate various TIES between civic participation and attain- achieve governmental change, in- means for citizens to take action on a ment of civic and public goals. cluding political action, social protest particular issue. and revolution. Benchmark B: Explain how individ- ual rights are relative, not absolute, and describe the balance between individual rights, the rights of others, and the common good. 4 John Heartfield vs. Nazi Germany Educator Guide Language Arts MIDDLE SCHOOL Benchmarks HIGH SCHOOL Benchmarks HIGH SCHOOL Benchmarks Ohio Academic Content Standards (5-7) (8-10) (11-12) Informational, Technical & Persuasive Benchmark B: Recognize the difference Benchmark B: Identify examples of Benchmark A: Analyze the features Text between cause and effect and fact and rhetorical devices and valid and inva- and structures of documents and cri- Students gain information from reading for opinion to analyze text. lid inferences, and explain how au- tique them for their effectiveness. thors use these devices to achieve purposes of learning about a subject, do- Benchmark D: Identify arguments and Benchmark B: Identify and analyze their purposes and reach their in- ing a job, making decisions and accom- persuasive techniques used in informa- examples of rhetorical devices and plishing a task. Students need to apply the tended audiences. tional text. valid and invalid inferences. reading process to various types of infor- Benchmark C: Analyze whether Benchmark C: Critique the effective- mational texts, including essays, maga- graphics supplement textual informa- ness and validity of arguments in text zines, newspapers, textbooks, instruction tion and promote the author’s pur- and whether they achieve the author’s manuals, consumer and workplace docu- pose. purpose. ments, reference materials, multimedia Benchmark D: Explain and analyze Benchmark D: Synthesize the con- and electronic resources. They learn to how an author appeals to an audience tent from several sources on a single attend to text features, such as titles, sub- and develops an argument or view- titles and visual aids, to make predictions issue or written by a single author, point in text. and build text knowledge. They learn to clarifying ideas and connecting them read diagrams, charts, graphs, maps and Benchmark E: Utilize multiple to other sources and related topics. sources pertaining to a singular topic displays in text as sources of additional Benchmark E:. Analyze an author’s information. Students use their knowledge to critique the various ways authors develop their ideas (e.g., treatment, implicit and explicit philosophical as- of text structure to organize content infor- sumptions and beliefs about a subject. mation, analyze it and draw inferences scope and organization). from it. Strategic readers learn to recog- nize arguments, bias, stereotyping and propaganda in informational text sources. Communications: Oral & Visual Benchmark A: Use effective listening Benchmark A: Use a variety of Benchmark A: Use a variety of Students learn to communicate effectively strategies,