Community Discovered
I.
Why Use Public
Sculpture in the Classroom?
II. So Where Do I Begin?
This kit includes:
. . . a 28:25 minute videotape which presents a vivid means of experiencing public sculpture as it reveals a national and community identity,
. . . a set of 20 slides and 12 art reproductions which reproduce elements of all sculptures discussed in the video, and
. . . a teacher resource guide which contains 10 lessons which focus on public sculpture which documents U.S. history from the Civil War to the present. The guide contains many students activities, written and hands-on, as well as background on each sculpture presented in the videotape and a glossary for vocabulary study.
Ask students to do further research on public sculptures utilizing these web sites which focus on materials found in the resource kit and on supplemental information.
This article from the Lincoln Journal Star features the controversy that originally surrounded the Klaas Oldenburg public sculpture "The Torn Notebook" located on the University of Nebraska campus in Lincoln, Nebraska. Today this sculpture is an accepted part of the campus. But when it was first erected, public sentiments were not favorable! Why was this, and why have attitudes changed?
In March, 1979, artist Judy Chicago's "The Dinner Party", a collaborative, multimedia installation representing a symbolic history of women in Western Civilization through a series of 39 place settings set on a triangular banquet table 48 feet long per side, opened at the San Francisco Museum of Modern Art.
Visit these web sites to discover more about Judy Chicago and the "Dinner Party":
III. Student Products
THE ASSIGNMENTS:Option 1: Create a monument to a modern-day hero. Your monument must utilize symbolism in creating a memorial to this person/persons. Keep in mind the characteristics of the monuments that you have been studying in class and the characteristics of a hero which were developed in class. Be prepared to present your monument to the class, sharing with us information about the hero being memorialized and why this particular hero was chosen, the meaning behind the symbolism, where the monument would be located, the materials from which it would be constructed, and any other pertinent information about the monument.
Examples of Student-Constructed Monuments
Option 2: Based on Judy Chicago's "Dinner Party", construct a place setting which memorializes a modern-day hero. Keep in mind the characteristics of a hero which were developed in class and how Ms. Chicago constructed her place settings. Each place setting at the minimum must have a name card, place mat, plate, knife, fork, spoon, napkin, and glass. Be prepared to present your place setting to the class, sharing with us information about the person being memorialized and why this particular hero was chosen, the meaning behind the symbolism, and any other pertinent information about the monument.