Protest Art

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Information about Protest Art

Published on March 13, 2014

Author: stevekatz



This art & technology project was completed in collaboration with high school art teacher Sara Arno for her two dimensional art class. We first collaborated on this project in 2013 with acrylic paintings, and a second time in 2014 with masks. For more information:

Kahlo Meets Coppola: Art, Activism & Film Sara Arno & Steve Katz

Unit Questions • How can art be used as social, political activism? • What are the issues of social and political activism? • How does multiage, multicultural, and multinational view and affect activism?

Unit Questions • What are the goals of activism? How do young people become active? • How can student artists use a body of work to aid themselves and others to understand and explore art as a form of social activism?

Key Concepts • Art can be used as social and political activism • Awareness of the multinational issues • Social activism requires action • Youth can be activists

Protest Art

What will students do? • Visualize • Develop • Execute • Final work of art

What will students learn? • Art making with a specific target, social activism, and social change

Class #1

Share/Pair Discussion


• “painting is not done to decorate apartments. It is an instrument of war for attack and defense against the enemy.”

Art is a lie that makes us realize the truth” -Pablo Picasso


ACTIVITY Choose one of the previous artist’s image! Describe (to a blind person who once could see)! Analyze (remember this is about the use of design principles and elements, medium, techniques)! Interpret (what is the “Big Idea”? what are your clues?! Judge (does it work as art, as activism, NOT do you like it, although important to you)

Group Process

Mind Mapping

Student Conferences

Class #2

3 Components • Art work • Essay • Movie

Class #3

Art-Making Problem • Thumbnail concepts • Revisit/revise/redo idea and image • Develop final idea Part 1

Conceptual Strategy • Divergent • Disruption • Concealment • Transformation • Exaggeration • Distort

Class #4

Class #6

Class #5

Art-Making Problem • Thumbnail concepts • Revisit/revise/redo idea and image • Develop final idea Part 2

Class #6

Class #7

Class #8

Art-Making Problem • Use of IT in the arts (iMovie) • 2-3 minutes of the process • Final outcome of the art making process Part 2

Class #9

Class #10

Class #11

Movies as a form of assessment • The student finds value in the movie making process outside of the studio project • “iMovie was a tangible record of the art process so I can reevaluate my growth and learning.” - Christina

Conceptual Strategy • Concealment • Transformation • Exaggeration ! • Documentation • Different medium results in different message & outcome Part 2

Class #12

Class #13

Class #14

Completed Work

Class #15

Movie Viewing & Critique Class #17

Group Critique Student-led Socratic method for assessment of learning Class #18

“The responsibility for interpretation rests with the viewers.”

–Terry Barrett “The responsibility for clear expression in media rests with the artist.”

Reflection • How do you interpret what Barrett is saying? • What is the result of this viewpoint in regards to your work? • How (un)successful is your feeling in light of this viewpoint? • Where or what might you alter?

Protest Art Sara Arno & Steve Katz

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