Lesson plan: Saving wall's artwork

Objectives

Students will:

• Research the history of the Berlin Wall.
• Recall events that led to the wall's construction and removal.
• Propose an alternative plan for the East Side Gallery's restoration project.
• Create a mural in memory of a special event in their time.

Standards

National Standards for Arts Education

Students understand the relationships among art forms and between their own work and that of others. They are able to relate understandings about the historical and cultural contexts of art to situations in contemporary life.

Suggested time

3-4 class periods

Materials

CNNfyi article, "Berlin barriers"
Internet access
Art supplies (paint, paper, markers, etc.)

Procedure

1. Discuss the history of the Berlin Wall with the class to assess their knowledge of the subject. If you discover that they need more background information, send students on a hunt. Ask students to locate answers to the following questions using the Internet sites below:

• When was the wall between East and West Berlin built? Why? Why did droves of East Germans flee to the west?
• East Germans fled to the west, often in dangerous ways. Does this remind you of any other group of people in history who have tried to escape inhumane treatment? If so, which group?
• What events led to the wall's destruction? Can you explain why some former East Berliners would want the wall to return?

• What is the East Side Gallery? Who created it? When? Why are the wall and its art under threat?
• Elaborate on the possible reasons for artists to crusade for the preservation of a barrier that was once a symbol of oppression. Do you think that the original art can be duplicated? Why or why not? Is it a good idea to start from scratch? What do you believe are the pros and cons of that option?

Assessment

Allow students to form groups of three to five. Have them create an alternative proposal to the artists' current plan. For example, they may think it better to have the artists re-create a similar wall using the anti-graffiti lacquer, while allowing the original to stand. Students may further research the Berlin Wall to gain insight into the motives of the artists.

Extension

Using cooperative groups, direct students to brainstorm a list of significant public events in their lives. Ask them to decide upon the top three events on the list and then vote for the No. 1 event. Have students create murals to memorialize their most significant events (i.e., Y2K). Allow each group to create a blueprint or a draft for their mural. Encourage students to include the following:

• symbols significant to the event.
• information, interpretations and judgments about objects in the mural.
• elements of design (composition, color, texture, etc.)

The art teacher may be used as a resource for the design elements. Students may research mural artists such as Diego Rivera, Hale Woodruff and others. If possible, gain approval for the allocation of space to paint the mural on school grounds or other community space.