Art and Activism: Black Lives Matter

Self-Paced Lesson

During this Art and Activism: Black Lives Matter lesson, students will learn that creating art is one of the ways that people can take action to help create change in their communities. Students will analyze artwork that incorporates activism. Then students will make hypotheses about the artwork. Next, students will prove or disprove their hypotheses by analyzing object labels and artist’s quotes. Finally, students will help create change in their communities by creating and sharing their own artwork, object labels, and artist’s quotes. Students will also learn more about LA-based artist Imani Parker through an extension activity.

Standards  

CA HSS 11.1.4

CA HSS 11.5.2

CA HSS 11.10

CA VA Re7

CA VA Re8

CA VA Cr1

CA VA Cr2

CA VA Cn10

CA VA Cn11

Lesson Resources

Lesson: PDF in full; PDF in Spanish - Coming Soon!

Student Response Sheet: Student Response Sheet (fillable PDF); Student Response Sheet (fillable PDF) in Spanish - Coming Soon!

Teaching Tips for Different Learning Environments

Whole Class In-Person Learning:

Activate - Activate students’ prior knowledge.

  • Ask the whole class to share some of the different ways that people can take action to help create change in their communities.

Investigate - Have students analyze artwork, object labels, and artist’s quotes.

  • Read the INTRODUCTION and PART 1 with the whole class. Then have a whole class discussion about the students’ answers to the questions in the INTRODUCTION and PART 1.
  • Divide the whole class into groups or partners. Ask them to analyze an artwork in PARTS 2 - 3, make hypotheses about the artwork in PARTS 4 - 5, and prove/disprove their hypotheses by analyzing an object label and artist’s quote in PARTS 6 - 7. Then have a whole class discussion about the students’ answers to the questions in PARTS 2 - 7.
  • Ask students to independently analyze an artwork in PARTS 8 - 9, make hypotheses about the artwork in PARTS 10 - 11, and prove/disprove their hypotheses by analyzing an object label and artist’s quote in PARTS 12 - 13. Then have a whole class discussion about the students’ answers to the questions in PARTS 8 - 13.

Relate - Have students make connections to their own lives.

  • Ask the students to complete PART 14 independently.

Create - Have students create their own artwork, object labels, and artist’s quotes.

  • Assign the students PARTS 15 - 16 to complete independently.

Demonstrate - Have students demonstrate their learning by sharing their work with others.

  • Ask students to share their artwork, object labels, and artist’s quotes during a classroom exhibition or gallery walk.

Extension Activity - Have the students complete PARTS A - F independently.

Whole Class Distance Learning:

  • Follow the Whole Class In-Person Learning instructions.
  • Instead of having a classroom exhibition or gallery walk, students can post their artwork, object labels, and artist’s quotes for others to view through Padlet or Flipgrid.

Associated Resources  

Lesson: Art and Activism - Desert Communities

Lesson: Art and Activism - Gold Rush

Lesson: Autry Activists

Lesson: Civil Rights for African Americans in Early California

Lesson: When I Remember I See Red - American Indian Art and Activism in California Art Analysis


*The artwork above was created by Imani Parker.


Educational Programs at the Autry are sponsored by:

AIR CONDITIONING DEPOT • AMERIPRISE FINANCIAL • PHYLLIS H. BARBATO • MOLLY AND NEAL H. BROCKMEYER • CAROLE E. BUSS • THE CAPITAL GROUP COMPANIES CHARITABLE FOUNDATION • FRANK H. COUNTNER AND SUSAN L. COUNTNER • DWIGHT STUART YOUTH FUND • EDISON INTERNATIONAL • DAVID F. EISENBERG • THE KENNETH T. AND EILEEN L. NORRIS FOUNDATION • MAX H. GLUCK FOUNDATION • CARL W. ROBERTSON AND SUSAN W. ROBERTSON • ANN C. RONUS AND ROBERT E. RONUS • BRENDA AND GARY RUTTENBERG • THE STEINMETZ FOUNDATION • THELMA PEARL HOWARD FOUNDATION • UNION BANK • U.S. BANK