Language and Power

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Language and Power

Arts Integrated Lesson Plans and Materials for Teaching the Russian Revolution & Wit & Wisdom Grade 7 “Language and Power”

Jump to topic: Propaganda Commercial Proletarian Art Movement

Propaganda Commercial

Pairs with Wit & Wisdom Module 3

Students will create a “Propaganda” commercial, animation, or poster to demonstrate background knowledge of the Russian Revolution.

Printable Version

Standards

Getting Ready

Downloads

TEACH!

Brain Connections

Creators

COMMON CORE STATE STANDARDS

CCSS.ELA-Literacy.W.7.1 – Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.7.4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

NATIONAL ARTS STANDARDS

MA:Cr3.1.7a. – Coordinate production processes to integrate content and components for determined purpose and meaning in media arts productions, demonstrating understanding of associated principles, such as narrative structures and composition.

LEARNING TARGET

I can illustrate my knowledge of the Russian Revolution through my artwork.

ESSENTIAL QUESTION

What is the power of the Visual Arts to spark a Revolution?

RESOURCES

MATERIALS

Cap Cut (video app)
Stop Motion Studio (video app)
Flipa Clip (animation app)
Google Drawing
Poster Worksheet
Animation/Commercial Worksheet
Colored Pencils
Markers
Magazines
8.5×11 Paper
11×24 Paper

MUSIC PLAYLIST

Song Title: March Bravely Comrades by Moscow Radio Choir
Lenin’s Favorite Songs

LESSON OVERVIEW

For this activity, students will create an animation, commercial, or poster to demonstrate their knowledge of the Russian Revolution to prepare for the Animal Farm reading.
Note: This activity requires the use of technology such as computers, cellphones, and tablets. Students have the option to use Cap Cut, Stop Motion Studio, and Flipa Clip which are video making applications. Please go over your class expectations and norms on how to use technology appropriately for this project and in the classroom.

LEARNING OUTCOMES AND APPROACH

CONCEPT MAP

MEMORY EFFECTS AND DIVERGENT THINKING

ASSESSMENT & EVALUATION

Return to Topic

INTRODUCTION

Step 1: After students complete the Building Background Workshop, display the following instructions on the board:

Today you will create a commercial or animation to express an idea that is important to you. Reflect on the Russian Revolution articles, videos and artwork that you learned about in class. Review the Mystery text gallery, common texts, and expert materials.

- You can work in a group of 3 to 4 people. Or, you can work individually.
- For your commercial or animation, both videos must be at least 15 to 30 seconds long and cannot exceed 1 minute.
- Include a song of your choice and a song from the Russian Revolution music playlist.
- If you create a poster, your image must at least be 8.5 inches X 11 inches.

Next, Display examples of a commercial, animation, and poster:

- Some examples of animation, commercials and posters ideas are…
  - “An animation about the effects of bullying” commercial
  - “Why should there be less homework for students?”animation
  - “Climate change poster“

ORGANIZE IDEAS

Step 2: Direct students to the BBK worksheet and tell them to complete the assignment before creating their projects. Display the questions and do check-ins while students complete their work.

- Poster Worksheet
- Commerical/Animation Worksheet

1. Reflect on how and why the Russian Revolution started.

- Who supported the Russian revolution, and who didn’t?
- What events led up to the Russian Revolution ?
- Give an example of a revolution that you know occurred in the past or recently

2. Script organizer: Reflect and write your ideas out for your commercial or animation in the script organizer.

- Who is your audience? What is your important message about?
- Why is it important for your audience to see and understand your message?

3. Write out your script-dialogue(If you need more space to make your script, get a separate sheet of paper).

4. Optional: Sketch out your ideas for commercial or animation.

If you are in a group, each person must complete the worksheet individually but can work on the responses together.

Allow for students to experiment with the video making apps and poster designs. Remind the class that they need to complete the worksheet first because it will help them plan out their poster, animation, or commercial idea.

- Stop Motion Animation Demo

WORK TIME

Students will work independently for 25 to 30 minutes. Do a temperature check to see if the class needs more time and or help.

SHARING & CLOSING

NOTE: Create a google folder or google slide for students to submit their animations, posters, and commercials. Present each group/individual’s work. You can make this share-out moment a “screening party” before the closing and discussion questions.

- Rubric for assessment

Closing Discussion:

1. Did the artists effectively present their message? Why?

2. What music selection and artworks from the BBK materials mystery text gallery did you connect to the most, why?

3. Why do you think language and art is used to create power? Or persuade people?

Return to Topic

BRAIN TARGETED TEACHING IN THE CLASSROOM

Setting the Emotional and Physical Learning Environments:

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

NOELLE TOLBERT

Noelle Tolbert: A true engineer of movement. An esteemed cultivator of physical ingenuity developed by a deeply rooted connection to her community and the audience in which she engages. Leading a life of artistry, Noelle represents feminine power, ancestral guidance, intuition and strength through dance, choreography, performance art, teaching, and collaborations. Baltimore based artist, this city has become a sustaining platform, building a youth dance program at Chesapeake Arts Center in Brooklyn Park, servicing over 300 students, providing mentorship to PVA students through professional development training / choreography at Brooklyn Park Middle School, recently joining The Moving Company as Hip Hop choreographer, and a dance resident artist at LeMondo creating programming and performance opportunities for local artists. With growth and development, Noelle continues to seek opportunities that are both intellectually and artistically challenging, as she works to connect with Baltimore to bring dance and the arts to areas that need healing.

DIAMOND GRAY

Diamond Gray was born and raised in Jacksonville, Florida. She has participated in the Massachusetts Museum of Contemporary Art Assets 4 Artists residency and the Studio Museum in Harlem’s Museum Education Practicum. As an artist and art educator, both roles inform her art and pedagogical practices. She is passionate about BIPOC and LGBTQIA+youth and encourages her students to focus on process, research, experimentation, and produce works that mirror their lives. In her artwork, she uses clothing, hair, India ink, paper, collage, drawing, video, sculpture, and audio to tell the narratives of her maternal family’s history. Encapsulating moments of triumph, displacement, otherness, and trauma surrounding race, class, and gender, Diamond’s story-telling and documentation challenge and reclaim sites in the United States to create a space for healing for Black womxn.

GENA PROCTOR

Gena Proctor was born in New Zealand and raised in Australia. She holds a Bachelors of Education (Massey University) a Certificate of Human Sciences (Taranaki Polytechnic) and a Certificate of Arts Integration (Towson University). She now lives in Towson with her husband and her Pitbull, Gracie. She is a GeGe to baby Freya and will gladly share cute pictures with anyone who asks. She holds 22 years experience teaching 5-8th grade ELA and being the Middle Grades Director at Southwest Baltimore Charter School. Most of her career has been spent in Baltimore City Public Schools as a teacher and a teacher leader. Gena loves it here. She loves city students and believes Arts Integration is the most transformative form of active pedagogy.She has run professional development all over the USA on topics such as, Arts Integration, Crew and Morning Meeting, Student Led Conferences, Teacher Leadership and Making Thinking Visible. In 2007 she was recognised as “Teacher as Leader” in the area of Gifted and Talented Education; this award was presented by the Maryland State Advisory Council on Gifted and Talented Education. In 2022 she was nominated for Maryland Charter School Teacher of the year.

Proletarian Art Movement