CURRICULUM OBJECTIVES/SUGGESTED ACTIVITIES
are suggestions for classroom activities and research projects. In parenthesis you will find coordinating Benchmarks from
the Louisiana Department of Education’s State Standards for Curriculum Development:
• The map of Europe has changed numerous
times since the beginning of the 20th century. Research the countries in Europe that were
either created or dissolved after World War I and World War II. Compare a map from 1900 to a map of present day. (G-1A-E2;
G-1C-E6; G-1B-H1, H4; G-1C-H4, H6, M7)
• On a map of Europe
and North America, denote the major bodies of water and discuss each type. What are the major
rivers that run through each continent? What cities are near these major water ways? Compare those cities and rivers in Europe
to the Mississippi River and major cities in the United States.
On a smaller scale, draw a map of City Park.
Include in your map the lagoons, walkways and roads and the outdoor activity sites. (G-1B-E1; G-1B-M2, M3)
• Research the various
climates, vegetation and resources of different countries like France,
Belgium and Italy.
Compare and contrast your findings to the climates, vegetation and resources of the United States. (G-1B-E4; G-1C-E2, E4; G-1D-E4; G-1B-H1, H3)
• Compare the populations
of Paris and New Orleans from
the 1920s. What are their populations today? What are the similarities and differences in both cultures? (G-1B-E2; G-1C-M3,
• Write a descriptive
interpretation of Magritte’s and Moore’s sculptures from the image list. (ELA-2-E1, M1, H1, H5, ELA -7-E4, M4,
• Research the mythology
behind Renoir’s Venus Victorious. Retell the story in contemporary language. (ELA-2, ELA-5, ELA-6)
• Research and write
a report on a twentieth century art movement. (ELA-2)
• Calculate the distance
between Zurich and Paris, Moscow
and Munich, New York City and Paris,
and New York and New Orleans
in both miles and kilometers. What is the shortest distance to travel to these places? Draw a graph to display the distances
between all cities.
M, N-6-E, M; M-1-E, M; M-4-E; M-5-M)
• Use the map of the
and choose a set of four sculptures located near each other. Walk the distances between your four sculptures using the heel
to toe method. Measure your foot and calculate the distances between all sculptures. Compare the distances and give ratios
for all sets of combinations. (M-1-E, M-3-E, M-2-M, M-6-M, M-3,H)
• Find the average yearly
temperature in degrees Fahrenheit of the five cities listed above and convert the temperature to Celsius. (M-1-E; M-4-E; M-5-M)
• Look at Lipchitz’
Sacrifice III and George Rickey’s Four Oblique Lines from the image list. Compare and contrast the lines
and shapes. Discuss the ways in which the shapes in a sculpture affect the overall composition. How do the shapes convey movement?
(G-1-E, H, G-2-M)
• Write a brief history
of the life of an avant garde artist in Europe during World War II. (H-1D-E1, E3; H-1A-M2;
• Discuss why the Dada
movement was spawned by the effects of World War I. (C-1D-H1; H-1D-E3; H-1A-M2; H-1C-M17)
• How did the governments
change in the countries of Europe during and after World War I? World War II? Draw a map
of the countries in Europe for each of these periods. Include the capitals, major rivers,
mountain ranges, languages, dominant religions and major industries and crops. How did the changes affect people? Which artists
chose to leave Europe for the United States
and why? (G-1A-E3, M2; G-1B-E1, E2, E3, E4; G-1C-H2, H4, H5; C-1A-E6, M2, H2; H-1C-M17; H-1C-H13, H14, H15)
• How did the Jewish
population in Germany, France,
and Italy change before and after World
War II? What other countries had a dramatic shift in Jewish population? Discuss the holocaust in Europe.
What other groups were singled out by the Nazis? (G-1C-E3; C-1C-E1, M1; H-1A-M6; H-1C-M17; H-1B-H13; H-1C-H13)
• What was the American
involvement in World War I and II? Research your family history to find relatives who were involved in either of the two wars.
How did the wars affect the civilians living in the U.S.?
What writers or artists were involved in the wars? (C-1C-M2, M3, H1, H2; C-1D-M3; H-1B-M16, M17; H-1C-M17; H-1B-H10, H11,
• What are some of the
major technological inventions of the 20th century? How had this progress affect society? How did artists express the changes
in technology in their writings and art? (H-1D-E2; H-1C-M17)
• Discuss and research
the Great Depression. How did it affect not only artists but the general population in America? Take a tour of City Park and other areas in New Orleans
that were redesigned during the Great Depression. (H-1C-E1, E3; H-era 8)
• Keep a pencil and a
pad of paper by your bed. After having a dream, jot down the dream as you best remember it. Transform the dream into a visual
image. (Benchmarks 2, 7, K-12)
• What art styles developed
at the same time as Surrealism in Europe and the US?
Make a painting in the style of Surrealism and two other styles that developed at this time. (Benchmarks 1, 4, K-12)
• Create a sculpture
using only the basic shapes of a cone, sphere, and cube. (CE-1VA, Benchmark 3)
• Twentieth century artists such as Bourgeois and Segal found new ways to express emotions through
form. Construct a painting or sculpture to express anger, joy, sadness, or fear. (HP-3VA, CA-4VA)
• Discuss abstraction versus realism. Paint or draw a realistic landscape or still-life. Create the
same subject in the style of De Staebler, Butterfield, Chadwick and Moore. (CE-1VA-H4)
• Listen to three types of music such as Classical, Jazz and Rock. Choose a subject and draw three
different artworks with each style of music. How does the music change your emotion? How does your artwork change with each
• As a class project, design gates for the front of your school. What kind of symbols would you include?
Use Scott’s Spiritgates near the entrance of the Sculpture
Garden as an inspiration.