- To what extent do they think it is a worthwhile art form.
- What they enjoyed about the different ways artists express the same subject matter.
- What they didn’t like about Resistance Art.
- Any other reactions to Resistance Art.
Desired Outcomes: Students define their own feelings about Resistance Art and explore other possible reactions to Resistance Art from stereotypical positions.
Time: 1-2 hours
Number of students: whole class
Method:
Step 1:
In groups of four, (the Base Support Group) students discuss their view on Resistance Art by exploring the following areas:
Students could manage their discussion using the Cooperative Learning structure called "One and All." On a large sheet of paper, they should draw a large circle in the middle. This is reserved for the ideas that everyone has in common. They should divide the remaining space into four areas, one for each student. Each member then quietly writes his/her opinion in his/her space. Once everyone has written their ideas down, they should share their ideas in turn. The common ideas and those that everyone agrees with are written down in the centre of the paper. When completed, these large sheets of paper can be displayed and other groups can walk around the room and read everyone’s ideas.
Step 2:
Once group members have developed their own view on Resistance Art, they should now explore other people’s possible views. First, they need to identify the people who would have different views and reactions towards Resistance Art. Next they need to define the distinct characteristics of these. Some of these people might include such terms as: liberalist, racist, Resistance Artist, oppressed person (victims of the particular government in power) and privileged person (group benefiting from the status quo). The group should create a definition for each type.
Step 3:
As a class, the groups should share their different definitions and synthesise their ideas. The final descriptions should be visually displayed on the wall.
Step 4:
Returning to their original Base Support Groups, the students take on different "personas" (roles) and create possible sketches of that person’s point of view and reactions to the different Resistance Art works. This particular exercise is one of De Bono's thinking tools from CORT #1 called "Other People's Views". (De Bono is an expert on thinking skills.) Students could create written statements or speech captions to crystallise what each person’s reaction to Resistance Art might be.
Extension:
It might be possible for the students to then create an acting scene where the different people visit a Resistance Art Gallery and walk around the gallery expressing their reactions to the various pieces of art.