- Was Resistance Art a fad? Yes/No
- Did/does it have a place in artistic and normal society?
- Did Resistance Art make a difference or affect people's thinking regarding the struggle (issue) the art focussed on? With specific reference to South Africa, what role did Resistance Art play in raising awareness of the struggle?
- In each Base Support Group (BSG), students pair off and decide on which position they will take on: Position A (yes) and Position B (no).
- Each pair from the BSG finds another pair from another team who is preparing the same position. Together the two pairs work out the details of their position so that they can present it strongly and persuasively to the opposition when they return to the base support group.
- Pairs return to their BSG and present their respective positions, forcefully and persuasively.
- After each position has been presented, the team members can argue and debate the issue.
- At some point, each pair switches perspectives and presents the alternative position as forcefully and persuasively as possible.
- To reach a decision, group members drop their respective positions and decide as a team what their conclusion is, which are then presented to the whole class.
Desired Outcomes: As the concluding lesson, the teacher could structure a class debate where students can share what they have learnt from the above research and explore the affects (if any) of Resistance Art.
Time: 1 hour
Number of students: whole class
Method:
Step 1:
Decide on area(s) for discussion and/or debate. Possibilities include:
Step 2:
The Cooperative Learning activity sometimes called "Creative Controversy" could provide structure for the debate, as follows:
Step 3:
Students can reflect both on what they have learned during this research unit on Resistance Art and how they interacted as a team. The teacher can provide probing questions to be considered or the students can discuss together as a class.