Who Sees The Art?|
Students identify the intended viewers of local murals or billboards.
The teacher next shares information and leads a discussion about the patrons
and intended viewers of Chicana/o and earlier murals. Students group themselves
according to protest or persuasion issues that concern them. They then consider
the intended viewers of their mural and how they might alter their planning
of the mural in order for it to be more effective for those viewers.
1. Students learn that an art patron is a person who supports the work
of an artist, for example by supplying their needs or commissioning or purchasing
2. Students learn that art patrons have traditionally been royal or aristocratic
families, religious or political leaders, or wealthy people.
3. Students learn that artists may have special viewers in mind as they
mare their artworks.
4. Students learn that some Chicana/o and earlier artists have chosen
to make murals so that more people may have the opportunity to view their
Visit any local murals, including any murals in the school. If no murals
are available you may want to look for promotional or even commercial billboards,
considering them as large, public, visual messages. (See Los
Angeles Murals Homepage at http://latino.ssc
net.ucla.edu/murals/index1.html) As you bring students' attention to
individual murals (or billboards) ask:
||Mural Lesson Index|
Next, display the Diego Rivera
fresco and Judith Baca Mural detail. Click on either artist's name for more
detailed information.Next, display the Diego Rivera fresco and Judith Baca
Mural detail. Click on either artist's name for more detailed information.
Next, display the Diego Rivera fresco and Judith Baca Mural detail. Click
on either artist's name for more detailed information.
||Viewer Lesson Index|
|Display the Viewer
Icon. Explain that a patron is an important viewer of an artwork. Define
an art patron as a person who supports the work of an artist, for example
by supplying the artist's needs or commissioning or purchasing their artwork.
Explain further that some artists may intend that their artwork be viewed
by various people in the community, not just by a patron. After identifying
each work and giving its present location, pose the following questions
Conclude this lesson by asking students to share their protest or persuasions
issues with the class to form into groups made up of students with similar
or related issues. Next ask each group to identify the individual person
(patron?) or category of people whom they hope will view their mural . Ask
students to share with members of their group any preliminary sketches they
may have done and to begin to sketch designs for a group mural. Ask students
to focus especially on how they might be able to capture the attention of
their intended viewers.
OPTIONAL DISCUSSION QUESTIONS:
OPTIONAL SCHOOL MURAL ACTIVITY:
You and your students might approach another teacher or principal as
a possible patron for a school mural on a topic such as drug abuse prevention,
academic areas, study skills, or safety. Other teachers or students not
in your class might participate as intended viewers.
In discussion of the Diego Rivera and Judith Baca murals, note whether
students can speculate about the role and influence of patrons and viewers
of the time on the artist's planning of his or her artwork. Confirm that
students have made preliminary sketches and have identified intended viewers.
Items for a Protest and Persuasion Portfolio might include:
Reproductions of works by Judith Baca and Diego Rivera. (See Computer
© 2001 Hispanic Research Center, Arizona State University. All Rights