Final Essays
1
Kahlo's Physical and Emotion Pain
Evie Strauss
Frida Kahlo, a Mexican artist, has painted over fifty self-portraits that feature unique characteristics of her identity. Through these portraits, Kahlo exposes physical and emotion pain, as well as strong feelings of loneliness, love, loss, and passion. She uses her artwork to communicate lifelong suffering and chronic pain through personal tragedies of her own like being a victim of a bus accident as a teenager and challenges bearing children later in life. However, she also depicts herself as a bold artist who is proud of her indigenous heritage. I chose two of her self-portraits: Autoretrato con chango y loro, 1942. and Autoretrato con traje de terciopelo, 1926, (pictured above) to demonstrate the intersections of art and identity.
These portraits greatly contrast with one another to showcase different visuals that express various emotions. Kahlo often paints herself among the tropical plants and animals of her native culture, as shown by the first self-portrait. This portrays vibrant colors and unity with the natural world. Kahlo also utilizes these stylistic features in her art as a nod to her Chicana heritage as she is proud of her identity.
The second self-portrait features darker colors that reveal feelings of sadness and gloom that symbolize Kahlo’s representation of pain. However, the delicate features of her face, including the prominent unibrow, rosy checks, and red lips remain flawless and become the focal point of the painting. These self-portraits offer students an opportunity to study different pieces and compare meanings. By analyzing Frida Kahlo’s self-portraits, students will recognize and appreciate works of art.
In conclusion, I will assist students in learning how art skills relate to cultural and historical backgrounds to gain a deeper sense of self-awareness and self-reflection. Students will craft their own self-portraits that includes attention to detail to their own profile (face, body, etc). They will appreciate cultural significance and personal favorites (food, activities, etc.). They will develop awareness of their dreams/hopes for their future. Finally, they will incorporate color patterns and shapes to express, like Khalo did through her art, their emotions.
2
Massive as it was Breathtaking
Olivia Lee
The Guernica is a large oil painting painted by the Spanish artist Pablo Picasso and remains one of his best-known works. After viewing intense photographs, published in various newspapers, of the German aerial bombing in the Basque town, Guernica, Picasso created this powerful political statement. The Guernica is a representation of the tragedies of war and the suffering and misery that results from it. After the completion of the Guernica, it was displayed around the world in a brief tour, becoming a famous and widely acclaimed piece of art that is a symbol of anti-war and an embodiment of peace.
I chose the Guernica because it is one of the most impactful pieces of art that I have ever been able to physically view. Visiting the Reina Sofia Museum in Madrid, there were countless pieces of art; however, the Guernica was as massive as it was breathtaking. This piece really stuck with me and I feel lucky to have seen it once in my lifetime as it had such a major impact during its time and continues to amaze people like myself.
I would use this piece to teach a lesson plan to fifth graders in a history or art class. I would print out copies of the Guernica and ask the students to circle parts that stand out to them. I would explain to them the context of the painting and that it was created by Pablo Picasso as are presentation of the bombing of the city Guernica during the Spanish Civil War. I would discuss the Spanish Civil War with them and its importance in history.
Some questions I would ask while they are circling: What shapes and colors do you see? What objects do you see? What do you think is happening in the painting? What emotion or mood is evoked in the painting and what do you think the people in the painting are feeling? Afterwards, I would ask the student to create their own protest art in response to a current event.
3
The Mona Lisa
Jiaxin Ning
The painting here is the Mona Lisa created by the Italian painter Leonardo Da Vinci during the Italian Renaissance. The painting is known as a portrait, seen in the center is a woman named Lisa Gherardini with dark hair as well as clothing to match. The background seems dull and her skin is shown to be pale. The most defining feature of this painting and what it's most notably known for is her eyes. When one walks by this painting, her eyes seem to follow one wherever one goes.
If feels as if she is stalking you, almost as if she is still alive. Many people have thought of this painting as the most famous, most visited, and most well-known painting in all of art history. It is by far the most valuable piece of artwork the world has ever seen. Just by its most defining feature, Gheradini's eyes, the painting very has become well-known to people all over the world.
The reason why I chose this painting is that I was captivated by how the eyes were able to follow the viewer. Despite the painting being an inanimate object, there’s an element of it being able to move. A stunning and also brilliant feature is that the painting feels alive. It feels almost real and touchable. Just by one single feature of the painting, the whole thing changes from just being an ordinary two-dimensional artwork, to something that permeates the atmosphere around the whole room. Just the amount of artistic talent that was required in order to create this piece is revolutionary.
The way that I would use this painting in a lesson is by utilizing the aspect of what an almost perfect portrait would be seen as. I would utilize this portrait by showing people what the key aspects of this portrait is, and why it gets as close to perfection as any painting could get. I’ll start with the features of the face. The way everything is spaced. How far the eyes are to the nose; how wide the face is. I would add the amount of space the mouth takes, along with the size of the hands, arms, and other body parts.
Everything was made so that the symmetry and proportions of each of each aspect of the portrait emulates perfection. I’ll use this painting as an example and continue to add layers to the already ingrained fundamentals that are shown in this painting and then I would ask students to create their own portrait trying to get every single proportion close to perfection as they can, in the same way Leonardo da Vinci did.
4
“The Turtles Need Help”
Daniel Raphael
This is an art piece with no official name, but it has a lot of meaning. It is a digital piece that consists of a dark blue background. On the foreground is the words “The Turtles Need Help”, which is warped into the shape of a sea turtle. Wrapped around the words is a white line, which simulates a fishing line that has entangled the turtle. While it is a simple design, it has a ton of meaning. It is showing awareness about an environmental issue regarding sea turtles in the bi-catch of commercial fishing. Sea turtles get caught in the nets and lines of fishermen who hunt other fish to sell as food. These turtles are not directly being hunted, but are collateral damage. It is extremely harmful for the turtles and their natural habitat as well. Along with bi-catch, turtles also are affected by the plastic pollution in the oceans, as they eat bags and other trash, thinking it is food. Overall, the piece is meant to be aesthetically pleasing, while raising awareness about the harmful effects that humans have on marine wildlife.
The reason that I chose this piece is because I am the artist who created this piece. I created it and digitally designed this art piece, and have yet to publish it officially. It is part of a portfolio that I have been building, which contains similar themed pieces. Not every piece in the collection is of the same sequence, words that form a shape, but every piece has an environmental meaning behind it. One other piece is of a fluorescent jellyfish, to indicate the toxic pollution in the ocean. Another is of a whale with spears in its back, which turns into a pirate sail. This is to raise awareness of the impact of whales. Some of the pieces are just different animals, mainly marine animals. My first piece in the collection is my favorite, which is a lighthouse on a floating rock. The lighthouse has been overrun by vines, which wrap up to the top of the structure and protrude to make it look like a windmill. This piece was designed to identify the need for both more natural elements as well as clean energy. My current project is a coral reef with various pollutants incorporated into it, which makes the reef look like a power plant that is producing a large amount of smoke.
This art piece, as well as the rest of the collection, can be used to teach a lesson. Firstly, these pieces can be shown to the students, and they will be asked to analyze them and describe what they think of when they see them. This will prompt the students to use critical thinking to determine the meaning of art and connect it to social and environmental issues. Another lesson that could be executed is an art lesson, based off of the turtle piece. In this lesson, students can think of a word or phrase and attempt to put it into a related shape, similar to the turtle phrase in the shape of the turtle. They may start out easy, like using the word circle and making it in a circle, then they can progress towards more difficult designs. These lessons will teach the students both about art and creativity, as well as the fact that art has meaning, and how to determine what it is. Hopefully the lessons will prompt the students to create their own art, whether it is drawn, written, composed, or spoken, and to try to raising awareness about the harmful effects that humans have on marine wildlife with their creation.
5
Everything Everywhere All at Once
Junjie Huang
"Everything Everywhere All at Once" is a science fiction film set in a universe that tells the story of an ordinary housewife (played by Evelyn Wang) who, when faced with a family dilemma, accidentally discovers that she has the ability to travel to parallel worlds. In the process, she discovers hidden connections between different universes, and works with her parallel world selves to tackle challenges and save each universe from destruction. The directors Daniel Kwan and Daniel Scheinert have succeeded in presenting a cosmic adventure film with elements of fantasy and humor.
First of all, the story-line of "Everything Everywhere All at Once" is new and unique, with the housewife as the main character. In the movie, the bravery and wisdom of the main character shows the strength of women and resonates strongly with the audience. In addition, the movie cleverly integrates scientific concepts such as the universe and parallel worlds into the emotional core, showing the deep connection between family, love, friendship and other emotions. This makes the audience feel the beauty and value of life while enjoying the visual spectacle.
Second, the film shows the charm of scientific knowledge through a vivid and interesting plot. This helps the audience to better understand relevant scientific concepts. It also conveys warm and touchy family emotions through the plot. Thus, it makes people think about relationships and understand the affection and responsibility in family education. Third, in natural science, the scientific knowledge involved in "Everything Everywhere All at Once" includes cosmology, quantum mechanics, and parallel worlds, so it can be applied to the education of subjects such as physics and astronomy. By guiding students to watch this movie, teachers can help students better understand relevant scientific concepts and stimulate their interest in learning.
Finally, the concepts of cosmology and time in the movie can also be used in teaching philosophy of the universe. For instance, in the field of the Arts, visual effects and directorial techniques in films are also worth learning for educators and students. In courses such as film-making and animation design, "Transient Omniverse" can be analyzed as a case study to improve students' aesthetic skills and creative thinking.
In conclusion, I personally believe that this film has a wide range of educational significance in a number of disciplines, including natural science, social science and art, and deserves the attention and study of creative workers and students.
6
"Girl With A Pearl Earring"
Sarah Batista
The "Mona Lisa" of baroque, "Girl With A Pearl Earring" is regarded as a great piece of Western art. The oldest daughter of Vermeer, who was supposedly in her late teens at the time of the execution, is most likely the subject of the painting. She would, in fact, appear in a number of his works, but it is hard to say for sure because of Vermeer's technique and his use of light, which may depict a person's characteristics differently every time.
I chose this piece because of its beauty. It is one of my favorite artworks ever, because of the use of contrasts, such as bright and dark, and, light and shadow, one of the main practices of baroque art. Johannes Vermeer demonstrated a lot of techniques, but the way he used light on "Girl With A Pearl Earring" is quite revolutionary.
This painting is one of Monet’s most famous art work's from his series depicting his flower garden. It shows a calming scene of a pond covered in water-lilies and surrounded by trees. Monet used his signature style of loose brushstrokes and vibrant colors to capture the effects of light and atmosphere on the water and surrounding scenery. This painting is a reflection of Monet’s fascination with nature and is one of the most recognizable impressionist paintings to date.
I chose this painting because I have always had a fascination with it. Ever since I was introduced to it in one of my very first art classes as a little girl, I’ve been drawn to this painting. The line work and color choice had always been beautiful to me and the ability to portray such tranquility through a canvas is truly impressive.
I would use this painting in a 6th-8th grade art class. First giving the students an introduction to impressionism and traditional landscapes and then diving into how this painting diverted away from traditional landscape paintings. Then we will go through different techniques that Monet used to make this painting. The students will then recreate their own version of Monet’s painting. They will then present their work and discuss what techniques they used.
I have found this amazing art titled “Black History” created by my advisor Sha’Ran Lowe. This is an art that explains the life of a young Black Boy. Being a Black male is pretty hard, having to go to school with people who don't like you and treating you wrong. But he tunes out the world with his headphones minding his business. I feel this piece of art explains a lot because this is an art that has a lot of meaning. That this kid is sitting thinking about life. Trying to become a better man and reach the goals he has for himself.
I chose this because it resonates with me. Being a Black student athlete, it's hard honestly for Black males to juggle so many expectations. You have to be educated and ahead of others because others may not see you as a guy who's smart or has the sense to know what's going on or what you're talking about. They look at you differently. I feel that I truly picked this painting because I see a lot in this photo and it reminds me of myself. Having head phones in blocking out everyone, staying true to my game and always pushing forward, reaching my goal.
I would use this art and teach it to history class because this is something that should be talked about in every history class, this picture has so many meanings to it. I feel that with everything going on you just have to run your race and beat your own pace. Learning more and more about something new every day. Being smart is not corny or lame, it's having common sense. Especially for Black males in today's society. You always have to put the front foot forward. Pick whatever it is that you want to do and stick with it. Whatever makes you happy and keep you in a positive space. You will succeed.
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The Love of Nature
Claudia Berthold
The Artist’s Garden at Vétheuil is an oil painting on canvas painted by the French artist, Claude Monet, in 1881 (National Gallery of Art, n.d.). The painting depicts Monet’s garden at his home in Vétheuil, for he was known for creating and planting gardens in the places he lived. In the foreground of the painting is a young boy in blue pulling a wagon; this boy is Monet’s son. Additionally, the people in the background of the painting are some of his other family members. Also, in the foreground of this painting are multiple large blue and white pots, which Monet reportedly brought to each home he lived in to utilize in his many gardens. In this painting the garden is largely characterized by the many tall and exquisite yellow sunflowers, which command the attention of the viewer. In addition, Monet clearly shows his impressionist style in this painting, as this painting is clearly a snapshot of a scene taking place in his garden (Tate,n.d.). This painting also highlights Monet’s love of nature, for the painting’s main focus is one of his illustrious gardens (Seitz, 2023).
I was drawn to this painting for many reasons, with the first being my lifetime love of Monet. As a child, I was immediately drawn to Monet’s work, for his first name is very similar to my own, a factor which truly intrigued me. Additionally, ever since I was younger, I have always had a fascination with and love for nature, and I spent much of my young life outside playing in my backyard and reading books. Therefore, I wanted to choose a painting by Monet, and this painting intrigued me because of the gorgeous sunflowers that cover a large portion of the painting. My favorite color is yellow, so I have always loved sunflowers, for not only are they yellow, but they are also ridiculously and comically tall. Finally, I chose this painting because the scene it depicts is extremely calming and relaxing, which is one of the reasons I have a love for nature. The young boy in the painting playing in his garden reminds me of my younger self and all of the joy I found playing in my backyard, watching the bluebells and tulips grow. I believe there is a lot one can learn about themselves and the world around them through spending time in nature.
In a classroom setting, I would surely show this painting to my students and utilize it to teach my students about the importance of the human connection with nature. Specifically, I would utilize this painting as an introduction to a lesson on the conservation and protection of our environment. I would show this painting to the class, and after a few moments of silence, ask the students how the painting makes them feel when they look at it, what they notice in the painting, and how they feel when they play outside in nature. Then, I would lead the discussion towards why it’s important that we protect our environment. I would then inform students that we would be learning about all the ways to protect our environment where we live and go to school. Next, I would teach the resulting lesson on conserving and protecting our environment through recycling. As an activity in the lesson, the students would paint recycling bins within formation on the proper way to use them and why it is important to recycle. Maybe the students would also talk to other classes about recycling, using a powerpoint presentation or poster they create. In short, I would utilize this painting to help teach students about protecting the environment because of the importance of nature in their everyday lives.
10
"You Will Be Found"
Sue Laskowski
Kristophe Smith Walker
Mozart’s Requiem Mozart’s requiem is one of the most formative yet mysterious pieces of classical music. For a long time much of Requiem’s origin was misunderstood. A rich patron approached Mozart while his health was deteriorating to create a piece that would commemorate his late wife. Mozart would die before the completion of the piece and other composers would work to finish it, creating the aforementioned confusion. The piece is largely about death. Movements like Lacrimosa provide context on grief and not knowing what happens after death, while movements like Dies Irae provide commentary on judgment day and those who will be saved (and those who won’t).
I chose Mozart’s Requiem because it is one of the first mass-choral pieces I performed while studying classical voice in high school. This piece was one of the most challenging experiences because of its multifaceted nature. At the beginning of the school year our director orchestrated a plan to dis-aggregate the difficulty associated with the piece. One of the first things we did was to focus on the Latin language. Latin was one of the languages students at my school knew the least as the majority of the pieces we performed were in English or romance languages. After getting over the language hurdle we worked to convey the proper emotions of all the movements within the piece. To accomplish this we had to remember the foundation of languages to study and understand what each piece was about.
With pieces similar to Requiem (most likely less difficult and less somber), I plan to guide students through all the moving pieces that make up music and performance. As students advance in a given discipline, it is important to have them test their abilities in ways they never imagined. Before performing Requiem, I had never even given thought to performing a piece that was an hour long. However, the piece taught me the importance of emotion, linguistic knowledge, and proper technique that allowed me to sing for so long. These are some of the skills I would aim to teach students in my class.
I found this awesome picture of an art work named, "The Starry Night." It is not just a beautiful painting. It is also a reflection of Van Gogh's mental state. The artist's fascination with stars, death, and transcendence is evident in the way he painted the starry sky he saw. Van Gogh wanted a break from depression at the Saint-Paul asylum in Saint-Rémy in southern France when he painted the piece. The piece reflects his direct observations of his view of the countryside from his window. It also represents the memories and emotions this view evoked in him. The vibrant blues that dominate the painting are a common color during his bouts of mental illness.
I chose this art piece because you can’t help but admire the obvious vibrant brushstrokes that makes up this painting as a whole. The look has such a strong pull that the viewer can pause and wonder about its beauty. Even the technique that was involved in the painting, a thick application of paint on canvas, called impasto, grabs one’s attention. I also chose this painting because it was a visual reflection of his memory, which was that of an insane person. Van Gough could interpret his own reality in such an interesting and relatable way that I personally find it meaningful.
The way I would use this image in a lesson would be showing the entire class the photo first. Then, after careful observation, students can analyze it. After that, I will talk about the background behind this picture and also, I would explain how the photo was made. Impasto, the technique used by the painter, is an Italian word for “paste” or “mixture”, where paint (usually oil) is laid on so thickly that the texture of brush strokes or palette knife are clearly visible. Lastly, I will pass out crayons and paper to the whole class and give them 5 minutes each to come up with an idea on what to create having in mind Van Gogh’s “The Starry Night.”
Learning Identity Through Art – Incredibox
Ethan Hartz
When considering art movements that could be used to dictate student development, I first considered typical ‘museum style’ works. Considering how their message could influence learning in a positive way I chose Incredibox. I realized that even interactive software experiences are art pieces too, and some even give space for further creation of art.
Incredibox is a musically driven learning platform that would be excellent in leading students towards sincere improvement of self-expression. The website has 4 free stylistic themes, each with a variety of musical elements programmed, timed, and tunes to the designated musical style. Through colors, icons, and animated sequences, users are prompted to create musical pieces that will sound coherent regardless of their placement. Each symbol corresponds to an instrumental sequence that lasts 8 beats, and there are countless combinations of instruments to create music without any prior experience.
This website could be used to teach a lesson simply by asking students to create musical works specific to themselves. The activity of experimentation, trial and failure, navigating various sounds and instruments, practicing the isolation of specific instruments at times, would allow students to pave their own path towards auditory bliss. Following ample time of experimenting on the site, students (who had chosen themes that most appealed to them) would create one verse of lyrics to be sung or spoken with their creations, all based on a topic of their greatest appeal. This would be an effective course of self-expression and of understood individual identity, blossoming students into confident learners and curious thinkers. Overall, Incredibox, enhanced by its personification of musical production, is an effective artistic platform for youth development related to identity.
14
The Split-U
Jacolby George
The green and orange “U” is the symbol of the Miami Hurricanes. Miami designer Bill Bodenhamer suggested the "U" idea, which lent itself to slogans like "U gotta believe" and "U is great". In 2009 the University adopted the split-U logo as the centerpiece of its visual identity system. The Hurricane’s first season was in 1926. Some reports say the 1927 football team held a team meeting to discuss the team’s name. Hoping they would sweep away opponents just as the devastating storm did on September 16, 1926, the team adopted Hurricanes at its official name.
The University of Miami is one of the most predominant college football programs in the nation. So the split-U is known among college football fans as the symbol of a team that has won five NCAA Division I national football championships 1983, 1987, 1989, 1991, 2001. Furthermore, the Hurricanes is currently tied for fourth on the list of all-time Associated Press National Poll Championships. However, it was not until 2009, that the split-U became a symbol of the Miami Hurricane’s successful history. Every time fans see the green and orange split-U, they associate it with the winning team from Miami.
I would use this idea of the split U to teach a lesson which showcases union. The idea of the split U was to symbolize the University of Miami, only. In doing so, my students would be able to insert pictures of themselves in the middle of the split U icon stating things like ““U gotta believe,” “U is great,” and “U is moving forward.” Normally, when the “U” is thrown up at football games your face is in the center of the split. In that sense, I feel as though this symbol provides my students with a sense of companionship as they echo the motto “we are all one, you are one, you are one, we all are one”.
15
Skull of a Skeleton with Burning Cigarette
Griffin Wellington
The Skull of a Skeleton with a Burning Cigarette is an early painting by Vincent van Gogh, created in 1886 when he was 33 years old. The painting depicts a skeleton with a lit cigarette in its teeth, against a dark background. Van Gogh created this painting during his time in Paris, when he was experimenting with a range of artistic styles and techniques. The work is notable for its use of dark, moody colors, and the way that the cigarette smoke is portrayed as curling up around the skull. The painting was not well received by van Gogh's contemporaries. In fact, the work was largely forgotten until it was rediscovered in the 20th century, and it is now considered to be one of van Gogh's early masterpieces. Today, the Skull of a Skeleton with Burning Cigarette is held in the collection of the Van Gogh Museum in Amsterdam, where it is viewed by thousands of visitors every year. The painting has become a symbol of van Gogh's early career, and it is celebrated for its daring and unconventional approach to art.
The Skull of a Skeleton with Burning Cigarette by Vincent van Gogh is one of my favorite paintings, and it holds a special place in my heart because I first saw it in person. The painting's strikingly dark colors and bold imagery immediately captured my attention and seeing it up close allowed me to appreciate the brushstrokes and texture in a way that viewing it online or in a book could not. As I explored the museum's collection further, I was struck by the variety and diversification of van Gogh's work, and I began to appreciate the power of art to inflict emotions and inspire thought. Since that day, The Skull of a Skeleton with Burning Cigarette has remained one of my favorite paintings, and it serves as a constant reminder of the transformative power of art.
This painting can be used to teach students about symbolism in art. The skull is a common symbol of death and the fleeting nature of life, while the cigarette can represent addiction, temptation, or a sense of coolness or rebellion. By analyzing the painting's composition and symbolism, students can learn about how artists use visual elements to convey meaning and express ideas. Teaching students about The Skull of a Skeleton with Burning Cigarette can also help to broaden students’ ideas and challenge their assumptions about what art is ‘supposed to’ be. By exposing them to a work that may not conform to their expectations of what a painting should look like, teachers can encourage them to explore new ideas and perspectives, fostering a greater appreciation for the diversity of artistic expression.
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Mona Lisa
Jaron Katz
The Mona Lisa is one of the most famous paintings in the entire world. The artist behind the famous painting is the very well-known Leonardo da Vinci. Leonardo da Vinci began work on the painting in the early 16th century and continued to work on the painting for some time. The painting captures a young woman who is said to be Lisa Gherardini.
In the painting Gherardini is posing for Da Vinci with a strong facial expression, but also shares a slight smile. Her shaded eyes and eyebrows, are very detailed and can make eye contact and follow the viewers of the painting around as their stare into the Mona Lisa. She is seated in front of a beautiful backdrop that’s in front of a forest. On the backdrop one can see trees, valleys, and winding roads. Since Mona Lisa is facing Da Vinci at an angle, it gives the background of the painting such depth that one can see deep into the countryside.
I decided to choose the to write about the Mona Lisa because I find the painting and the history of it to be very interesting. Beginning with the artist, Leonardo da Vinci painted the Mona Lisa during the boom of renaissance art. Here he showed his ability to capture the beauty of Gherardini through painting. The Mona Lisa is currently one of the most famous paintings and will continue to be as it is one of the most recognizable works of art in the world.
I would use the Mona Lisa to teach a lesson in class because it shows that any painting no matter which one it is, if it’s a portrait or the Sistine chapel, can be viewed as beautiful and hold the title as the most recognizable art piece in the world. I would have each student create a piece of art and allow them to create or sculpt something that they find inspiring and use one aspect of the Mona Lisa. After the activity I would ask the students to walk around the room and look at each other’s creations and figure out where the Mona Lisa was used to inspire the art. By showing the students that they can make a piece of art, and that you do not have to be a world class artist to do so, I can teach them that it takes time to be the best artist and that you need to work hard to achieve results.
17
Hamilton
Mikaela Sanders
Hamilton is a first-of-its-kind hip-hop musical created by renowned composer Lin-Manuel Miranda that first rose to prominence when it premiered Off-Broadway in February 2015 and then eventually premiered on Broadway at the Richard Rodgers Theater in August 2015. The Hamilton musical captures the essence of American Founding Father Alexander Hamilton’s life and legacy, spanning all the way from his early career life to his eventual death at the hands of Aaron Burr in a deadly duel. It also sheds light on his complex relationships with other notable historical figures such as George Washington and Thomas Jefferson. Since its debut, Hamilton has been awarded numerous accolades such as Tony and Grammy Awards, and the show has been praised for its use of colorblind casting despite most of the portrayed figures being white in real life.
I selected Hamilton because I love Broadway musicals, and Hamilton is one of the best I have ever seen. I first saw it in Chicago with my parents in high school when my father surprised my mother with tickets. Then, the following year, during a family trip to New York, my mom and I bought standing room only tickets and watched the entire 2.75-hour show standing up. I also was fortunate to see Hamilton for a third time here in Miami through a ticket giveaway offered by Office of Academic Enhancement. The show is special to me because I love that it takes the historically black genre of hip-hop/rap and combines it with a story about mostly white figures, really breathing a new life into the story. Getting to see people who look like me portraying these characters is truly unique to see, so I really appreciate the hard work Lin-Manuel Miranda put into creating the show over the years.
One thing to note about Hamilton is that not every detail of the show is historically accurate, so students should not view it as a direct retelling of history and take everything stated in the show as fact. Rather, history teachers should use the musical to stimulate interest in their students to want to learn more about Alexander Hamilton. Since the show can be streamed online, teachers can first show it to their students and then proceed to explore the themes of the play by teaching a deep-dive lesson into Alexander Hamilton’s life, detailing what actually happened and drawing comparisons to the play.
18
La La Land
Jagger Walk
La La Land is a romantic musical film that was released in 2016. The film was directed by Damien Chazelle. The story takes place in Los Angeles and follows the lives of Mia (Emma Stone) and Sebastian (Ryan Gosling) as they try to navigate their respective careers in the entertainment industry while also falling in love with each other. The film is a tribute to classic Hollywood musicals, with vibrant musical numbers and stunning choreography. The movie features a soundtrack with hypnotic melodies that are very catchy.
La La Land is important to me because it is a film that celebrates the pursuit of dreams and the passion for art. As someone who is also pursuing a career in the arts, the film resonates with me on a personal level. The characters' struggles and triumphs are relatable and inspiring, and the film's message of perseverance and following one's passions is something that I find deeply meaningful.
La La Land could be a great tool to use in a language arts class to teach about storytelling and narrative structure. Students could analyze the film's plot, characters, and themes to gain a better understanding of how to craft a compelling story. Additionally, the film's use of music and dance could be used to teach about the role of art in society and how it can be used to express complex emotions and ideas. In a social studies class, La La Land could be used to explore the history and cultural significance of Hollywood musicals and how they have reflected and influenced American society over time.
19
The Gioconda
Lauren Yu
The Mona Lisa or Gioconda is a work of art that was created by the famous Italian painter Leonardo Da Vinci in 1507 . This painting was created during the Italian renaissance It is a portrait of a woman named Lisa del Gioocondo. This is one of the world's most famous oil paintings till this day. This beautiful piece of art work is in the Louvre in Paris. This painting is one of the world's most visited paintings and is very well known throughout the world. People travel from all over the world to see this painting too observe its beauty and its importance to the world. I chose this painting because it is very well known yet I feel that a lot of people have so many questions about it.
The Mona Lisa is so famous to the point that people try to go to great lengths to steal this work of art which is something that I find very interesting. I also chose this painting because I feel that it is so beautiful and something that many people who are interested in art would want to learn more about.
I would use this art in a lesson to try to expand people's imagination and their minds. Since there are so many unanswered questions about the Mona Lisa I would try to push my students into using their creativity and their imagination to try to answer them. Another way I would use this in a lesson would be to see how my students could recreate the Mona Lisa. I would be interested to see if I gave them the right tools such as oil paints and a cottonwood canvas, like the Mona Lisa itself, if they could recreate it. I would also encourage them to put their own creative spin on it to see what works of art they could come up with using this piece as inspiration.
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"Life is a Highway"
Sophia Fernandes
I chose the song “Life is a Highway,” specifically the version sung by Rascal Flatts in the movie Cars. The song is a fun and upbeat tune about life being an unpredictable and exciting journey. It captures the journey of Lighning McQueen learning to thrive in a new environment after finding himself in an unfortunate situation. The chorus is especially uplifting, encouraging people to take the wheel of their lives and go wherever it takes them.
I chose this piece because it reminds me of the importance of seizing every opportunity and taking risks. It’s also a great example of how music can convey powerful messages. Additionally, I chose this song because of its positive message and energy. It reminds me that life is full of opportunities; if we are brave enough to step out of our comfort zone, we have the chance to encounter something great. This song is especially relevant for every senior graduating in a few weeks. It’s a reminder that we have the power to dictate our future and to not let fear prevent us from reaching our full potential; being uncomfortable is necessary for growth.
If I were to use this piece to teach a lesson, I would have students listen to the song and focus on the lyrics. After that, we would discuss the lyrics and how they relate to life choices. I would talk about how every decision you make affects your future, and encourage students to think critically about their own lives. We could also explore the idea of risk-taking and why it’s essential for growth, even if it can be scary at times. In the end, my goal would be for students to gain a deeper understanding of the power of choice and how it affects our paths in life.
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A Survivor From Warsaw Op. 46 - Arnold Schoenberg
David Galli
The piece I chose to use is Schoenberg’s: A Survivor from Warsaw. This is a composition scored for narrator, orchestra, and men’s choir. The narrator tells a story of a Jew during Nazi-occupied Poland. It features rich imagery from being in the sewers of Warsaw, to being screamed at by a German soldier. A prominent theme in this piece is the idea of a Jew remembering who they are when faced with adversity. There is a line towards the opening of the piece that reads: “The old prayer they had neglected for many years, the forgotten creed.” This is referencing the central prayer that largely defines Judaism called the “Shema”. Later in the piece, in a more hectic and violent manner, we hear the choir sing this prayer in its original Hebrew. The piece is of the expressionist movement genre of classical music, with atonal melodies, dissonant harmonies, along with awkward, and sometimes bombastic rhythms. Schoenberg, himself, was an Austrian Jew who was able to flee to the U.S. before his own persecution.
I was introduced to this piece in this class during a lesson on Sound Art, a form that utilizes all forms of sound to generate art, instead of typical organized music. While I found curiosity in many of the subjects/pieces/activities presented in class, I felt especially connected to this one. I come from a Jewish family, and it is a central part of my identity. I grew up learning about the holocaust in great detail, as I am related to many victims. I’ve read and watched plenty of accounts, stories, and informational films on the holocaust. However, prior to this piece I have never listened to a piece of music to describe it. It piqued an interest in how art can be a medium to display history and religion.
I would use this piece in a social studies classroom. In this case, the lesson would both involve elements of 20th century history surrounding World War II, as well as a religion lesson in Judaism. I would use the narration to give a view into a personal experience of the holocaust. Much of what we learn about it in school is disconnected from the actual experience of a Jew, and more about statistics and events. While those are important, I believe we should study atrocities in human history from a more personal experience. I feel it would be more impactful to hear it from an individual perspective like the narration offers us. I would also have the class learn what the Shema means in English. This prayer, that sums up the central pillar of Jewish belief in one god, could give insight for students who are unaware of the faith. Finally, we would have a discussion about the many moods, textures, and soundscapes used in the piece. We would speak about how the composer used those tools in order to convey the story he had to tell. These three properties combined could provide students with an objective, emotional, and artistic understanding of the holocaust, Judaism, and how art can be used to express these themes.
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“Wave”
Martha Philipos
Reduction: “Wave” 2017 by Kondo Takahiro is a piece in the Lowe Art Museum that I saw last week. For his “Reduction” series, he used twenty casts that he made from life. For this particular piece, the artist made it as a “self-portrait” sculpture of himself. It ended up being a smaller version, at one-fifth the size of him. For this piece that he modeled himself, he sat in a traditional Japanese meditative pose. It uses glazed and marbleized porcelain with a “silver mist.” Additionally, a gold-lacquer is used in this piece to fix part of the cracks that occurred when the piece was being taken out of the kiln. The gold-lacquer mending method is used for kintsugi, or kintsukuroi, which is a Japanese method of repairing a broken piece of pottery. This represents resilience and not realizing one’s full potential until being faced with hardships. In the US, we have a tendency to just throw things out when they are broken, rather than fix them when they are damaged, but this Japanese culture shows that something being damaged does not take away from its value and beauty. By using this method to repair his work, Takahiro displays a beautiful metaphor for human fragility and resilience in the face of natural disasters.
After hearing the tour guide explain this piece and the story behind it, I was intrigued to learn more, and chose to write about it for this paper. I think that this sculpture was important to me because it represents life and the hardships that we go through in life. It opened my eyes to appreciating all parts of life more. Instead of being upset or feeling less than because of certain things we go through as people, we should embrace them as part of who we are. It relieves from the idea that people are “damaged” and instead shows the beauty in all aspects of life. I thought the story behind this sculpture as well as the Japanese method of fixing broken ceramics pieces using gold-lacquer using the kintsugi method was unique and I enjoyed learning more about it.
I would use this to teach a social studies class in a lesson discussing Japan most likely for High School. I think that I would talk about the culture in Japan and the history to start the lesson. I think this sculpture would be a great example of the gold-lacquer method being used for kintsugi. The entire method and the concept behind it would be a great lesson on resilience and demonstrates that humans do reach their full potential after being faced with hardships. It shows that going through hardships in life does not make us broken but instead makes us who we are. I think his would be a great history lesson and a great lesson that would allow students to reflect on life. It might even help change their outlook on life.
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“Flower Thrower”
Mia Rothberg
This piece is titled, “Flower Thrower”, by Banksy. However, it has also been called “Flower Bomber, Rage, or Love is in the Air”. It is a stencil mural in Beit Sahour in the West Bank and was created in 2003. The main message behind this graffiti is “make peace, not war”. It was designed in response to violence occurring in the Middle East, hoping to spread more kindness and love instead of pain and violence. In addition, Banksy is an anonymous artist, making his work much more powerful and noticeable.
I chose this piece because I am a big fan of Banksy. I enjoy how he uses his voice to spread a specific message and draw people’s attention to uncomfortable and unwelcome topics. Most of his work has a deeper meaning and starts a conversation among anyone who sees it. I am also saddened by the violence in the Middle East and believe this is a great way to show people that change is necessary. I also love this piece because of the black and white contrast to the colorful bouquet of flowers, showing the evil in man, but the beauty in nature.
I would use this piece to teach a lesson about how art can do more than just be beautiful and pleasing to look at. Art is one of the strongest ways to create and spread a message. In addition, I would use this to talk about how graffiti is a creative art and how a graffiti artist can use the world and physical places around them as a canvas. Then, I would talk about the history of “Flower Thrower” and how Banksy has done this with other pieces and their connection to society. In conclusion, I believe Banksy is very powerful and students everywhere should be exposed to his work.
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Lisa Gherardini
Andressa Mendonca
The Mona Lisa is one of the works that has marked the most in art history. There is still no total consensus on the identity of the model. The most accepted story is that of Giorgio Vasari, who suggests that it is Lisa Gherardini, the wife of a merchant named Francesco del Giocondo. The fame of this painting is not only based on the technique used or its beauty, but also on the mysteries that surround it. Mona Lisa’s straight and upright posture represents serenity, and her direct gaze towards the viewer conveys feelings and emotion. Another aspect that impresses the viewer is the naturalness of the work, the brightness of her eyes, the transparency of her skin, the thoroughness with which hes hair was painted and the details of hes face.
I chose this piece because Leonardo da Vinci, the painter of Mona Lisa, is considered a universal humanist and is the most important figure of the Renaissance, so it was the first painting that came to mind. In addition, I always found it fascinating how with this painting it is possible to highlight and emphasize realism, as Renaissance artists began to see man as the greatest expression of God himself and no longer admirer of his works, using the perspective that is the use of mathematical and geometrical principles in art. The painting of the Mona Lisa, made by Leonardo da Vinci, is one of the greatest symbols of the world arts, emphasizing the Renaissance period.
I would use the Mona Lisa to teach about Art History and Visual Analysis. I would use the painting to teach students about the techniques and style of Renaissance art and how it differs from other art movements. Moreover, The Mona Lisa is a complex and mysterious painting, with many details and symbols that have puzzled art historians for centuries. I would use the painting to teach students how to analyze and interpret visual art, focusing on the composition, color, and symbolism in the painting.
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“Imagine”
Caitlyn Chartier
“Imagine” is a song written by famous British rock musician John Lennon in 1971. Lennon started creating his own music after the breakup of The Beatles in 1969 and eventually recorded this song that can resonate with people of all ages and backgrounds. The song is known for its simple, yet powerfully lyrics that invite listeners to imagine a world without hate, wars, and divisions based on nationality, religion, race, or social class. It promotes the idea of living in a world of peace, harmony, and unity for all humanity.
He found the inspiration to write this song from his wife, Yoko Ono. After it was released, he said that Ono was responsible for many of the song’s lyrics, and she eventually received co-writing credit. The reason why I chose this song is that Lennon’s message resonated with my personal values and outlook on life. Its universal message of hope has a strong ability to persuade people to envision a better future.
The message of this song is as relevant, if not more, today as it was fifty years ago when it was written. I like how it influences listeners to remember how powerful having empathy and compassion toward others can be and that by working together, we can create a more just and peaceful world. This song can be used as a powerful teaching tool for students of all ages. I would use“ Imagine” to teach students about the importance of empathy and understanding in society.
We would first listen to the song and discuss some of the lyrics and how they make each person feel. Then, we would discuss the ways in which division and conflict can arise when people are unable to see past their differences and show compassion towards others.
We would learn how prejudice can be extremely harmful and destructive and how it is important to consider situations from multiple perspectives before coming to a conclusion. This lesson would result in students developing a deeper understanding of the impact their words and actions can have on others. It would also hopefully inspire students to facilitate positive social change in a society full of chaos.
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Flowers
Claudia DeSilva
The song Flowers by Miley Cyrus was released this year 2023. It is about a woman who now realizes she does not need a man whether it be a boyfriend or husband. She is confident in herself and is becoming more aware of her inner strength. She states claims such as “she can buy her own flowers” and“ hold her own hand.”
This is a symbol of not needing a man as society has repeatedly told women they do. She expresses how important self-love is. If a person truly loves themselves then they will not need the love of any one else, man or woman. This is a song about how important it is to take care of yourself and your mental health. I chose this piece because I think self-love is a very important concept people need to learn at a young age. This song is an important way to show the power of feminism and how society is changing.
Miley Cyrus has written songs before about how she needs a man to feel good about herself or that she could not live without one. This change in attitude is refreshing to see and is a crucial concept to learn especially for young women. This piece is very meaningful to me because it displays how critical self-love can be to a person's happiness.
Flowers teach many lessons to people. I would use this piece to teach young children the value they hold. I would have each student choose a line from the song and say how it inspires the more how it makes them feel. I think it could also be a good reference to say to a child or adult when was a time that you did something nice for yourself? This song is a good start to a lesson because it high lights the importance of not relying on any one but yourself for your happiness.
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Liminal Exhibition by Leandro Erlich
Olivia Castoro
This exhibit Liminal created by Argentinian artist Leandro Elrich, is a series of sculptures and interactive installations that together are meant to signify the area between reality and perception. One piece, Cadres Dorés 2007 shows a maze of mirrors and empty spaces in the wall, where it is left up to the viewer to pass through each one and figure out which is which. Another is two windows covered by blinds, The View 1997. When you get closer, you are able to see what seems like a view into multiple different apartments, where each character is living a completely separate life from you or one another. Swimming Pool, 1999 is a visual experience that tricks the eye into thinking three inches of water is really ten feet. Many others are included, and all give the viewer the same eerie feeling that something is not right with what they are looking at.
I chose this piece for my final paper because I recently visited the Perez Art Museum here in Miami. I found the museum as a whole to be a wonderful experience, but the exhibit by Elrich really stood out to me. All of the pieces collectively gave me such an eerie, yet nostalgic feeling at times. It is so interesting because he takes such ordinary space and everyday situations, and turns them into an experience that is almost supernatural. I also find the message behind this to be so appealing because it is supposed to represent the point before crossing over into a new dimension or existence.
Finally, I would use this piece to teach a lesson about transitioning into new phases of our lives, specifically, the art piece in the exhibition of the empty abandoned classroom. This piece could be so relevant to young students that are about to cross over into a new phase of their education. They can see all of the things that are so familiar to them about a classroom, yet everything is slightly off. You begin to notice it is abandoned, everything has been left behind, and when you look even closer, the ghost of you, the former student, can be seen sitting at the desks. It can be used to teach students that although they are moving on, their spirit still lives within that classroom, as does the lessons they were taught there live within them.
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