VA.68.O.3.2

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Discuss the communicative differences between specific two- and three-dimensional works of art.
General Information
Subject Area: Visual Art
Grade: 68
Big Idea: Organizational Structure
Enduring Understanding: Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world.
Date Adopted or Revised: 12/10
Status: State Board Approved

Related Courses

This benchmark is part of these courses.
0103020: M/J Digital Art and Design 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current))
0100070: M/J Art in World Cultures (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current))
0101026: M/J Two-Dimensional Studio Art 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current))
0101060: M/J Three-Dimensional Studio Art 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current))

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.
VA.68.O.3.In.b: Use vocabulary and symbols unique to visual art to communicate and document ideas.
VA.68.O.3.Pa.b: Use selected vocabulary, symbols, or symbolism unique to visual art to communicate or document ideas.
VA.68.O.3.Su.b: Recognize and respond to selected vocabulary and symbols unique to visual art to communicate and document ideas.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Lesson Plan

The Two Memorials:

The lesson will present students with the artwork by artists Maya Lin and Fredrick Hart. Within this lesson, students will be given background information about the Cold War and Vietnam War including the reason for our involvement and the political and social ramifications that came about from the war. We will discuss the importance that the visual imagery through television had on public opinion. Students will then look at Maya Lin’s “Vietnam Veterans Memorial” initially. Once finished, we will discuss the political and public reasons for the installation of “Three Soldiers,” which is a more traditional, realistic statue. Students will compare and contrast the two, and eventually focus on the intention and ramifications of a public monument based on aesthetics, conceptualization and public opinion in this integrated lesson plan.

Type: Lesson Plan

Student Resources

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Parent Resources

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