Topic
Goal
Activity
Works
of Art and Artists
Resources
TEKS
Assessment
Lesson
1:
Introduction to Artzybasheff image
(Lesson
contributed by
Sandra
S. Newton.)
This lesson should stimulate the student’s interest in when, where, who, why, and how the artwork was created.
Analyze a poster by Boris Artzybasheff and look for information about the context in which it was created through a brainstorming activity.
Untitled poster by Boris Artzybasheff.
The University of North Texas.
TX-110.42.11F
TX-110.59.4.I
TX-113.24.a.4.b.8.24.D
TX-113.24.a.4.b.8.27.B
TX-113.24.a.4.b.8.30.B
TX-113.24.a.4.b.8.30.C
TX-113.33.b.c.26.C
TX-113.52.c.1
TX-117.38.b.1
TX-117.38.b.2
TX-117.38.c.8.1
TX-117.38.c.8.3.B
TX-117.54.c.1.B
The completed questionnaire and participation in the brainstorming activity will indicate the level at which the student critically thought about the artwork by Boris Artzybasheff. (Refer to rubric at the end of this unit.)
Lesson2:
Different Perspectives during World
War II
(Lesson
contributed by
Wendi Callaway.)
To understand various perspectives of WWII from different cultures by researching different aspects of the war, by examining propaganda posters from different cultures, and through role-play in different WWII-type situations.
World War II Web Quest
Researching Different sources
Analyzing the purposes for propaganda posters.
Creating timelines of WWII
Character Analysis of types of people involved in WWII
Respond to WWII letters from different cultures.
Writing and performing a skit in which different WWII characters interact with each other in a given situation.
Unlimited use due to the nature of the lesson. This lesson is internet based.
Untitled poster by Artzybasheff used in Lesson 1.
World War II
Web Quest
World Wide Web
Library Resources on World War II
Propaganda posters
WWII Letters
WWII Timelines
TX-110.42.1
TX-110.42.1.B
TX-110.42.10
TX-110.42.10.A
TX-110.42.11.C
TX-113.32.c.14
TX-113.32.c.14.A
TX-113.32.c.20.A
TX-113.32.c.20.B
TX-113.32.c.20.B
TX-113.32.c.20.C
TX-113.32.c.24.A
TX-113.32.c.24.B
TX-113.32.c.24.C
TX-113.32.c.24.D
TX-117.52.b.2
TX-117.52.c.3
TX-117.52.c.3.B
TX-117.53.b.2
TX-117.55.c.4.B
TX-117.57.c.1.B
TX-117.64.c.1
TX-117.64.c.1.A
TX-117.64.c.2
Successful completion of the web quest.
Detailed character analysis.
Peer Evaluations
Written response to WWII letters.
Role-playing and group discussion of skits.
Lesson 3:
Literary Metaphor
(Lesson
contributed by
Sandra
S. Newton.)
Identify that many political and social beliefs during World War II can be put into literary metaphor and can be seen in images of the time.
The students should have a thorough understanding of the concept literary metaphor.
Student will write original literary metaphors and create visual representation of original literary metaphor.
Untitled Poster by Boris Artzybasheff used in Lesson 1.
Image from the video game “World War II: Frontline Command” by KOCH media
Image from a 1943 issue Life magazine of a woman looking at a human skull. Artist unknown
‘Bomb Shell’ - Image of a woman on a bomb that reads “buy war bonds”. Artist unknown
http://www.avi-writer.com/aboutbooks
/bookcovers/don’t
_you_know_war.jpg
Image of Rosie the Riveter by J. Howard Miller
An armed forces recruiting poster “Remember Dec. 7th”. Artist unknown.
Photo from a 1938 issue from Time magazine. Artist unknown. http://www.time.com
/time/poy2001/
photo/hitler.html
The University of North Texas Library
World Wide Web
TX-110.24.8.22
TX-110.24.8.23
TX110.24.8.23.A
TX-110.24.8.24
TX-10.24.8.24.
TX-110.42.11.G
TX-110.42.19
TX-110.42.19.B
TX-110.42.21
TX-110.43.19
TX-110.43.19.B
TX-110.43.20
TX-110.43.21
TX-110.44.19
TX-110.44.20
TX-110.44.21
TX-110.45.19
TX-110.45.19.B
TX-110.45.20
TX-110.45.21
TX-110.46.3
TX-110.47.6.B
TX-110.49.1
TX-110.51.2.I
TX-113.32.c.14
TX-13.32.c.14.A
TX-113.32.c.6
TX-113.32.c.6.A
TX-113.32.c.6.B
TX-.ESL.42.11.7
TX-8.ESL.51.2.9
The level at which the student is able to write a metaphor and illustrate the metaphor demonstrates the students understanding of the concepts involved. (Refer to the rubric at the end of this unit.)
Lesson 4:
Cartoons and Anthropomorphic
Images
(Lesson
contributed by
Wendi Callaway.)
To examine how the events and propaganda efforts of WWII influenced the creation of types of cartoons, compare these cartoons to each other and to the art of Boris Artzybasheff in relationship to literary aspects like metaphor, narrative, anthropomorphic, etc.
Watch “Cartoons Go To War”
Compare and contrast political cartoons, animated stills, propaganda posters, and comics from WWII.
Discuss the influences of the war on those cartoons.
Make a scrapbook of cartoons.
Read excepts from Aesop’s Fables, illustrated by Artzybasheff.
Discuss the relationships between anthropomorphic, metaphor, fable, and narrative.
Write and illustrate an original fable.
Many possibilities are readily available, use what are obtainable for you.
Untitled Poster by Artzybasheff used in Lesson 1.
Examples of political cartoons, comics, propaganda posters, and animated stills from the time period.
Newspapers and magazines.
Aesop’s Fables
Artzybasheff’s political cartoons in Time magazine and illustrations for Aesop’s Fables.
World War II web quest.
TX-110.42.11.F
TX-110.42.11.G
TX-110.42.12.D
TX-
-110.42.13.E
TX-110.42.13.C
TX-113.32.c.14
TX-113.32.c.14.A
TX-113.32.c.6
TX-113.32.c.6.A
TX-113.32.c.6.B
TX-113.33.b.c.9.A
TX-117.52.b.2
TX-117.52.c.2
TX-117.52.c.3
TX-117.53.c.3.A
TX-117.54.c.1.B
TX-117.55.c.1.B
TX-117.55.c.3.A
A completed, organized scrapbook of images that illustrate examples of different types of cartoons.
An original, written fable that teaches a moral and an illustration that effectively narrates the fable and uses anthropo-morphic images
Lesson 5:
Artzybasheff and his Anthropomorphic
Images.
(Lesson
contributed by
Sandra
S. Newton.)
Allows students an opportunity to become more familiar the artist Boris Artzybasheff, his artwork and the concept of anthropo-morphic. Hopefully students will be able to recognize information presented in previous lessons in Artzybasheff’s anthropo-morphic images.
Analyze a variety of art by Artzybasheff in an informative scavenger hunt.
Student create a four part drawing which will contain anthropo-morphic images
World War II posters by Boris Artzybasheff from The University of North Texas Library. Including the poster used in Lesson 1.
Twin Engines by Artzybasheff. An advertisement for Lycoming Engines.
The Wright Cyclone Engine by Artzybasheff. An advertisement for Lycoming Engines.
Castings for a Tractor by Artzybasheff. An advertisement for Lycoming Engines.
The Model 47 Helicopter by Artzybasheff. An advertisement for Lycoming Engines
Xerography by Artzybasheff. An advertisement for Haloid Xerox.
Disturbing Emotions by Artzybasheff. An advertisement for Parke Davis & Company.
4 Time magazine covers by Arzybasheff.
January 28, 1946
March 16, 1953
November 2, 1953
November 8, 1954
March 28, 1955
January 19, 1959
From Aesop’s Fables, an illustration for “The fox and the goat” by Artzybasheff.
Cover for the Artzybasheff book As I See drawn by Artzybasheff.
An illustration from the book Creatures by Artzybasheff.
An Artzybasheff illustration titled The Blooming Mill from his book Mechinalia.
An Artzybasheff illustration from the book Verotchka’s Tales.
The University of Texas at Tyler Library.
World Wide Web
TX-113.24.a.4.b.8.32.B
TX-113.32.c.26.A
TX-113.36.c.10.B
TX-113.37.c.8.C
TX-117.38.b.2
TX-117.56.c.4
The level at which the student performs on the ‘student scavenger hunt sheet’ and contributes to class discussion will indicate the level at which the student thought about the information that was presented. (Refer to the rubric at the end of this lesson.)
The level at which the student met the requirements of the assignment indicates the student’s understanding of the term
Anthropo-morphic. (Refer to the rubric at the end of this unit.)