Introduction
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Murals
are a window into the culture and politics of Nicaragua. What do
you see when you look at the mural above? What do you think of when
you see any mural? What makes murals different than other forms
of art? And how are the murals of Nicaragua different than those
found in other countries? We will explore the answers to these questions
through "Understanding Murals" an activity designed by
the makers of "Expressions of Central America" to help
you appreciate the many murals found in the mural
tour.
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Overview
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Your mission
is to become a mural expert and share your expertise with others
through designing a mural tour brochure. This website will provide
you with all the information you need to know to make your tour
brochure interesting and professional. It will take you through
three steps
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Step
1:
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Background:
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Become
knowledgeable with murals. Get the tools here.
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Step
2:
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Presentation
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Present
a mural to the class
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Step
3:
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Brochure
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Design a brochure about murals with your class
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Step 1:
Background
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Pair up!
Welcome to our discussion about murals! You should find a partner
to complete this activity with in your class. Just as murals are
not completed in isolation, so too this activity should not be completed
in isolation.
Tips for Step 1:
As we progress through the questions, you should take notes about
your own thoughts. Then when you and your partner are done writing
you should share what you wrote with each other. Your notes will
help you complete your final project.
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Step 2:
Presentation
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Now we will
put all that knowledge to work! Follow the three steps below to
prepare your mural presentation.
Choose your mural:
Now that you have become mural experts it is time for you to apply
your new skills to a mural of your choice. Take time now to scroll
through the many images found in the Expressions
of Nicaragua Mural Tour. Copy to your computer images of murals
that you find most interesting, more beautiful, or most disturbing.
Analyze your mural:
What can you tell us about the mural by just using your eyes and
what you already know about murals in general? The toolbox below
is loaded with questions to focus your analysis. You will need to
use everything in the toolbox in order to do a complete analysis.
Toolbox:
Context
What is the Context of the mural?
- Social
context- Who are the people who made it? How does it fit into
the community?
- Physical context-Where is it?
- Political context- What is it's purpose? Does
it sell, promote, inform, inspire?
- Historical context- When was it made? What difference
does that make?
Visual Elements
What do you see? How do the light, color, form, and size together
create an impression?
- Color-How is color used?
- Scale-What is the scale? How does it compare
to other media?
- Light-How did the artist use light? Is one area
brighter?
- Lines and Forms- Where do the lines lead your
eyes? Do you see solid, stable shapes or lots of curves and diagonal
lines suggesting unrest and movement?
Show us what you know:
You and your partner are tour guides. Your classmates are on a
tour with you through the streets of Nicaragua looking at the murals.
They have come upon the mural you are experts on. Now it is your turn
to share with the tour group (your classmates and teachers) what you
know about how to look at that mural.
Presentation tips:
- Try pointing to different parts of the mural
to illustrate your point.
- Juxtapose two murals or your mural and other
image to make comparisons
- Don't get caught up in what you think
the artist was thinking when they created the mural. Talk about
what you know from your eyes and from your background in mural
analyzing.
- Learn more about murals through sources on the
Internet.
- Before you jump to conclusions about what the
mural is about- describe to your class what you see step by step.
Then describe how these elements together (color, line, context,
etc.) create a visual impression.
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Step
3:
Brochure
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Work
with your teacher to develop a brochure with your class. Just as the
groups of artists put together the murals, your team of mural experts
can put together a brochure about murals to share with the audience
of your choice. |
Evaluation/
Feedback
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Your
teacher is the judge of your brochure. Your teacher will look to see
if you brochure answers all of the questions in the toolbox.
These are your guidelines for evaluation.
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Conclusion
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More Murals
Now is a great time to think about what you learned. What are some
ways you can use these tools in other contexts? Make plans with
your class to visit a mural in your neighborhood. Find out about
who produced those murals, who funded them, and what they mean to
your community.
Have you ever thought of what it would be like to complete your
own mural?
Check out How to Make a Mural
What is it like to be a Nicaraguan muralist? Find out by listening
in on an interview with muralist artist Julie
Aguirre.
More Nicaragua
Now that you have looked at Nicaragua through understanding its
murals, learn more about it by visiting Expressions
of Nicaragua.
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Glossary
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| composition |
the
arrangement of parts that together form a unified whole |
| context |
the parts of the environment
(physical, environment, historical, etc.) that surround something
such as a word, passage, or work of art and can throw light
on its meaning |
| depict |
to
represent in a picture |
| facade |
the
face of a building |
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to
place side by side |
| historical
context |
the
events that took place around something through which you understand
that thing |
| impression |
an
effect, feeling, or image retained after an experience |
| media |
forms
of expression determined by materials or creative methods |
| physical
context |
the
physical environment around something |
| political
context |
the
environment in which something is produced indicating it's purpose
or agenda |
| social
context |
the
environment of people that surrounds something's creation or
intended audience |
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the
main theme of a work of art |
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