(Preferably students will discuss the following in the exhibition gallery but discussion may be held using the web site as well.)

FOCUS ON HISTORY AND SOCIAL STUDIES – Early 20th century
SOLs – 11.10 – 11.13 – 11.17 – 11.18
Through close examination of primary source art objects:
1. Students will understand what the art of collage is, means in art; in literature; in life; in other contexts - students will understand how collage differs from traditional art through comparison with Japanese prints or American art of the 19th century

2. Students will discuss and compare different forms of collage as illustrated in exhibition – juxtaposition of techniques and/or media; assemblage; 2 dimensional vs. 3 dimensional; found objects or ephemeral "trash"; thrown away materials

3. Students will discuss collage as a reflection of western culture in the early 20th century as well as today

A. Students will define and discuss the following topics as they developed in the 20th century:

1. Consumerism, commercialism, mass media, obsolescence, and communication in terms of influence on Western culture and related to the art of collage

4. Students will discuss breaking boundaries or rules as defined by collage and relate to cultural situations such as civil rights, voting rights, and affirmative action developments since the 1950’s.

5. Students will create collages reflecting historical events, eras, or questions – i.e. the northern and southern points of view in the Civil War; the effect of women’s emancipation on the culture.

FOCUS ON ENGLISH
SOLS – 6.6 – 8.6 – 8.3 – 11.5 –11.6 – 12.1 – 12.5
Through close examination of primary source art objects:
1. Students will discuss and create haiku and cinquains:

Cinquain – 5 lines
1 noun
2 adjectives to describe noun
3 verbs
4 word phrases
5 1 noun or synonym

Haiku – 3 lines
5 syllables
7 syllables
5 syllables
as examples of collage of words; found words. Students will discuss "found or random words" such as illustrated by the poetry of ee.cummings or Dr. Seus or indiscriminately chosen from any page of words.

2. Students will create shape poems such as the "Calligrames" of Guillaume Appollinaire using collage such as "Only Only Bird" by Alexander Calder.

3. Students will examine the use of words and foreign language in collage through the look of the words, through the humor of the word’s meanings or the words as "double entendre". (double meanings)

4. Students will write journals or "Looking Logs" (close examination of the art for at least 5 minutes and observations/impressions recorded) to document their experiences with collage. Students will list descriptive words while describing the collage art. Students will create collage images of themselves as they see themselves and as others see them.

5. Students will discuss similes, metaphors and synonyms as illustrated in collage.

6. Students will define and discuss the following words as related to collage: assemblage, juxtaposition, contradiction, referentiality, found objects, parataxis, metaphor, incongruity, and fragments.

7. Students will discuss the following Dadaist poem by Tristan Tzara from Seven Dada Manifestos. Discuss the Dada movement in context. (See Social Studies also)

To make a Dadaist poem

Take a newspaper
Choose an article as long as you are planning to make your poem
Cut out the article
Then cut out each of the words that make up this article and put them in a bag
Shake it gently
Then take out the scraps one after the other in the
Order in which they left the bag
Copy conscientiously
The poem will be like you
And here you are a writer, infinitely original and
Endowed with a sensibility that is charming
Though beyond the understanding of the vulgar.
--Tristan Tzara

This poem sums up collage spirit.

Do it.