HHS Gallery

9 December 2010

TOLERANCE + ART SHOW

THE PROJECT

What: A cross-curricular postcard art project organized by the Fine Art Department funded by the Partners in the Arts grant, and cooperating with the HHS staff and students.

Why: Celebrating our diversity, recognizing tolerance, and in memory of the 1.5 million children whose lives were lost.

Who: The HHS Fine Art Dept. invites the faculty and students to create postcard sized works of art for gallery display

Where: Henrico High School’s Art Gallery

When: Tolerance+ Art Show opens 9 December 2010 and will remain up through 15 December 2010

Volunteer to participate with your classes

Receive a packet of postcards and Sharpie markers. THIS IS A BLACK AND WHITE ONLY PROJECT

Have students write on the front of the postcards, following a content-specific writing prompt.

Return extra postcards, Sharpies, and completed student art to one of the art teachers.

Attend the show opening on December 9th.

What You Can Do

THE GALLERY

GALLERY TRANSFORMED BY POSTCARDS

Studenst at Whitwell Middle School collected millions of paperclips and installed them in one of the only 6 remaining authentic cattle cars that delivered Jews to concentration camps

OTHER HOLOCAUST PROJECTS

a recent installation at an Anglican Church that collected millions of buttons to commemorate the lives lost

INSPIRATIONAL IMAGES

Handwriting and letters

designed as a shape =

personal

Bold letters that fall

off the edge of the

page = mysterious

and urban

INSPIRATIONAL IMAGES

Portrait images plus thoughts and

ideas = journal-like

INSPIRATIONAL IMAGES

Bubble letters and torn-looking edges = Urban and modern

Small individual drawing = comic book style/ narrative

INSPIRATIONAL IMAGES

Sketchy, overlapped letters = chaos and conflict

Text creating a shape. Focus on the important words, here, the word TRUST

Just for your class

RESOURCES

WEBSITES

Wordle.net• Allows you to copy and

past text, then Wordle accents the words that are used the most often

• Great for interesting text layouts

Graffiticreator.net• Allows you to type a

word and change the style of it

• Great for interesting fonts

ENGLISH

Writing prompts:

• A journal entry• Personal essay about

discrimination due to religion or culture

• Research prompt based on historical literature

• A letter to Hitler calling for an end to the conflict

S.O.L strand:12.7 The student will develop expository and informational writings.b) Consider audience and purpose when planning for writing.

MATH

Writing prompts:

• Average rate of death per year in- US, Europe, Third World. Compare to

genocide statistics

• Statistics of blond/blue eyed Americans born per year to dark eyed/dark haired children

• Income levels of the Jewish populations vs. non-Jewish population and how finances influenced the genocide.

• Graphing/coordinate plane explanations for above information

GEOMETRY

G.1. c) using Venn diagrams to represent set relationships;relationships between Jews and non-Jews both before and after

WW2relationship between 1.5 million kids killed and what that would

look like today (how many kids in a particular state, school district, etc) G.9 Tessellations and tiling problems will be used to make connections to art, construction, and nature.

Tessellations of the Jewish star G.12 The student will make a model of a three-dimensional figure from a two-dimensionaldrawing and make a two-dimensional representation of a three-dimensional object.Models and representations will include scale drawings, perspective drawings, blueprints,or computer simulations.

Have the postcard be a 2-D drawing of a object (cattle cars that transported Jews), or place (blueprint of Auschwitz or a Jewish Ghetto). Part of the lesson could conclude with making 3-D forms/cities from the shapes/plans/blueprints on the postcard.

SCIENCE

Writing prompts:

• The chemical make-up of gas-chamber gases

• The process of tattooing• Needs of populations in small

spaces• Punnit squares and genetics

of blond/blue eyes

S.O.L strand:

BIO.9 The student will investigate and understand dynamic equilibria within populations, communities,and ecosystems.

BIO.5 The student will investigate and understand life functions of …animals including humans.

HEALTH AND P.E.

Writing prompts:

• How fear affects the brain and central nervous system

• Sanitation needs for certain size populations

• The effects of starvation on the body

S.O.L strand:

TECHNOLOGY, FACS, AND ARTS

Writing prompts:

• Technology that made mass-genocide possible

• Hitler as an accomplished artist

• The cultural history of tattoos

• War-time inventions and innovations

• Photography in art and photojournalism

• Research and create recipes that the Frank family may have used based on the foods available to them

• Draw a keyboard on the postcard. Students ink their fingers and ‘type’ a phrase or piece of info.

• Study bullying. Students read a bio on Hitler and discuss if he was bully or not.

Fine Art Deptartment

CONTACTS

Genevieve Dowdy - gpdowdyMegan Mattax - mlmattaxTanya Rogish - tmrogishMary Scurlock- mascurloKim Tolbert – kvtolbert