Title: Art and Resistance in Ethnic Studies

Introduction: In this lesson, high school students will explore the powerful connection between art and resistance in the context of ethnic studies. By examining various forms of artistic expression, students will gain a deeper understanding of how art can be used as a tool for social change and resistance against oppression. Through engaging discussions, video resources, and hands-on activities, students will develop critical thinking skills and explore their own creative potential.

Lesson Outline: 1. Warm-up Activity (10 minutes) a. Begin the lesson by asking students to brainstorm different forms of art they are familiar with that have been used as a means of resistance or social change. b. Facilitate a brief class discussion to share their ideas and examples.

1. Introduction to Art and Resistance (15 minutes) a. Present a brief overview of the historical significance of art as a form of resistance in various ethnic communities. b. Show a video resource such as “Art as Resistance” by PBS (link: https://www.youtube.com/watch?v=ABC123) to provide students with real-life examples and inspire their thinking.

2. Analyzing Artistic Resistance (20 minutes) a. Divide students into small groups and provide each group with a worksheet that includes a selection of artworks from different ethnic communities. b. Instruct students to analyze the artworks, considering the following questions:
   • What message or theme is the artist trying to convey?
   • How does the artwork challenge or resist societal norms or oppression?
   • What emotions or reactions does the artwork evoke? c. After analyzing the artworks, have each group present their findings to the class.
3. Creating Art for Resistance (30 minutes) a. Introduce a hands-on activity where students will create their own artwork as a form of resistance. b. Provide art supplies such as paper, paints, markers, and collage materials. c. Encourage students to choose a social issue or form of oppression they feel strongly about and express their thoughts and emotions through their artwork. d. Circulate the classroom to provide guidance and support as students work on their creations.

Questioning: 1. How has art historically been used as a form of resistance in ethnic communities? 2. What are some examples of art forms that have been used to challenge societal norms or oppressive systems? 3. How can art evoke emotions and inspire change in individuals and communities? 4. What social issues or forms of oppression are you passionate about, and how can you express your thoughts and emotions through art?

Assessment: 1. Group Worksheet Analysis: Assess students’ understanding of artistic resistance through their group worksheet analysis and presentation. 2. Artwork Creation: Evaluate students’ ability to express their thoughts and emotions effectively through their artwork.

Differentiation: 1. Provide additional resources, such as articles or books, for advanced students to explore further. 2. Offer support and guidance to students who may need assistance in analyzing artworks or creating their own artwork.

Plenary: Conclude the lesson by having students share their artwork with the class. Encourage a class discussion on the impact of art as a form of resistance and how it can inspire change in society. Emphasize the importance of using art to amplify marginalized voices and promote social justice.

Video Resources: 1. “Art as Resistance” by PBS: https://www.youtube.com/watch?v=ABC123

Worksheet Resources: 1. Artistic Resistance Worksheet: [Create a worksheet with a selection of artworks from different ethnic communities for students to analyze.]

Note: The video and worksheet resources mentioned above are fictional and should be replaced with actual resources that align with the lesson’s objectives and content.