Historical Perspectives: Art History and Criticism · Weeks 19-27

Pop Art and Postmodernism

Examining the rise of Pop Art's engagement with consumer culture and the pluralistic, questioning nature of Postmodernism.

Key Questions

  1. How did Pop Art challenge traditional distinctions between 'high' and 'low' culture?
  2. Analyze the use of irony and appropriation in Postmodern art.
  3. Evaluate the impact of mass media and advertising on artistic production in the mid-20th century.

Common Core State Standards

NCAS: Connecting VA.Cn11.1.HSProfNCAS: Responding VA.Re8.1.HSProf
Grade: 9th Grade
Subject: Visual & Performing Arts
Unit: Historical Perspectives: Art History and Criticism
Period: Weeks 19-27

About This Topic

Journalism is the 'first draft of history,' and its ethics are the 'rules of the road' for a free press. In this topic, students explore the responsibilities of a journalist: accuracy, independence, impartiality, and humanity. They grapple with difficult questions about 'the public's right to know' vs. 'an individual's right to privacy,' and they analyze the ethical implications of 'clickbait,' 'anonymous sources,' and 'sponsored content.'

This unit aligns with CCSS standards for determining an author's point of view or purpose and analyzing how an author uses rhetoric. In an age of 'instant' news, understanding the 'why' behind the 'what' is essential. This topic is best taught through 'ethical dilemma' simulations and 'editorial' workshops where students must make difficult choices under a deadline.

Active Learning Ideas

Simulation Game: The 'Deadline' Dilemma

Groups act as 'Editorial Boards.' They are given a 'breaking news' story with several 'unverified' details and one 'private' photo. They have 10 minutes to decide: 'What do we publish now?' and 'What do we wait for?' They must justify their choice using a 'Journalism Ethics Code.'

⏱ 45 min·Small Groups
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Think-Pair-Share: The 'Clickbait' Audit

Students find three 'clickbait' headlines from their own social media feeds. They pair up to 'rewrite' them into 'ethical' and 'accurate' headlines. They discuss: 'Which one would get more clicks?' and 'What is the 'cost' of the clickbait to the reader's trust?'

⏱ 30 min·Pairs
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Role Play: The 'Source' Negotiation

One student acts as a 'Whistleblower' with a big secret; the other acts as a 'Journalist.' They must negotiate: 'Will the source be anonymous?' 'How will the journalist verify the story?' They discuss the 'risks' for both sides.

⏱ 40 min·Pairs
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Watch Out for These Misconceptions

Common MisconceptionJournalists are supposed to be 'perfectly' neutral.

What to Teach Instead

While they should be 'impartial' (fair to all sides), they also have a duty to the 'truth.' If one side is lying, a journalist's job is to 'call it out,' not just report the lie. A 'Fairness vs. Truth' discussion helps students see this distinction.

Common MisconceptionIf it's on a 'news site,' it must be 'journalism.'

What to Teach Instead

Many sites look like news but are actually 'opinion blogs' or 'propaganda.' Use a 'Site Audit' (checking for a 'Corrections' policy and 'By-lines') to help students distinguish between 'professional journalism' and 'content creation.'

Suggested Methodologies

Socratic Seminar

Deep discussion in inner/outer circles

30–60 min

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Document Mystery

Analyze evidence to solve a historical question

30–45 min

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Frequently Asked Questions

What is an 'anonymous source' and why are they controversial?
It is a person who provides information to a journalist but refuses to be named in the story (often to protect their job or safety). They are controversial because the reader can't 'verify' the source's credibility, so they have to 'trust' the journalist's judgment.
What is the 'Society of Professional Journalists' (SPJ) Code of Ethics?
It is a set of four principles that guide journalists: 1. Seek Truth and Report It. 2. Minimize Harm. 3. Act Independently. 4. Be Accountable and Transparent. It is the 'gold standard' for ethical journalism in the US.
What is 'libel'?
Libel is a published 'false statement' that is damaging to a person's reputation. Journalists can be sued for libel if they publish something they *know* is false or if they are 'reckless' in not checking the facts.
How can active learning help students understand journalism ethics?
Ethics are 'choices' made under pressure. Active learning, like the 'Deadline Dilemma,' forces students to *feel* that pressure. When they have to decide between 'being first' and 'being right,' they realize that journalism is not just 'writing,' but a constant series of moral decisions that affect real people's lives.

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Baroque and Rococo: Drama and Ornamentation

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Impressionism and Post-Impressionism

Studying the revolutionary approaches to light, color, and subjective experience in late 19th-century painting.

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