Understanding Propaganda through American Art By: Mary Cadigan, Halina Fuja, Dina Koustas, Mila Ostojic, and Agatha Panait Gray School

Washington Crossing the Delaware Emanuel Leutze (American: 1816–1868), Washington Crossing the Delaware, 1851, oil on canvas; 149 x 255 in. (378.5 x cm.). The Metropolitan Museum of Art, Gift of John Stewart Kennedy, 1897 (97.34)

Romancing our Students "In the face of our common dangers, in this winter of our hardship, let us remember these timeless words. Let it be said by our children's children that when we were tested we refused to let this journey end, that we did not turn back nor did we falter; and with eyes fixed on the horizon and God's grace upon us, we carried forth that great gift of freedom and delivered it safely to future generations." - President Barack Obama’s Inaugural Address

Key Ideas about the artwork that informed the lesson Like words, art images can inform, persuade, and manipulate Leutze’s deliberate inaccuracies in Washington Crossing served his own political agenda An image can have different meanings for audiences of different times and places— in fact a familiar image can serve as the vehicle for political satire and humor

What students learned How to analyze text and images for their direct and indirect messages To appreciate art for its power to present ideas and express emotional and symbolic meaning Historical context via different venues How propaganda and political satire can relate to works of art

Learning Activities Anticipation Guide Observation vs. Interpretation Activity Close Read Web Quest Obama’s Inaugural Speech / Painting (comparison activity) Political cartoons (view & create)

Anticipation Guide

Observation vs. Interpretation Activity

Obama’s Inaugural Speech / Painting (comparison activity)

Analyzing and Creating Political Cartoons

Student Reflections “ I learned so much about how art is like reading” - 5 th grade student “ I like learning about how Leutze ran away from Germany because his father wanted freedom” – Gabriel and Carlos, 5 th grade students “ I liked learning how propaganda is everywhere” – Leslie, 8 th grade student “ I liked interpreting the story behind the picture” – Monica, 7 th Grade student “ I learned that pictures sometimes have mistakes, and that artists sometimes put their thoughts and feelings into the painting” –Christian, 7 th grade student

What We Learned Students need to know art vocabulary to be able to analyze paintings Students need to be familiar with the historical context Students need time to enjoy and contemplate art ELL and special needs students benefit from alternative ways of learning