Conflict

Robert Zimmerman

Dallas Museum of art

Conflict

• Rationale: Conflicts fall under many categories and come in many shapes and sizes. Recognizing these different types of conflicts and the way they came about can help us better understand a way to resolve them or avoid them all together. Every conflict carries consequences, great or small these consequences often affect those outside of the primary parties involved.

Key concepts

• Key Concepts:

• -Man Vs Man

• -Man Vs nature

• -Man Vs Society

Essential Questions

• -How are conflicts started?• -Who is affected by conflicts?• -How can we resolve conflicts?• -How might someone have a conflict with himself

or herself?• -How does man engage in conflicts with nature?• -How can we avoid conflicts?• -How does time affect conflict?

Objectives

• -After the unit students will be able to recognize the different types of conflicts.

• -After the unit students will be able to interpret why conflicts occur.

• -After the unit students will be able to create a work of art based off of a museum painting.

Pre-tour TEACHING PROCEDURE.

• Purpose: To define and discuss the term conflict and the way artist use it as inspiration.

• https://www.youtube.com/watch?v=Gl3e-OUnavQ

• Discussion questions• - Can someone tell me about a conflict they’ve

had?• - Why did it occur?• - How was it solved, or was it?

SpecificsMuseum Name: Dallas Museum of Art Hours and Date of school tour - Tuesday–Sunday, 11–5; Thursday, 11–9; closed Mondays. February 16th Date when to book by: January 25 (Three weeks in advance) Cost: Free to Students Transportation: School district will provide bussing Lunch: Students will need to bring a lunch that can be checked in, or money to purchase food in the museum cafeteria. How many chaperones needed for a class 31 students (You count as 1)? The museum requires 1 chaperone for each 15 students. I will need two parent volunteers to attend with me. Pre-tour Etiquette –Pertinent Museum Policies and Guidelines -Students must stay with chaperones. -Sack lunches may be eaten in the sculpture garden but not the café. -No touching artwork -No running in the museum -You can talk with one another but be respectful to others in the museum.

Man Vs. Nature

• Artist: Arthur John Elseley (British)

• Title: Hard pressed (Any Port in a Storm/ Late for School)

• Key concept: Man Vs Nature

Questions/ Activities

• -10 students are assigned this for their key concept (Man Vs Nature)

• -What kind of conflict do you think this is?• -What is happening? • -Imagine this is a photo • -Write down a short story in your sketchbook about the events

before and after this. (only the ten assigned to this key concept)

• -Write a possible solution to the conflict as well. • -Hold onto your stories you will need them next time we have

class

Man Vs. Man

• Artist: Abraham Cooper (British)

• Title: Battle of Bosworth

• Key Concept Man Vs. Man

Questions/Activities• -Ten students are assigned this for their key concept (Man

Vs Man)• - What is happening here?• -Why are these people fighting?• -Name one thing that people fight for.• -Imagine this is a photo • -In your sketchbook write down the events that happening

before and after this. (Only ten assigned to key concept) • -Write a possible solution to the conflict as well. • -Hold onto your stories we will be using them next time

in class

Man Vs Society

• Artist: Jean Antoine Theodore Giroust (French)

• Title: Oedipus at Colonus

• Date: 1788

Questions/ Activities

• -Eleven students are assigned this for their key concept (Man Vs Society)

• - What is going on here?• -Who are these people?• -How can you tell?• -Use your imagination, what are they saying?• -Imagine this is a photo • - In your sketchbook write out the events before and after this.• - Write a solution to the conflict as well.• -There is no right or wrong answers use your imagination!• - Hold onto your stories we will need them next time we have

class

INSTRUCTIONAL SEQUENCE/ Post Tour

• -Begin with discussion about trip to museum• -What was your favorite part?• -Which painting did you get?• -Briefly tell your story you wrote. (6 examples)

Work Time

– Instructional Strategies/Activities (_30_ min.)

• -You can use any materials to tell a part from your story.

• -I can be before, after, or how the conflict was solved• -I’ll be coming around the room to help you if you

need it.• -Be sure to glue your story to the back of you picture

when you finish. • -When you think you are done come check in with

me.

Closure

• Next time we are going to be sharing our stories with the class.

• -On your way out of class write one way you could resolve a conflict on an exit card.