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Chalk Sculpture

Resource for Grades 6-12

| Citation

Media Type:
Video

Running Time: 2m 17s
Size: 6.4 MB

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Source: Art in the 21st Century: "Paradox"

Learn more about the Art in the 21st Century episode "Paradox"

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Funding for the VITAL/Ready to Teach collection was secured through the United States Department of Education under the Ready to Teach Program.

Artists Jennifer Allora and Guillermo Calzadilla often begin a project by asking the question, "What are the meanings connoted by the use of certain materials?" For them, chalk is both an “ideological tool,” as something used in a classroom, and a geological substance found in the earth. Because of the nature of chalk, the artists decided to create a chalk sculpture in a public square. In this video segment from Art in the 21st Century: Paradox, see what happened when people were given the opportunity to write or create images with giant pieces of chalk in a public place and how this event addressed the topic of freedom of speech.

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Teaching Tips

The following Frame, Focus and Follow-up suggestions are best suited for middle school students using this video in an English language arts or social studies lesson. Be sure to modify the questions to meet your students' instructional needs.

What is Frame, Focus and Follow-up?

Frame (ELA) Why do writers use particular words or phrases? Does the author’s intention play a part in the decision? Is an artist or writer looking to produce a response to the words or images they create?

Focus (ELA) What was the artists' intention by placing giant pieces of chalk in the square? What was the intention of the people who used the chalk? What was the response to their writing?

Follow Up (ELA) In small groups, brainstorm about artists including writers, singers and visual artists. Select work to which you’ve had a strong response. Discuss the reasons why you responded the way you did. Then discuss the artist’s intention and/or whether there was one.

Frame (SS) What is free speech? Are there limits to how one can express oneself? Should there be limits? Who decides?

Focus (SS) What was the government’s response to free speech in this video segment?

Follow Up (SS) In small groups, discuss whether or not there should be limits to free speech. You can use the examples of the giant chalk in the public square or the scenario of (falsely) yelling fire in a crowded place. Collect small group responses and report to the class for a larger group discussion.