With these two words, hexagon and artist, we launch
The 2014 Interdependence
Hexagon Project VIII
The History of Interdependence Day
Interdependence Day was launched in Philadelphia on September 12 2003 as a post 9/11 symbol of regeneration, as a time to reflect on the tragedy of the incidents of terror, not only in the United States, but all over the world, and to ask ourselves, ‘What next?” It seemed critically important to acknowledge the inevitability and significance of interdependence in our time, and set out to build constructively and culturally, a civil global society.
· The goals of Interdependence are, by nature interdisciplinary. They require everyone to connect outside of their social, economic, political, artistic and academic “boxes” and interact in a different spirit – one that is more collaborative and creative.
· It is those who can think creatively and solve problems who will be most valued as the world confronts the dilemmas of inequality, injustice, unsustainable environmental conditions, improving health care, global governance and democracy and religious freedom.
· This project is an opportunity to engage youth in addressing any one or several of these themes. [See “Themes” file}
I. General Description:
· The interdependence Day 2014 Committee is seeking artistic expressions from Junior High and High School students- both visual and text, for its worldwide celebration on September 12, 2013. [Exhibit opens on First Friday, September 5, 2014] Location: TBA
· Art educators are invited to present concepts and facilitate thought-provoking dialog and art-making in relation to the theme of our interconnectedness.
· For the eighth year, the symbol of the HEXAGON will be used as a format in which to explore ideas about interdependence. The completed hexagons will be assembled as one piece [or peace] for exhibit at the reception site in Scranton, PA in September of 2014 .
Below is a rough unit outline.
· It is yours to use, change, add to, or divert from and creatively reinterpret.
· Written to provide a guide for your use in your curriculum or for providing justification to administration.
· The only item that cannot be reinterpreted is the size and shape of the hexagon because of the necessity of having them interlock visually at the point of exhibition. The hexagon template is included and should be used in a uniform size.
· Grade Levels: 4 – 12
II. Goals and Standards:
1. To communicate a unifying theme about Interdependence through the production of a work of art that reflects skills in media processes and techniques. [Production, Performance and Exhibition]
2. To employ post-modern concepts such as social justice art education, globalization and art, alternative processes/media, juxtaposition, appropriation, text, the art of the book, digital media and artistic collaboration. [Aesthetics, Production]
3. To research world leaders, artists, writers, scientists and others who have used their art form and position to make statements about political, moral and ethical issues of their times. [historical]
4. To better understand the role of the artist in times of political uncertainty and social unrest.[historical]
5. To analyze how historical events and culture impact forms, techniques and purposes of works in the arts.[historical]
6. To demonstrate interdependence by working collaboratively [a possibility]. [productive]
7. To demonstrate critical skills by engaging in dialog and/or reflecting upon both the art work and writing of others on this theme. [critical, aesthetic]]
8. To analyze and interpret a philosophical position identified in works in the arts and humanities. [aesthetic response]
9. To understand the arts in relation to history and culture.[Interdisciplinary]
III. Art Concepts:[suggestions]
A. Artists use symbols to communicate ideas: the hexagon can be used as a symbol for interdependence.
B. Tessellations: the term is used to refer to pictures or tiles, in certain geometric or animal shapes, which cover the surface of a plane in a symmetrical way without overlapping or leaving gaps. Originally they were used as floor tiles.
C. Interdependence / Interdependence Day [see Declaration materials] raises BIG QUESTIONS which promote interdisciplinary strategies:
· How can we learn to live together in the post-communist, post- Cold War, Post-industrial, post-Modern period?
· What makes us global as well as local citizens, and what compels us – or not – to act accordingly?
· In what ways does the revolution in information and communications technology bring peoples of the world closer together? Does it transcend hatreds, biases and resentments and turn our energies to devising ways in which we can coexist creatively and collaboratively?
· How can we affect the widening gap between rich and poor, and the vast cultural, religious, economic, and political differences among us?
D. Artists such as Picasso, Judy Chicago, Andy Goldsworthy, the Gorilla Girls, Keith Haring, Leon Golub, Anselm Kiefer and Laurie Anderson have created art in response to injustice, inequity, identity,environmental causes, war and political crises.
E. Artists work collaboratively and in community in order to develop ideas and experiences that demonstrate and promote discussion as with Anthony Gormley, Cristo and Jean-Claude.