Memories of Year 10 History

 

My power-point presentation, "Expressionism, Art, and Nazi Propaganda," to my year 10 history classes over the last two school days has had a varied and mixed reception. The 28-slide lesson, including definitions for words like Fascism, Propaganda, Neo-Classicism, Romanticism, Degenerate Art, and Pre-Raphaelite, including beautiful examples of Expressionist artists such as Chagall and early modernist paintings such as the famous "Scream," was hopefully entertaining even though no one in the room had the slightest clue as to what I was really talking about…this is not true, really, because I spent most of my time explaining these terms in their proper historical context, repeating myself often, and observing every little expression on their little faces, I believe the vast majority achieved the teaching and learning outcome: a comprehension of Fascism in Action and the power of propaganda through Art.

Because we are studying the rise of the Nazi Party and the many reasons for Adolf Hitler's early success with the German people through his unrelenting propaganda and violence, I had hoped this lesson would provide a slightly different perspective on the social engineering techniques of the Nazi Party. But, instead, they're all out (brutal) rejection of 'modern Art.

Although strictly a 'history' class, this lesson was also the opportunity to cross disciplines, revealing a significant shift in the art world's sensibilities during and after WW1. This point in time was indeed a drastic change in the artist's outlook, including essential shifts in music, literature, and philosophy.

As a teacher, my job is to make the topic under study as enjoyable as possible, and sometimes, with teenagers, "everything is boring," this one is doomed from the start. But, because it is our duty, we continue plugging away. We occasionally come upon an activity or new perspective on an old, well-worn subject. The light bulbs around the room above their developing frontal lobes begin to flash, blinking with genuine interest.

This particular lesson (a risk considering the sophistication of the subject matter) turned out to be about 60/40. That is, 60% seemed to understand, while the other 40% were more concerned about what they would do on Friday night. Considering the lesson was done on a Friday before lunch with the sounds of grumbling stomachs and wayward glances out the classroom window, I thoroughly believe this outcome to be acceptable; however, a focused follow-up with each student will be necessary next week as we move along the timeline towards the Holocaust: a topic that has never failed to leave an impression.

As I reflect on the lesson, it was indeed a risk, however, my instincts proved correct, that is to say, knowing the minds of these specific students, I believed they could handle an intellectual stretch, preparing them for the near future proverbial academic hoops they will have to jump through in this current system we call the VCE.

Overall, a productive day, and a successful outcome for my students.