Students will consider what freedoms they have as individuals. They will look at Norman Rockwell’s painting, The Problem We All Live With and analyze the illustration in relation to the civil rights movement. A class discussion will allow students to discuss the painting’s concept and composition, and look closely at the objects and clues depicted in order to understand the significance of Ruby Bridges’ story in American history. Students will then design a piece of artwork commemorating a civil rights hero or addressing a problem they feel they are faced with today in America.

Five 30 minute class periods:

• Class 1 — Presentation and Think Sheet;
• Class 2 — Drafting, revision;
• Classes 3-4 — Work to complete illustration and class critique

GRADE
2-4

THEME
Four Freedoms, Civil Rights

LENGTH
Five 30 minute class periods

DISCIPLINE
Art

VOCABULARY
Civil Rights; Composition (Dynamics, triangular, Rule of Thirds, etc.); Diversity; Elements and Principles of Design; Emphasis; Media; Mood; Symbol; Technique; Thumbnail Sketch; Visual Inventory

1. Artwork plays a role in documenting the cultures of different times and places.
2. Responses to art vary, and are sometimes dependent on knowledge and understanding of the time and place in which it was made.
3. Viewers of artworks can infer information about the time, place, and culture in which a work of art was created.
4. The elements of art are building blocks used to create a work of art, while the principles of design describe the way artists use these elements within their work. By analyzing the elements and principles, students may interpret the visual meaning and intention of the artist.
5. Artists may create art to make a statement about their thoughts about topics important to them.

• How does The Problem We All Live With by Norman Rockwell relate to history?
• How were the elements and principles of design used to make this illustration successful?
• Describe the function and explore the meaning of specific art objects within our culture during this time.
• Who was Ruby Bridges? Who are other civil rights activists or heroes from our past?
• What problems are you faced with and how might you create a visual image describing these issues?
• How might you create art that makes a statement about something that is important to you?

• Students will view The Problem We All Live With by Norman Rockwell.
• Students will consider the historical and cultural events of the time in order to understand the relevant details within the illustration that relay the message.
• Students will brainstorm problems they are currently faced with, complete a Think Sheet, and create a work of visual art that demonstrates an understanding of how the communication of their ideas relates to the media, techniques, and processes they use.

After resigning his forty-seven year tenure with The Saturday Evening Post in 1963, Rockwell embraced the challenge of addressing the nation’s pressing concerns in a pared down, reportorial style. The Problem We All Live With for Look magazine is based upon an actual event, in 1960, when six-year-old Ruby Bridges was escorted by US marshals to her first day at an all-white New Orleans school. Rockwell’s depiction of the vulnerable but dignified girl clearly condemns the actions of those who protest her presence and object to desegregation.

A Conversation with Ruby Bridges Hall
Norman Rockwell Museum

Ruby Bridges Visits the President and her Portrait

• Ruby Bridges Goes to School: My True Story by Ruby Bridges
• Large easel with paper pad and pen, or board to record brainstorming ideas on
• Worksheet: The Problem I Live With Think Sheet (2-4)

Class 1

Class 2

6. Students will develop a thumbnail sketch and begin to consider what media would best emphasize the message they wish to convey, or the individual they will be honoring in their artwork.

7. Circulate around the room, checking in with each student and providing assistance if they need to talk about their ideas and material needs. Offer suggestions for revisions regarding composition and design.

8. The last ten minutes of class will be dedicated to a group share. Each student will be asked to explain their idea and the media they feel is best suited for their project. Throughout the project, students will be encouraged to talk with the instructor and their peers regarding their thoughts, ideas, and frustrations with their project, asking for help or feedback.

Class 3 – 4

9. Two more classes will be allotted to the completion of the project. Once students have completed the project, ask them to come together to present their project and explain their thoughts. Once each artist has spoken, comments from classmates will be allowed. The comments must be given in a respectful manner, demonstrate critical thinking, and be relevant to the project.

10. Allow time for students to prepare and display their artwork before class is dismissed.

• Students will be evaluated on their participation in the discussion (informal checks of understanding through questions) and completion of the Think Sheet.
• Students will complete a Think Sheet.
• Students will confer with their peers and the instructor upon completion of the thumbnail sketch and Think Sheet for feedback, suggestions and consider any revisions before moving on to begin the final illustration.
• Students will create personally satisfying artwork using a variety of artistic processes and materials.
• Students will select media, techniques, and processes; analyze what makes them effective in communicating their ideas; and reflect upon the effectiveness of their choices.
• Students will demonstrate safe procedures for using and cleaning art tools, equipment, and studio spaces.
• Students will analyze, describe, and demonstrate how factors of time and place (history and culture) influence visual characteristics that give meaning and value to a work of art.
• Students will participate in a group critique, then prepare and hang their illustration for display.

This curriculum meets the standards listed below. Look for more details on these standards please visit: ELA and Math Standards, Social Studies Standards, Visual Arts Standards.