• Students will write a narrative announcing the design competition for the monumment
  • Students will design a monument based on set criteria



  • Pending


3.1.4 Describe how the illusion of 3-D objects are depicted in 2-D works of art.

3.1.6 Identify and describe a contour drawing of an object found in the environment.

3.1.11 Identify and describe representational, abstract and nonrepresentational works of art.

3.3.6 Explore and form an opinion about public art and design in the neighborhood, such as monuments, parks, plazas, murals, buildings, and bridges. Explain how these structures contribute to the cultural life of the neighborhood.

3.5.2 Represent and construct architectural features (e.g., arches, columns, symmetry, domes, post and beam) identifying mathematical concepts.

3.5.5 Identify artists in the community who create different kinds of art (e.g., prints, ceramics, paintings, illustrations, sculpture, and buildings).

4.1.1 Identify various types of lines (e.g., straight/curved, thick/thin, long/short, vertical/horizontal/diagonal, contour, ruled lines, calligraphy, and other freehand studies from observation, imagination, and schematic studies).

4.1.5 Identify pairs of complementary colors (e.g. yellow/violet; red/green; blue/orange) and discuss how artists use them to communicate an idea or mood.

4.2.4 Draw people in proportion to objects found in nature or in their environment.

4.2.9 Use additive and subtractive processes in making sculptural forms.

4.3.3 Describe an historic district observing the architecture and landscape; speculate how it has changed since its original construction.

4.3.8 Identify and describe how a person’s own cultural content influences responses to works of art. Create a composition that illustrates a personal cultural celebration.

4.5.3 Draw diagrams, maps, graphs, timelines, or illustrations to communicate ideas or tell a story about a historical event.

5.1.6 Distinguish and describe the concept of proportion (e.g. in face, figure) and scale used in works of art.

5.2.3 Draw a figure study using the conventions of facial and figure proportions.

5.2.7 Draw a landscape showing foreground, middle ground and background using overlapping to demonstrate perspective in a real or an imaginary scene.

5.2.9 Communicate values, opinions, and/or personal insights in an original work of art.

5.3.8 Research the role of visual art and arts during the Harlem Renaissance, exploring how visual arts reflect society and relate to other art forms (e.g. music, dance & theatre).

5.4.3 Develop and use specific criteria individually and in groups to assess works of art.

5.4.4 Using specific criteria, students assess their own works of art and describe what changes they would make for improvement.

5.5.4 Design a poster that illustrates a theme.


Design Competition Entries for Memorials

King Memorial  Plan
Rosa Parks Statue in US Capitol
African American Museum

Vietnam Veteran's Memorial - Washington, DC

Martin Luther King memorial - Washington, DC

Warm Up

Beginnng with a discussion on who their Civil Rights Leader is what were some of their personal attributes. Using Dr. King a s a model for the discussion we would list his attributes, this attributes would come from prior knowledge that the students have on Dr. King as well as through primary resources that are available in the student library.

Understanding that the attributes will be the basis for some of the design features of the monument have the students partner up with other students in groups so that they can discuss their project with each other and come up with four or five characteristics.

Based on those characteristics, the students would give actual representation to them. For example Love=Dove, Strength = Rocks   

Looking at the two design of wining designs of memorials that are on The National Mall what are some similarities and some of their differences. From what you know of the Vietnam War and again of Dr. King, what can you tell me about these memorials and how the honor their subject?

What would you have done differently in your design concepts. What other materials could have been used.

New Material

The students would be introduced to various design competition  announcements. Design competition give the general public an opportunity to share what they think should be incorporated in the monument or memorial.

Citizen input has a long history in Washington DC going back to the original design for the City in 1791 by Peter L’Enfant. Concepts for the Monument grounds have included Benjamin Latrobe’s 1816 proposal for a national university on this part of the Mall, Andrew Jackson Downing’s 1850 naturalistic landscape, a proposal to turn the grounds into exposition space for the 1892 World’s Fair, the independent McMillan Commission’s 1902 vision for a grand formal landscape of trees, fountains, and pools at the heart of the Mall’s cross-axis, and architect Leon Krier’s 1985 vision to expand the Tidal Basin over the Monument grounds.

These design competition announcement seek artist and architects to capture the true essence of the individual and put him in a place that will complement both him and the space around him.


Based on the criteria and characteristics of the iconic Civil Rights figure the students will make a Call for Submissions. This is an announcement that will be published in local and National Newspapers asking artist and artist groups to submit designs for your memorial. Contained in the Call for Submissions should be those characteristics and attributes as previously discussed. Some mention of where the monument will be located is necessary although an exact destination is not necessary, but may aide in the design. The call for submission for the Vietnam Veteran's Memorial was only 2 paragraphs long, while King's Memorial was several pages.

The students are in a unique situation as they are in a unique situation as they are the judge and jury in their own competition. They are to effectively execute a drawing model of what the monument concept is going to be based entirely on the Call for Submission application.


There will be a whole class critique so that the students can go back to their peers to get opinions. Each student would (1) post their completion drawings so that everyone can see and review their content (2) They would turn in the writings and the teacher would read the narratives and let the students compare and contrast the writings to the illustrations to see if they effectively connect to each other.

If they do connect, there is an understanding that the student was able to effectively make a visual connection to the literary component. If they do not connect having the whole class together gives everyone an opportunity to offer constructive criticism and points to move forward.

Closure and Reflection

We are half way there but still miles and decades to go... we now know who and what the newest monument on The National Mall is going to be. One of the thing that we do not know s the how. These project are expensive with cost over runs that can never be effectively determined.