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Example of a Student Task Sheet for a Video
Based on Drawing the Line: A Portrait of Keith Haring (1989)
Before You Watch
1. What do you know about Keith Haring?
2. How would you describe his artwork?
3. What is the purpose, or function, of public art?
4. What types of social issues have artists addressed in their art?
5. Name as many artists as you can and identify the issues they have addressed.
While You are Watching
Listen for the answers to these questions
1. Write down three reasons why art critics have called him an outsider of the art establishment.
2. What social issues does Haring address in his work? List at least two.
3. How does Keith believe public art should function? List at least two ideas.
Listen for comments about the following topics. Make a check next to the topic when you hear it discussed in the video.
_____ Analysis of Haring’s work by art critic Leo Castelli.
_____ Analysis of Haring’s work by art critic Jeffrey Deitch
_____ Keith’s philosophy about commercial art and the Pop Shop
_____ Keith’s philosophy about the function of public art
After the Video
Be prepared to answer these questions in a group
1. If Keith Haring were alive today, what types of social issues do you think he might address in his art?
2. Analyze why some art critics call Haring an outsider of the art establishment.
3. How do your own ideas about the function of public art compare and contrast with Haring’s ideas? Justify your reasoning based on the ideas from the reading, the video, and your personal philosophy.
4. What is your reaction to Keith’s comments about commercial art and the Pop Shop?
Customizing This Task Sheet
» Download an editable Microsoft Word version of this handout
More About Questions
» Suggestions for Effective Questioning Techniques
» Different Types of Questions based on Bloom's Taxonomy
» Examples of Different Types of Questions about a Video on Keith Haring
More About Using Videos in the Classroom
» Using Videos Effectively
» Examples of Different Types of Questions about a Video on Keith Haring
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