Materials:

A world map with South America, Chile, and Brazil clearly labeled
Copies of Latin American Artists Information
Slide projector
Slides of Cildo Meireles, Zero Dollar and Eugenio Dittborn, Sin rastros (No tracks), and (Click here to order slides.)
Books, newspapers, and news magazines like Time and Newsweek
Computers with internet access
Selection of art materials such as various papers, paints, crayons, glue, and cardboard

Procedure:

1. First introduce students to the concepts of limited and unlimited governments and give examples of each. Explain to students that throughout history there are periods when certain countries have been under the rule of unlimited governments that exercised extreme control over the citizens’ actions. Because artists are also citizens, many have endured harsh censorship under these governments.

• Example one: Hitler organized an art exhibition of “degenerate art” and destroyed 650 works of modern art.
• Example two: Stalin believed art should be a means of political education and did not allow any the creation of art, music, or literature that did not fit his definition.
  

From the 1960s to 1980s military governments in some South American countries, such as Chile and Brazil, strictly monitored all forms of communication including artwork.  Show students a map of South America and ask them to identify Chile and Brazil. Artists and other activists were denied the right to free speech due to harsh censorship. Those who dared to speak out against the government were often kidnapped, tortured, or even killed. Artists were forced to find alternative methods to make statements through their art. Some examples of Latin American art in which the artists used creative approaches to veil their messages or to bypass government control are in the Blanton's collection: 

Cildo Meireles, Zero Dollar, 1978-84 and Zero Centavo, 1974-78
Eugenio Dittborn, Sin rastros (No tracks), 1983

2. Ask students to discuss these questions as a group in order to review the differences between limited and unlimited types of governments:
   
   
• What is the difference between a limited and an unlimited government?
• What rights do citizens have in a limited government (democracy) that they may not enjoy in an unlimited government (dictatorship or totalitarian government)?
• Are citizens allowed to voice their opinions or to express opposition to policies in an unlimited government?
• In a limited government how might citizens express their opinions or make statements about current issues? (rallies, newspaper editorials, voting, etc.)
• How do artists respond to current events and social issues in a limited government?
• What effect does an unlimited government have on artists?
• What choices do artists have when they are faced with unreasonable censorship? (follow the rules, outright opposition to rules no matter what the risk, or find ways skirt the rules)
  
  
3. After discussing the challenges artists face under an unlimited government, such as the military governments of Chile and Brazil in the 60s, 70s, and 80s, introduce students to works of art by two artists who found ways to circumvent their restrictive governments. Show slides or computer images of the two works of art and use Latin American Artists Information for information on artists, works of art, and questions for discussion with students. Begin by having them describe each work and use the questions to encourage a deeper discussion.
   
   
4. Explain to students that in this activity they first will act as citizens in a democratic society and will voice their opinions. Ask students to find a current world issue that interests them by surveying newspapers and magazines. Have each student write a 750-800 word persuasive essay in the form of a newspaper article or a persuasive speech expressing his/her viewpoint about the issue and supporting his/her opinion with facts.
   
   
5. Explain to students that in the second part of the lesson they should imagine that they are operating under an unlimited government without the ability to freely express their opinions. Tell students that they must use artwork to address the same ideas illustrated in their essays; however, because censorship is an issue, they must find alternative ways to make or to show potentially controversial artwork. For ideas, have students to consider some of the methods used by the artists that were observed. Students might use metaphors and symbols or use unusual methods for distributing art. Tell students to think about ways to make interesting and thoughtful art in a covert way. Almost any art materials and everyday objects can be used. The emphasis is less on the artistic merit of the work and more on resourcefulness and the message.

Conclusion

6. Display student artwork and stage a gallery opening. Have students explain their artworks in an informal gallery discussion with their peers.  After all students have shared their work, ask them to reflect on the experience by answering these questions:
   
   
• How did the experience of writing an opinion differ from expressing the same opinion in an artwork? 
• What challenges were faced in making the artwork in an unconventional way? 
• Did the limitation on your artistic freedom force you to be more or less creative?