1- “PRESENTING A CASE”
This piece can be considered performance art. The students in this piece wrapped themselves together with ribbons and asked the organizations’ representatives and other attendees to detach them. The girls were very touched by the installation art project because they had the chance to express themselves and wanted to share this feeling and ask for other projects which will help them reveal their concerns.
This piece resembles that the external appearance does not reflect the internal characteristics. The person who stands in front of the mirror and sees the name of the peace will get the feeling that what he sees is not everything about him.
The student symbolizes time as a candle. The passing time will never return just as the melting candle will never again be restored to its original size.
This piece is abstract, showing a big black heart with a white tail coming out of the heart and continuing up the wall. The white tail symbolizes that there is still hope for the black heart.
This piece shows the importance of time for a school student. This student she hung many clocks from the ceiling and at varying levels. With this project she wanted to symbolize that she always must be punctual and deliver her homework on time.
In this piece, the tradition of early marriage which is very common in rural communities is criticized. Early marriage is represented as a white and pleasant room which seems welcoming to enter. Once inside the bride will find darkness and sorrow, as there are many bad outcomes of early marriage.
This piece aims to show the brutality, humiliation, and suffering that Palestinian detainees face in Israeli interrogation rooms.
The student’s father was killed by the Israeli soldiers when she was a baby. In this piece she hung her baby picture from its side and wrote the name of her father with bullets on the ground.
Even before she new colors she lost her father and her life was changed for ever.
This piece is fixed on the corner of the school building; the donation box is connected to a leader’s pocket with a tube. This is a cynical piece about Arab leaders.
In this piece the student is talking about members of her family who are divided between Bethlehem and Jerusalem; some of her brothers and sisters hold Palestinian IDs and the others have Israelis IDs. Her mother is very upset about the family separation which has been caused by the separation wall.
This is performance art in which the student was trapped in a net of strings. The performance represents her personal problem.
This piece is a criticism of the Arabs these days who are disregarding the original Arabic language. The student wrote a not well-known word in Arabic and hung many copies of it in the corridor and the room. Eventually one gets to know the meaning of the word and finds many dictionaries next to the meaning. On the black board a few other words are written, which are also not very common to people, to encourage the attendees to use the dictionaries..
The student made a line that connects the door of
the room to the end of it out of red thorns to indicate blood. In the middle
the line there is a key and at the end a wooden monument of Al-Aqsa.
This piece indicates that the way to liberate Jerusalem is very difficult
and bloody.
This piece refers to an Arabic proverb ‘the person
who has a house of glass should not throw stones on others houses’ which
means that one should not spread rumors about other people as they may do
the same to him or her.
This piece criticizes the ministry of education resolutions. The ministry keeps changing the educational system and regulations and the students feel like a field of experiments for those resolutions.
This piece is video art in which the students are criticizing the society’s disregard for children’s opinions. In the film a young child is shown speaking but the viewers are not able to hear what she is saying. The child also tries to make her elders pay attention to her but she is unsuccessful.
This piece is about the anniversary of martyrdom. The students hung pictures
of Hamas martyrs leaders and under each picture they put a sharp spike and a
candle to represent the leaders’ dedication and commitment to the
Palestinian issue and how they died so that others could continue.
The student in this piece symbolized Palestinian detainees in Israeli
prisons with a dove trapped in a corner behind a fence.
The students hung white sheets of paper all around the room and opened the
way for the public to come and express their thoughts and concerns.
This piece represents the violence in the community. The students collected wooden batons from the surrounding community. These batons are used in fighting and usually people keep them in their cars and homes.
The student hung the batons from the ceiling to make the audience actually feel worried and irritated.
In this piece the student refers to a car accident that happened with her
brother. An Israeli army jeep ran into his car and caused serious damages to
the car while badly injuring him.
This piece encourages people to take care of the environment and keep it clean. The student made contrast between existing garden in the school which is very clean and a dirty area beside filled with rubbish and garbage.
