1- “INVASION”
This piece symbolizes the destruction of the land and the buildings caused by the Israeli invasions. The continuation of this destruction of Palestinian lands is illustrated by the footprints.
The student showed copies of the rent contracts of additional classrooms which are rented from the neighbors of the school, in order to highlight the problem of the classroom shortage that the school is facing.
This piece symbolizes a meeting for the Arab leaders to discuss the Palestinian issue; the files of the Arab leaders have incorrect solutions for the simple Palestinian equation because they include their private interests as part of it. The Palestinian file has an obvious and correct solution for the simple equation 1+1=2.
This piece symbolizes the brutality of the Israeli occupation forces in killing the Palestinian people and their leaders. The student used Shaikh Ahmad Yaseen as an example; although he was a handicapped old person, the Israeli pilots didn’t hesitate to assassinate him by shooting a missile in front of the mosque door.
The student criticizes in this piece the Free Trade system, which has destroyed the Palestinian local industry. She exhibited a sewing machine which is covered with dust and spider nets and many foreign clothing labels. This machine is not used anymore because of the practice of importing cheaper clothing from abroad.
The student criticizes the modern clothes the Arab people wear these days, which have no relation to our traditional clothes and have western style. On the ground she laid a traditional dress full of dust and dirt.
The Student served dirty water to the audience of the exhibition to show that the Palestinian water resources are being polluted from the settlements.
This piece is a memorial for a famous football player in Husan village who died very young. He exhibited personal items from this player on a board and hung it from the ceiling with four very thin threads. This piece resembles how human life can be short and end in any minute.
The students symbolizes their village community as a nest, and after building the separation wall they will be separated from each other.
This game symbolizes the political situation in the Arabic world as the student sees it. Zionism, which is symbolized by the stick, controls the red ball (USA), which hits the white Balls (Arabic countries) and drops them into the pockets of Israel.
This piece is about the separation wall, which will be built on the lands of their village, and how it will separate some students from their school.
The student sorts the media and the T.V. stations in two categories. One category is good and provides benefits, which she symbolizes with fresh fruits, and the other one is bad and corrupting, she symbolizes it with old fruits which seem to be fresh but are rotten.
In
this piece the student wants to show the fissures that were created in the
school when Israel exploded something to make way for building a settlement
nearby.
She marked the fissures and used ropes to fix the school to the ground. It’s
the way that the Arab Bedouins used to fix their tents.
The opening of the exhibition and the discussion was
conducted in the school corridor. It is a long narrow corridor; the students
closed all its openings with fabric as they wanted to give the audience the
feeling of being surrounded by the Israeli separation wall.
The students themselves feel trapped in their school and homes as the wall
is blocking the view and the sunlight.
