Lessons Two to Fifteen
(Option E): Life's Stages

•continue to explore connections between the meaning conveyed in the work of art and the elements of art, principles of design, images, and techniques

Ask students to think about the different stages of life and how people grow as individuals through their life experiences. Discuss art works that reflect an interest in the passage of time or in life's stages.

Visit art galleries and artists' studios, or view works such as the following from Arts Education: Visual Art Resource for Grades 9 and 10:

• Donna Kreikle, "Creation Diptych 2"
• Catherine Macaulay, "Galiano Community Garden"
• Michael Lonechild, "Untitled"
• Laureen Marchand, "Singing for a Lost Nation"
• Gerald McMaster, "Five Indian Artists".

•understand how knowledge is constructed and evaluated in the arts (CEL: CCT)

From Ideas and Inspiration: Contemporary Canadian Art, discuss work such as the following:

• Sharon Alward, "Totentanz"
• Lee Brady, "Mystery-Spring"
• Eric Cameron, "Danish Pastry (5020)"
• Ruth Chambers, "Untitled Installation"
• Donnigan Cumming, "Untitled"
• André Fauteau, "Birth of the World"
• Mary Pratt, "Cold Cream"
• Michael Snow, "Shescape".

•relate, compare and evaluate what is viewed (CEL: CCT)

•explore, develop and convey their ideas through visual art

What are some of the observations that these artists make about the passage of time and about life's stages?

If the following activity was not done in the dance strand of this module, ask students to brainstorm a list of events that mark significant stages in people's lives. Significant events might include birth, birthday parties, entering kindergarten, learning to ride a bike, losing front teeth, graduating from grade eight, falling in love for the first time, getting a driver's license, graduating from high school, going to university, getting a job, coping with a serious illness, getting married or divorced, winning a sports event or other competition, changing jobs, giving birth, entering a nursing home, losing a loved one, attending religious ceremonies such as baptisms, buying a first house, having grandchildren, retiring, etc. Note that in some traditional Aboriginal cultures, people refer to four stages of life: infancy, childhood, adulthood, and old age or the age of wisdom. Many of the traditional symbols incorporated in clothing, objects and images represent these four stages.

•continue to increase skills and determine appropriate media, technology, forms and methods for their visual expression

Have each student create an art work that is a statement about one or more significant stages in people's lives. These stages may be personal or universal in nature. The art works could be inspired by other art works the students have seen or by poems and other literature.

•demonstrate ability to use ongoing reflection and critical analysis to clarify artistic intentions, and consider how the work might be interpreted by an audience

•discuss and analyse their own decision-making and problem-solving processes

Have each student create a visual statement about himself or herself. Some students may wish to create an art work which draws on memories from past experiences. Some students may prefer to create an image that is representative of themselves today, and others may predict their lives in the future.

When the art works have been completed, ask students to prepare their art works for an exhibition to be presented to the school and/or community. Invite parents, artists and others from the community to an opening of the art exhibition. Have students discuss their work and portfolios with the guests. Students who used a video or performance format could make a display or set times for their presentations.

Ask students to do a written review of one work or the whole exhibition. These reviews could be on display for the community to read as they tour the exhibition.