Interrelated Unit

continued.

Suggested Activities

Possible Resources

The Effect of Technology on the Arts

In the 1920s there were great technological advances which affected the society of the time and continue to affect the society of today. With the advent of running water and electricity, work in the home was reduced and women's lives were greatly changed. The development of the radio led to a shift away from the piano as the focal point of family entertainment. People began to take a less active role in creating music and sheet music was in less demand. The juke box and the phonograph made certain selections of music available at the drop of a needle. Dance styles developed and changed due to the availability and popularity of music and film. The movies influenced fashions and trends. Life began to move at a faster pace with the development of the motor car. Designs of all kinds, including those of cars, roads, service stations, logos and billboards, reflected this acceleration in lifestyle.
Visual Art

In the twenties, the machine had taken over and the conveniences it provided caused great changes in people's lives. More free time was available and everything was moving faster. Poster and billboard design became more simplified so that people could see and understand the concept in a couple of seconds as they drove past on the road. Look at poster design prior to the twenties, during the twenties and today. How have the images, the use of the elements and principles, the content, etc. changed over the years?

Reference books on poster and billboard design

Visual artists of the twenties reflected this concern with time in their works. The movement which developed was known as Futurism. Repetitive line and shape, brush work and multiple images were used to create motion on a two-dimensional surface. The images were like the action of a machine. Recreate the action of a machine or person using some of these methods. Look at the work of Stan Day; "Circus Acceleration", for example.

Reference books on art and art history
Saskatchewan Art Works, slide # 55

Drama and Music

Until 1927 and the release of the first "talkie", The Jazz Singer, movie-goers were audience to silent films. Subtitles told the story and a keyboard player or an orchestra played music to create the necessary atmosphere for the movie. View some of the classic silent films. Ask students to identify the elements of theatre form in these films. Discuss how these elements were incorporated into the films and how they functioned in this medium. Arrange to view a contemporary film. Compare the use of the elements of theatre form in this film with their use in the silent films.

Any available silent films for which permission has been granted for students to view in classrooms

Pay close attention to the music in the film. Discuss how the elements of music and principles of composition are manipulated to create feelings of tension, love, joy, anger, etc. Is the music appropriate for the drama? Do we recognize some sounds today as being "clichéd"?
Visual Art and Music

Have students work in groups to plan and produce a silent movie. Students should incorporate some of the insights and information gained through the viewing of silent movies. Have the actors mouth their lines and try to eliminate all superficial noise. Insert subtitles to accompany the action by writing on the board and filming the message. Improvise music with available instruments and voices to create the appropriate atmosphere for the movie. Play the music live while viewing the film.

How to Make Your Own Video

Video in Focus

The first documentaries were being made in the 1920s as a result of the new technology in film making. View a documentary film about an artist; for example, a film from the Expressions series. Compare it and a feature dramatic film about an artist; for example, "Lust for Life" which tells about Van Gogh's life. How are the filming techniques different? How is the information delivered in each? Prepare a documentary film about a special game in the school, an interesting person in the community, an issue of interest to the students, the arts education classes in the school, etc.
Drama

Documentary films about artists
Expressions

Radio listening became a popular pastime in the 1920s. In 1927 the first national radio broadcast in Canada was aired. This broadcast was the forerunner of the Canadian Broadcasting Corporation, which was formed in the following decade. Design a project in which the students research the early history of national broadcasting in Canada and the influence of the CBC on Canadian identity and unity. A comparison of the current role and status of the CBC to those of its early days could be included.

Reference materials on the history of the CBC

Listen to early Canadian radio broadcasts. Design a project in which small groups of students create a radio drama or fifteen minutes of other radio time, modelled on the early broadcasts. If possible, structure this project into the drama they are currently working through.

Any available early radio broadcasts for which permission has been granted for teachers to use in classrooms

The Optional Inter-related Unit Continues

Suggested Activities	Possible Resources
The Effect of Technology on the Arts In the 1920s there were great technological advances which affected the society of the time and continue to affect the society of today. With the advent of running water and electricity, work in the home was reduced and women's lives were greatly changed. The development of the radio led to a shift away from the piano as the focal point of family entertainment. People began to take a less active role in creating music and sheet music was in less demand. The juke box and the phonograph made certain selections of music available at the drop of a needle. Dance styles developed and changed due to the availability and popularity of music and film. The movies influenced fashions and trends. Life began to move at a faster pace with the development of the motor car. Designs of all kinds, including those of cars, roads, service stations, logos and billboards, reflected this acceleration in lifestyle. Visual Art
In the twenties, the machine had taken over and the conveniences it provided caused great changes in people's lives. More free time was available and everything was moving faster. Poster and billboard design became more simplified so that people could see and understand the concept in a couple of seconds as they drove past on the road. Look at poster design prior to the twenties, during the twenties and today. How have the images, the use of the elements and principles, the content, etc. changed over the years?	Reference books on poster and billboard design
Visual artists of the twenties reflected this concern with time in their works. The movement which developed was known as Futurism. Repetitive line and shape, brush work and multiple images were used to create motion on a two-dimensional surface. The images were like the action of a machine. Recreate the action of a machine or person using some of these methods. Look at the work of Stan Day; "Circus Acceleration", for example.	Reference books on art and art history Saskatchewan Art Works, slide # 55
Drama and Music
Until 1927 and the release of the first "talkie", The Jazz Singer, movie-goers were audience to silent films. Subtitles told the story and a keyboard player or an orchestra played music to create the necessary atmosphere for the movie. View some of the classic silent films. Ask students to identify the elements of theatre form in these films. Discuss how these elements were incorporated into the films and how they functioned in this medium. Arrange to view a contemporary film. Compare the use of the elements of theatre form in this film with their use in the silent films.	Any available silent films for which permission has been granted for students to view in classrooms
Pay close attention to the music in the film. Discuss how the elements of music and principles of composition are manipulated to create feelings of tension, love, joy, anger, etc. Is the music appropriate for the drama? Do we recognize some sounds today as being "clichéd"? Visual Art and Music
Have students work in groups to plan and produce a silent movie. Students should incorporate some of the insights and information gained through the viewing of silent movies. Have the actors mouth their lines and try to eliminate all superficial noise. Insert subtitles to accompany the action by writing on the board and filming the message. Improvise music with available instruments and voices to create the appropriate atmosphere for the movie. Play the music live while viewing the film.	How to Make Your Own Video Video in Focus
The first documentaries were being made in the 1920s as a result of the new technology in film making. View a documentary film about an artist; for example, a film from the Expressions series. Compare it and a feature dramatic film about an artist; for example, "Lust for Life" which tells about Van Gogh's life. How are the filming techniques different? How is the information delivered in each? Prepare a documentary film about a special game in the school, an interesting person in the community, an issue of interest to the students, the arts education classes in the school, etc. Drama	Documentary films about artists Expressions
Radio listening became a popular pastime in the 1920s. In 1927 the first national radio broadcast in Canada was aired. This broadcast was the forerunner of the Canadian Broadcasting Corporation, which was formed in the following decade. Design a project in which the students research the early history of national broadcasting in Canada and the influence of the CBC on Canadian identity and unity. A comparison of the current role and status of the CBC to those of its early days could be included.	Reference materials on the history of the CBC
Listen to early Canadian radio broadcasts. Design a project in which small groups of students create a radio drama or fifteen minutes of other radio time, modelled on the early broadcasts. If possible, structure this project into the drama they are currently working through.	Any available early radio broadcasts for which permission has been granted for teachers to use in classrooms