Interrelated Unit

continued.

Suggested Activities

Possible Resources

The Innovators

Some artists seek ways to test societal norms. This is evident in the twenties as visual artists, choreographers, composers and dramatic artists created new, sometimes shocking work. The post- war climate fuelled these endeavours.
Dance

During the 1920s, both ballet and modern dance were undergoing significant changes. Ballet was being redefined in Europe and North America with the arrival of the Ballets Russes from Russia. A new dance form called modern dance was beginning to establish itself. The new generation of choreographers was breaking with tradition. They were beginning to look at their own life experiences and the world for inspiration. These new choreographers have significantly influenced the dance of today. Have the students do a survey of ballet and modern dance occurring during this time period.

Reference materials on dance in the 1920s, such as Ballet and Modern Dance, What is Dance?, History of the Dance in Art and Education
In small groups design research projects that focus on a modern choreographer; for example, Isadora Duncan, Mary Wigman, Martha Graham, etc. Projects should include information about the influence and individual style of the choreographer. Ask students to create their own dance in a similar style. Have students imagine they are a dance critic of the 1920s. Ask them to write a critique of their own dance.
The Ballets Russes was an avant garde company which flourished under the direction of Diaghilev. The dances created under his direction often combined the choreography with work of experimental composers, writers, visual artists and designers. Many innovative artists were associated with the Ballets Russes, such as Nijinsky, Massine, Nijinksa, Balanchine, Cocteau, Chanel, Picasso, Matisse, Satie and Stravinsky.

Have students focus on the Ballet Russes' dance "Parade", choreographed in 1917. This dance, considered indicative of the Jazz Age, was invented by Jean Cocteau, score by Eric Satie, costumes by Picasso, choreography by Massine. "Parade" introduced cubism and natural sounds to the theatre public.
In small groups, have students design their own cubist costumes, sets, and a music score using natural sounds. Choreograph a dance using the idea of a parade. Students should pay attention to any limitations the costumes have for movement. Some groups may wish to choose another topic they think is more indicative of their music and costumes.

Suggested Activities

Possible Resources

Music
Composers of art music in the twentieth century were experimenting with the elements of music and tonality. Often they would create music that was difficult to understand or appreciate. Audiences began to reject this new music in favour of the older, more familiar styles. With the invention of the radio and the phonograph, people no longer relied on live performances to hear music. This was the first time that contemporary composers' works were rejected in favour of older styles.

Ballet and Modern Dance: A Concise History

Listen to available recordings of twentieth century music by such artists as Debussy, Stravinsky, Schoenberg, Satie, etc. Compare this music with the music of the Romantic or Classical periods. List similarities and differences.
Experiment with a twentieth century composition technique, such as chance. In groups, have students choose sounds that appeal to them and assign each sound a number. Roll a die to determine the sequence of the sounds. Make a visual representation of the composition by creating a visual symbol to represent each sound. Ask the students to demonstrate an understanding of one or more of the elements of music or principles of composition in their creations.

Music: Sound and Sense

Canada: Its Music, pp. 65-75
Canada Is ... Music 7/8, chapter 8

Suggested Activities

Possible Resources

Drama

In the 1920s, innovative dramatic artists in North America reacted to commercial theatre and to the world situation with the formation of "Little Theatres". These small theatre companies were committed to the promotion of new playwrights and the production of new plays. Much of their work was socially relevant and was intended to motivate political and social action.

Reference materials on the history of the theatre, such as Living Theatre

The Oxford Companion to the Theatre

In the latter part of the twentieth century, innovative dramatic artists continue to create challenging work. In most Canadian provinces, theatre companies whose ideals are much like those of the "Little Theatres" of the past exist. In Saskatchewan and elsewhere, there are theatre companies that aim to make Shakespeare more accessible for contemporary audiences by producing his plays in more "modern" and familiar contexts. As well, Fringe Theatre Festivals occur annually in several parts of the world, including Saskatchewan. These festivals offer audiences the opportunity to view the work of local dramatic artists and of dramatic artists from around the globe.

Professional theatre companies in Saskatchewan and Canada

Fringe Festival offices in Saskatchewan, Canada, Scotland, etc.

Design a project in which students either research the dramatic artists of the 1920s, their work and the sources of their work, or describe innovations and innovators in the contemporary theatre, including the histories of professional theatre companies in Saskatchewan and Canada, and of the Fringe Festivals. Encourage students to note where artists, past and present, get their ideas and how they execute them.

Suggested Activities

Possible Resources

Visual Art

In art-making, innovation could be seen in the work of the Dadaists who broke with the traditions of art and began to use non-art materials to attack traditional conventions and ideas. Duchamp, one of the artists in this movement, would put his signature and a provocative title on a ready-made object and exhibit it as a work of art. He believed that artistic creation did not depend on craftsmanship but on the idea. The element of chance and one's imagination were the guiding principles for these new artists. Have students research this movement further to gain more insight.

Reference books on art and art history

Look at contemporary artists' works for the use of non-traditional materials. For example, look at work that incorporates street signs, plastic bottles, styrofoam, newspaper, books, etc. Make an artwork using a material which would not traditionally be used in art-making.
Use chance in a work of art. For example, drop books or other objects randomly off of a desk and draw the resulting image. Pick different words out of a hat and make an art work incorporating these words.

Books on contemporary artists
Catalogues from galleries that show artists who use non-traditional materials

Suggested Activities	Possible Resources
The Innovators Some artists seek ways to test societal norms. This is evident in the twenties as visual artists, choreographers, composers and dramatic artists created new, sometimes shocking work. The post- war climate fuelled these endeavours. Dance
During the 1920s, both ballet and modern dance were undergoing significant changes. Ballet was being redefined in Europe and North America with the arrival of the Ballets Russes from Russia. A new dance form called modern dance was beginning to establish itself. The new generation of choreographers was breaking with tradition. They were beginning to look at their own life experiences and the world for inspiration. These new choreographers have significantly influenced the dance of today. Have the students do a survey of ballet and modern dance occurring during this time period.	Reference materials on dance in the 1920s, such as Ballet and Modern Dance, What is Dance?, History of the Dance in Art and Education
In small groups design research projects that focus on a modern choreographer; for example, Isadora Duncan, Mary Wigman, Martha Graham, etc. Projects should include information about the influence and individual style of the choreographer. Ask students to create their own dance in a similar style. Have students imagine they are a dance critic of the 1920s. Ask them to write a critique of their own dance. The Ballets Russes was an avant garde company which flourished under the direction of Diaghilev. The dances created under his direction often combined the choreography with work of experimental composers, writers, visual artists and designers. Many innovative artists were associated with the Ballets Russes, such as Nijinsky, Massine, Nijinksa, Balanchine, Cocteau, Chanel, Picasso, Matisse, Satie and Stravinsky.
Have students focus on the Ballet Russes' dance "Parade", choreographed in 1917. This dance, considered indicative of the Jazz Age, was invented by Jean Cocteau, score by Eric Satie, costumes by Picasso, choreography by Massine. "Parade" introduced cubism and natural sounds to the theatre public. In small groups, have students design their own cubist costumes, sets, and a music score using natural sounds. Choreograph a dance using the idea of a parade. Students should pay attention to any limitations the costumes have for movement. Some groups may wish to choose another topic they think is more indicative of their music and costumes.
Suggested Activities	Possible Resources
Music Composers of art music in the twentieth century were experimenting with the elements of music and tonality. Often they would create music that was difficult to understand or appreciate. Audiences began to reject this new music in favour of the older, more familiar styles. With the invention of the radio and the phonograph, people no longer relied on live performances to hear music. This was the first time that contemporary composers' works were rejected in favour of older styles.	Ballet and Modern Dance: A Concise History
Listen to available recordings of twentieth century music by such artists as Debussy, Stravinsky, Schoenberg, Satie, etc. Compare this music with the music of the Romantic or Classical periods. List similarities and differences. Experiment with a twentieth century composition technique, such as chance. In groups, have students choose sounds that appeal to them and assign each sound a number. Roll a die to determine the sequence of the sounds. Make a visual representation of the composition by creating a visual symbol to represent each sound. Ask the students to demonstrate an understanding of one or more of the elements of music or principles of composition in their creations.	Music: Sound and Sense Canada: Its Music, pp. 65-75 Canada Is ... Music 7/8, chapter 8
Suggested Activities	Possible Resources
Drama
In the 1920s, innovative dramatic artists in North America reacted to commercial theatre and to the world situation with the formation of "Little Theatres". These small theatre companies were committed to the promotion of new playwrights and the production of new plays. Much of their work was socially relevant and was intended to motivate political and social action.	Reference materials on the history of the theatre, such as Living Theatre The Oxford Companion to the Theatre
In the latter part of the twentieth century, innovative dramatic artists continue to create challenging work. In most Canadian provinces, theatre companies whose ideals are much like those of the "Little Theatres" of the past exist. In Saskatchewan and elsewhere, there are theatre companies that aim to make Shakespeare more accessible for contemporary audiences by producing his plays in more "modern" and familiar contexts. As well, Fringe Theatre Festivals occur annually in several parts of the world, including Saskatchewan. These festivals offer audiences the opportunity to view the work of local dramatic artists and of dramatic artists from around the globe.	Professional theatre companies in Saskatchewan and Canada Fringe Festival offices in Saskatchewan, Canada, Scotland, etc.
Design a project in which students either research the dramatic artists of the 1920s, their work and the sources of their work, or describe innovations and innovators in the contemporary theatre, including the histories of professional theatre companies in Saskatchewan and Canada, and of the Fringe Festivals. Encourage students to note where artists, past and present, get their ideas and how they execute them.
Suggested Activities	Possible Resources
Visual Art
In art-making, innovation could be seen in the work of the Dadaists who broke with the traditions of art and began to use non-art materials to attack traditional conventions and ideas. Duchamp, one of the artists in this movement, would put his signature and a provocative title on a ready-made object and exhibit it as a work of art. He believed that artistic creation did not depend on craftsmanship but on the idea. The element of chance and one's imagination were the guiding principles for these new artists. Have students research this movement further to gain more insight.	Reference books on art and art history
Look at contemporary artists' works for the use of non-traditional materials. For example, look at work that incorporates street signs, plastic bottles, styrofoam, newspaper, books, etc. Make an artwork using a material which would not traditionally be used in art-making. Use chance in a work of art. For example, drop books or other objects randomly off of a desk and draw the resulting image. Pick different words out of a hat and make an art work incorporating these words.	Books on contemporary artists Catalogues from galleries that show artists who use non-traditional materials