Unit One: From Source to Expression

Mini-unit 1: Observation

Suggested Activities	Possible Resources
Sample Theme: The Constructed Environment -- Machines Machines in the Constructed Environment The students will: begin to reflect on how the elements of art, the principles of design, the images and the techniques used convey meaning in works of art begin to understand the impact of technology on visual art. Observe machines in the constructed environment.	Note: Most resources listed in this column appear in Arts Education: A Bibliography for Grades 6 to 8, 1994. Citations appear in full in the bibliography, alphabetized by title.
Discuss why some people have a great interest in cars. Some suggestions may include going places, seeing things, independence, speed, excitement, nostalgia, growing up, movement, etc.	Books on cars, trucks, tractors, etc. Model cars and trucks
Explore the elements of art and the principles of design in the construction of machines; e.g., car design -- colour, line, shape, variety, emphasis, etc. Why are different elements and principles stressed in different styles and makes of cars? View and discuss C. Audette-Rozon's work and compare her Model T. Ford to modern car design.	Saskatchewan Art Works slide #87
Explore the changes that have occurred over the eras since the car was invented; for example, car design, service station design, billboard and poster design (simplified due to speed of passing), etc. How does the style of the car reflect the times? What is your favourite style and why? What are current trends in design and why are they being developed? Who designs cars and what kind of training do you need for this occupation? What kind of a person buys certain cars? Discuss variety in car design and why it is important.	Books on the history of car design, poster design, etc. Books on careers in art -- industrial design section
Design a vehicle for yourself, keeping in mind your interests. As a group, discuss the designs and determine how each student has used the elements and principles in his or her design.	Design Synectics by N. Roukes
Teacher Note Activities on the elements of art and the principles of design are best taught within a meaningful context. Integrate activities on the elements of art and principles of design with other suggested activities. See Appendix A for more information on the elements of art and principles of design (p. 605). The students will: challenge themselves to solve visual art problems in a variety of new ways continue to determine and explore appropriate media, technology, forms and methods for visual expression examine the role and the influence of visual images in their daily lives, including mass media and popular culture.
Go out to a parking lot and draw vehicles. Draw the whole and then focus on interesting sections which have components of the elements and principles. Identify the elements and principles. Discuss how unity has been achieved more successfully in some models than in others. Draw from different points-of-view. Create a group drawing on the blacktop of the lot using coloured chalks.	I am an Artist: Beginning to Draw through Observation by J.M. Unsworth
If you are unable to go outdoors, go through magazines and remove advertisements for vehicles. Discuss how different companies use colour, images, symbols, etc. to sell their product to a specific market. Have students select an image, cut it in half and glue one half on a piece of paper. Draw the other half as realistically as possible or juxtapose other images to the cut out section to produce an unusual vehicle (e.g., hot dog truck, lipstick car, etc.).	Magazines with advertisements
Suggested Activities	Possible Resources
Art and Design from the Constructed Environment The students will: understand that visual art is a means of communication and continue to appreciate the importance of non-verbal communication develop co-ordination and skills for using appropriate tools, technology, materials and techniques examine the various functions of visual art; for example, as celebration, illustration, entertainment, etc. begin to gain understanding about the values, beliefs, ideas and traditions of various cultures, past and present, through the study of the cultures' visual art works begin to reflect on and discuss the intentions, development and interpretations of their own and their peers' art works. Question where old or broken-down cars go. What kind of non- verbal communication does a broken- down car have? Look at images of vehicles which have been discarded. Discuss the tragedy of accidents and how they can be avoided; for example, seat belts, not drinking and driving, air bags, etc. Have students write stories in their journals about a broke-down vehicle they've observed.
Find objects that have been broken, ruined or discarded and use the object as a base for a sculpture. Discuss the different kinds of bases sculptors use and how the size, shape, material, etc. can affect or inspire the sculpture placed upon it. Reflect upon each student's solution when complete. Tour a salvage area or a garbage disposal area. Where is it located? Would you want this near your home? What will eventually happen to the site?	Sculpture by A. Pekarik
Discuss city design. Compare a map of the city or town the students know to a map of another centre. Look at designs for Indian and Métis communities or encampments and discuss the differences between their design and a city design. Observe and discuss how the elements of art and the principles of design are evident in the maps. Design a map for the location of an important object or some hidden object within the school. The students will: continue to hone skills of observation and image-making in order to become more aware of the detailed information and stimuli in the visual environment begin to become familiar with the principles of design in the work of others and begin to use their knowledge of the principles in all their visual art experiences explore the relationship visual art has to other art forms begin to develop the ability to suspend judgment and actively participate when viewing art works.	Maps of cities and towns, books with examples of Indian and Métis camp design, such as Native American Architecture by P. Nabokov and R. Easton and Indian Givers: How the Indians of the Americas Transformed the World by J. Weatherford Be careful to avoid misconceptions equating present day Indian and Métis peoples as living in traditional historic camps, or that Indian and M‚tis traditional camps were the same (i.e., circular encampments vs long lots).
Organize a "Clean Up the Home, School or Community Day". Keep the garbage collected to use as media for art works.
One person's garbage can be another person's treasure. Discuss the popularity and interest in garage sales, next-to-new shops, antique shops, etc. Read about people who are collectors.	"Hector the Collector" by Shel Silverstein from Crazy to Be Alive in Such a Strange World, selected by Nancy Larrick
Use contour drawing to further examine interesting objects which have been discarded. Design the kind of tracks the object would make and trace the tracks this object would make in a certain situation (e.g., if the object were lost, afraid, happy, etc.).	Behind the Scenes with Wayne Thiebaud (video)
Collect and display objects which have been discarded. Use these objects to build an assemblage, an animated creature or a kinetic sculpture. Look at E. Poitras' "Coyote" and G. Amantea's "Blue Wall" for examples of artists using found materials to build sculptures. Find examples of mixed media art works in the community and discuss their effectiveness.	Saskatchewan Art Works slides #34, 48
Make drawings of the students' sculptures using crosshatch to suggest the illusion of form. Reflect upon how different compositions and materials have been used to create unity in the student drawings and assemblages. Think of other activities that the art works could be used to enhance; for example, photograph some of the images and put them together to make a photo story, use as props for a dance or drama activity, etc. Have students discuss the intentions, development and interpretations of their own and their peers' art works.
Suggested Activities	Possible Resources
Art and Preservation of the Environment The students will: begin to examine environmental, historical and social factors that influence visual artists and their work begin to understand the value of keeping an ongoing record of ideas for their own visual art compositions begin to understand and use various aspects of the creative process when developing works of art (choosing an idea or topic, brainstorming, identifying focus, adapting, reflecting, refining).
View J. Cowin's "Fisherman's Creek". Read the artist's statement. Discuss how the artist protects his favorite environment by not revealing it to others. Find stories and poems of other peoples' ideas for the preservation of the environment. Discuss whether we need fewer vehicles, or more efficient fuel, etc. Discuss how business, money, traditions, the individual, etc. can affect change and the development of new methods and ideas. Invite a resource person to the class who can speak about waste management and the environment or a resource person who can speak about a particular group or culture's reverence for the environment. Research to learn the effects of garbage on our environment. Discuss waste management, recycling and other possible solutions. Investigate how some communities are dealing with their garbage more effectively than others. Work in groups and use various aspects of the creative process to develop ideas. Have students write a short description of their ideas or solutions in their journals. Ask students to generate ideas for the solution of the problem of waste disposal.	Saskatchewan Art Works slide #53 Earth Circles (video) Stories and poems that relate to the preservation of the environment. For example, Window by J. Baker, I'm in Charge of Celebrations by B. Baylor, Hawk, I'm Your Brother by B. Baylor Mother Earth, National Film Board film Resource books on the preservation of the environment
Fold and roll old newspapers to build sculptures or use discarded paper from the classroom to make new paper. Consult art books to learn the process of recycling paper.	Books on paper-making The Mark of the Maker (video)
View art works which have concerns about the environment, such as using found materials or not wasting materials in the art work. Examples include, S. Andrews Grace, G. A. Siwek, G. Amantea, R. McLellan. Present the problem of designing an art work or project where no materials are wasted. Display or discuss the students' works when complete.	Saskatchewan Art Works slides #1, 18, 48, 64

Unit One Continues