Unit Three: Traditions and Innovations

Mini-unit 1: Visual Images and Daily Life

This mini-unit encourages students to become aware of the connections between visual art and daily life. They can see that many artists choose their subject matter from what they see around them. Students can also see that visual art is present in their own community.

Suggested Activities	Possible Resources
Sample Theme: Art At Home Observations The students will: begin to develop an understanding of how visual artists use symbols and other means to convey meaning begin to apply their understanding of the elements of art and the principles of design when discussing, analysing, developing and reflecting on visual art works.	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.
Organize a treasure/scavenger hunt. Have a list of different colours (analogous, complementary, monochromatic, etc.); lines (spiral, repeated, radiating, etc.); textures (real and imitated); shapes (organic and geometric); and forms (open and closed) which the students will have to find in the home and school. Find examples of each of the different concepts in reproductions of artists' works which have been displayed around the room. Create the illusion of perspective on a two-dimensional surface by arranging the collected objects according to size. The larger the object, the closer it is to the viewer. Make a drawing of these objects in this formation. Paint this image with colours which lose their intensity as they recede in the distance (aerial perspective). Discuss how emphasis is achieved in individual works; for example, one object more detailed, a different colour, size or shape from others in the composition, etc. The students will: 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 examine how artists' views about art have changed over time and will continue to change. Do a search for visual art works which are in the home. Include as many art forms as possible, such as clothing design, graphic design, film, video, etc. Make a list of the artists which are represented. Are they local artists, famous artists, etc.? Are they full-time artists or people who make art works in their spare time? Discuss.	Found objects
List the art works which were found in students' home. Why were they purchased? Quilts are often popular in Saskatchewan communities. Why is this? Look at quilt designs and the symbols used. Are they "works of art"? Compare them to "hard edge" painting and optical design. Use line and shape to design a small lino-cut or styrofoam print which can be repeated to form a continuous pattern. Plan the design before starting. Print the design to form an overall pattern. Discuss student works in relation to quilts, optical illusion and hard edge painting.	Books on quilt-making, print-making and optical illusion Contemporary Quilting by S. Robinson
Suggested Activities	Possible Resources
Artists in Everyday Life The students will: increase their understanding of the contributions of various artists, past and present, to the field of visual art increase their understanding of the contributions of Saskatchewan and Canadian artists, including Aboriginal artists, to the field of visual art begin to develop an understanding of various issues in visual art and concerns of visual artists demonstrate the ability to research materials to increase their understanding of visual art. Does the area in which we live affect the kinds of art works we like to collect for our homes? Do we collect objects because of our interest in the family, spirituality, entertainment, patriotism, etc.? Are artists influenced by the wants and needs of the community? List concerns of artists which are not represented in the works of the community. Interview an artist from the community and discuss the content and influences in his or her work.
Discuss stereotypes of the artist. Ask students for their ideas about what artists are like. Answers might include "the starving individual", or "someone who whips off abstracts and sells them for a quick buck". View films where artists talk about their work and lives. In some cultures the artists are the most important individuals in the society. Discuss why so many artists have to have another job. Why do artists want to make art if they can not make a good living in the process? Discuss. After viewing works of Canadian and Saskatchewan artists from today, discuss why artists made art in the past. Choose examples which show adornment, function, social comment, fun, spirituality, shelter, entertainment, etc. Have each student research a Canadian or Saskatchewan artist from the past or the present, one who is of particular interest to the student. Compare how the life and lifestyle of the artist are reflected in the artist's work.	Films on artists; for example, Expressions and Hand and Eye Series Visions: Stories about Women Artists by L. Sills Books about artist stereotyping, such as Bridge to Terrabithia (for more information see English Language Arts: A Bibliography for Grades 6 to 9, 1991) Reference books on Canadian and Saskatchewan art Rupchan: Spirit of a Prairie Potter (video)
Teacher Note Remember to explain to students the criteria upon which they will be evaluated when doing research assignments.
Suggested Activities	Possible Resources
Artists Depicting Everyday Life The students will: consider art works in the context in which they were produced when interpreting and evaluating them begin to gain understanding about the values, beliefs, ideas and traditions of various cultures through the study of the cultures' art works begin to understand the impact of technology on visual art increase their understanding of the contributions of various artists, past and present, to the field of visual art increase their understanding of the contributions of Saskatchewan and Canadian artists, including Aboriginal artists, to the field of visual art.
Research the art movement known as pop art, which began in the United States. Artists in the 1960s glorified and used the most common mass-produced objects -- from french fries to clothes pins, comic strips to popular movie stars -- to comment on American society. They would "glorify" with a brightly coloured, large, mass-produced style. Their work was readily accepted by the public and the value of the work rose rapidly. Artists like A. Warhol, R. Lichtenstien, C. Oldenburg, etc. made us aware and more appreciative of the art that is all around us in our communities, such as billboards, comics, industrial design, etc. Although A. Warhol said his work was not about social comment, many people see his work as a comment on the depersonalization of society and the monotony of our lives as we have grown to accept them. Look at his "Campbell Soup" works to stimulate the discussion. Examine ways that we are not seen as individuals but as numbers, groups, etc. and how we, as individuals, are encouraged to conform to the norm. Using an object or objects from daily life, create an art work using pop art styles. Be sure to think about the message that the object will communicate as part of the choice in reproducing the object.	Art history books which include modern art, such as The Annotated Mona Lisa: A Crash Course in Art History from Prehistoric to Post-Modern by C. Strickland and J. Boswell The Painter's Eye: Learning to Look at Contemporary American Art by J. Greenberg and S. Jordan