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Look at other artists' works that reflect upon important issues.
Examples include J. McNeil's "Kindred Spirit", where she is
reflecting on her place in the world, or B. Anderson's "Shadows",
in which the artist reflects upon the myth and reality of a
specific situation. Find examples of other artists' work which
involve reflection upon something important in their lives; for
example, the works of many Indian and Métis artists.
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Saskatchewan Art Works, slides
#66, 49
Arts of the North American Indian by
E. L. Wade
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The students will:
- generate ideas for art works and manipulate these ideas to
achieve meaning and personal expression
- understand and use various aspects of the creative process
when developing works of art
- investigate how artists use symbols and other means to
convey
meaning.
Use a process like "Viewing Art Works" to discuss the previous
works. Discuss how many artists reflect upon something important
to them when they are developing the ideas they want to represent
in their work. Refer to the work of Indian and Métis
artists; for example, B. Boyer,
E. Poitras and R. Cuthand. Have
students reflect upon events, ideas, objects, etc. which have had
a significance in their own lives. Have students use the process
"Transforming Ideas Into Visual Form" to develop their ideas in a
visual art work.
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Saskatchewan Art Works slides #26, 34, 54
Native Imagery Series -- Messages (video
)
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Cycles
The student will:
- continue to determine and explore appropriate media, technology, forms and methods for visual expression
- gain understanding about values, beliefs, ideas and traditions of various cultures through the study of the cultures' visual art works
- reflect on and examine the intentions, development and
interpretations of their own and their peers' art
works.
Many Indian and Métis artists reflect upon their cultural
traditions and legends for inspiration. Cycles are important
aspects upon which their cultures are based. Discuss.
Examine cycles as they relate to living. Make connections between
the human life-cycle and the seasons, the day, moon, etc. Have
students design art works using this theme. Refer to the section
"Transforming Ideas into Visual Form" found in this curriculum.
Discuss the works and the processes used by the students when the
works are complete. Refer to the section "Adapting the Viewing
Process for the Discussion of Student Work" found in this
curriculum.
Teacher Note
Incorporate the
Adaptive Dimension by
suggesting a variety of
materials and techniques so that all students are
challenged.
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Keepers of the Earth: Native American Stories and
Environmental Activities for Children by M. J. Caduto and J.
Bruchac
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Make a circular weaving using bent sticks or a clothes hanger as
a frame. Use wool, rags, fur, feathers or any other found
materials to make the weaving. Look at M. Crib, K. Sanelma
Harris and A. Newdigate for examples of fibre art.
Make a photo montage using images, textures and colours which
relate to a specific part of the life cycle; for example, winter-
blues and purples could be used in conjunction with grey hair,
wrinkles and bifocal glasses.
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Saskatchewan Art Works slides #38, 67
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Have each student draw an object or person which has importance
to him or her. The students should put the object or person
through a transformation which will reflect a cycle; for example,
from a frog to a dragon and back again. Discuss progressive
rhythms. Look for examples in the media and in other art works.
Change
The students will:
- continue to develop an understanding of the various ways
artists acquire and transform ideas (feelings, experiences,
social and political positions, etc.) into visual form
- identify and explore the various functions of visual art;
for example, as celebration, entertainment, adornment,
record of the past, etc.
- identify and explore environmental, historical and social
factors that influence visual artists and their work.
Discuss changes in terms of growing up and growing old. Topics
for discussion could centre on physical, emotional and social
changes. Look to literature for examples and discuss such age-
related concerns as inequalities, peer-dominance, influences,
dependencies, etc.
Look at artists' works which deal with reflecting on the past;
for example, M. Lanoo, B. Anderson, B. Boyer, G. McMaster, M.
Vanderhaeghe, F. Robson, A. Sapp, L. Marchand. Why do artists do
that? Without telling the students the artists' names, have them
try to decide if the artist is male/female, young/old, rich/poor,
happy/sad, etc. by the different concerns expressed in the
work.
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Books and poems with a theme of growing up and growing old; for
example, "Little Boy and Old Man" by Shel Silverstein from A
Light in the Attic
Saskatchewan Art Works slides #62, 49, 26, 65, 21, 36, 16,
32
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Look at old family albums. Why do people save photographs?
Compare how styles and people's appearances have changed. Have
students write a story or letter to explain how they have
changed. Look at art works, books, films, etc. which reflect the
family unit in different time periods. How have families
remained the same and how are they different? Bring in a
resource person who is a grandparent or great grandparent to talk
about their childhood and what they enjoyed most about it.
Compare and contrast with student experience.
Reflect upon events which have had a significance in the lives of
the students. Have students, using memory, try to capture the
moment in a visual art work.
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Art works, books, films and any other media which reflect the
family unit in different time periods
Art of the World Through the Eyes of Artists Series --
Families by W. and J. Richardson
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