Unit One: From Source to Expression

Mini-unit 3: Communicating Meaning

Suggested Activities	Possible Resources
Sample Theme: Body Language Personal Expression The students will: identify and explore the various functions of visual art; for example, as celebration, entertainment, adornment, etc. begin to evaluate, discuss and analyse the role and influence of visual images in their daily lives, including mass media and popular culture become aware of various health and safety hazards and procedures in visual art.
Study body language. Design movement situations which illustrate a variety of body language techniques. Role play to communicate messages using body language. Understand that clothes, hair, the look on your face, the way you walk, etc. are all part of your body language. Look at I. Hauser's painting "Nightstalk" and discuss this concept. What do parents and grandparents do to express who they are? Do they all look the same? Discuss similarities and differences. Can appearance affect how people react to an individual? Explore different products and styles which are commonly used by different "target" groups. Discuss personal experiences which illustrate different body language. Identify some social and physical aspects of environment which affect self-concept. Observe people in advertisements, the media, art works, etc. and analyse their body language and their presentation of their self-concept. "Emphasis" controls the order of the way we look at things. What do you notice first when you look at certain individuals? Answers might include mustache, head dress, pow wow outfit, tie, earrings, hairstyle, fingernails, etc. Have these people planned for you to notice this first? Discuss emphasis as it relates to personal representation. Students should describe their own style and the image they wish to convey to other people.	Examples of different images and self-concepts expressed in magazines and other print material Visually Speaking Series -- Body Talking, National Film Board (video) Saskatchewan Art Works slide #60
Create a personal monument made by carving from a block of well-wedged clay. Look at sculptures which have been carved from a block of stone for ideas of how artists work with this substractive process. Read the labels and be aware of the health hazards involved when using certain sculptural media.	Sculptures from the community and books with examples of sculptures
Artistic Expression The students will: investigate how visual artists use symbols and other means to convey meaning examine how artists' views about visual art have changed over time and will continue to change explore the relationship visual art has to other art forms.
Look at poster design or film to observe the different trends in different eras. Discuss how body language can change when different styles are "in" at different times; for examples, red lipstick, white lipstick, no lipstick, etc. Have a dress-up day where all the students dress in the style of a different era. Have three or four students model for drawings. Choose an artist's work from another era which the students can recreate in a tableau by posing as the models in the original. Photograph the scene and compare with the original.	Posters and films from different eras Art reproductions
View music videos for examples of body language in the media. Discuss how the music and the lyrics relate to the images and reinforce them. How has the video producer used variety to keep your interest and add excitement? How has unity been achieved?	Music videos
Since the creation of the camera, visual artists have been less concerned about representing realistic images. Many artists would rather show an expression, emotion or impression. Find examples of artists' works, such as R. McLellan's "Consumer" and G. McMaster's "Sun Dancers". Create a painting of a person with a particular body language without worrying about a realistic depiction. Choose a colour scheme, paint style or technique which reinforces the image. The students will: continue to examine the various functions of visual art; for example, as celebration, entertainment, adornment, etc. understand that visual art is a means of communication and continue to appreciate the importance of non-verbal communication support opinions and interpretations for particular types of art based on evidence found in the work continue to extend their understanding of the elements of art through exploration and analysis.	Saskatchewan Art Works slide #64, 65
Objects which have been owned by important individuals can be auctioned for large amounts of money. Discuss why. Have students find examples of objects which have been discarded by various individuals. Write a short description of the person who would have owned the object. Draw the object within an unusual context or draw the object in a series of transformations.
Look for examples of biographies and portraits of individuals with a variety of self-concepts. Analyse how the portrait of this person reinforces his/her self-concept and position; e.g., kings, priests, first ministers, chiefs, etc.	Biographies, portraits and photographs of individuals Profiles: Professional Aboriginal Peoples of Saskatchewan by K. Tootoosis
Interview an important person from the community and ask that person to pose for a portrait. Reflect upon the portraits when finished and discuss whether the essence of the individual was captured.	Karsh: American Legends by Y. Karsh
Examine examples of a variety of people's handwriting. What kinds of information can be learned about the person from looking at the handwriting? Discuss the expressive qualities of line.	Books about handwriting analysis