Unit Two: What's It All About?

Mini-unit 2: A Sense Of Purpose

Suggested Activities	Possible Resources
Sample Theme: Beauty Beauty in the Environment The students will: continue to examine the role and the influence of visual images in their daily lives, including mass media and popular culture reflect on how the elements of art, principles of design, images and techniques used convey meaning in works of art demonstrate an open-minded approach to diversity of ideas and artistic style, and respect informed opinions that differ from their own. Ask the students, "What is beauty?" Discuss beauty in music, food, landscape, cultural traditions, etc. Have students find the most beautiful objects that they can. Analyse them to discover how the elements and principles of art and design are used. Discuss the subject, theme, medium, function, design, product and style.
W. Perreault looks for ordinary things in the environment and tries to find beauty in them. Look at his works "Fresh Start" and "Sunday Shadows". Find something ordinary and make it into something beautiful or something beautiful and make it into something ordinary.	Saskatchewan Art Works slides #69, 81
Body Beautiful The students will: become aware of how visual art can transmit or question cultural values, ideas and beliefs apply their understanding of the elements of art and the principles of design when discussing, analysing, developing and reflecting on visual art works recognize that cultural background and experiences affect their responses to art works and their understanding of meaning and symbol within the work continue to determine and explore appropriate media, technology, forms and methods for visual expression.
Observe how the body has been depicted by artists and the media at different times. Compare how the concept of the "ideal body" has changed. Look for examples of sculptures like those of the Renaissance, Egyptian, Prehistoric times, etc. and compare the figures with pictures of body builders and fashion models of today. Discuss how we are affected by the desire for physical beauty; for example, dieting, body building, fingernails, hem lines, braces and make-up. Discuss why we are so affected.	Art works, picture books, reproductions and magazines, which have photographs, drawings, painting, etc. of people in various historical times 20th Century Series -- Fashion by E. Van Zandt
Many magazines are targeted to different age groups and occupations and people's desire to be accepted. Through examination of the images and text, try to decide the target audience for which certain magazines are designed. Look at magazines and discuss the titles of some articles. Are they funny, unrealistic, self-help, how-to, etc.? How does the emphasis change in different magazines? Who has decided these standards? Find ads where harmonies of colour, shapes, spaces, etc. are used. Discuss how the harmonies relate to the image. As a group, design a survey and conduct it to discover what other people think a truly beautiful person is. Sample questions might include, Who do you know who is beautiful? What are the qualities which make them beautiful? Is beauty in the eye of the beholder? Record the findings.	Magazines geared to different age groups
Objects of Beauty The students will: generate ideas for art works and manipulate these ideas to achieve meaning and personal expression identify and explore environmental, historical and social factors that influence visual artists and their work begin to understand about values, beliefs, ideas and traditions of various cultures through the study of the cultures' art works examine ways artists and art forms may affect the visual environment understand the value of keeping an ongoing record of ideas for their visual art compositions.
View and discuss M. Broner's "Man-of-War Phase One" brooch. The work is small (10 cm) but has a lasting impression. Discuss how the materials used and the function can affect the size of the work. Permanence and precious metals and stones could be other topics for discussion.	Saskatchewan Art Works, slide #50
Discuss and observe other objects and methods used to decorate the human body in various cultures; for example, jewellery, tattoo, body manipulation, hats, hair, shaving, etc. Design a piece of ornamentation in any format. Teacher Note When discussing cultural values and traditions (such as body ornamentation), teachers should reinforce that we all look at things from unique cultural perspectives. What might be considered beautiful in one culture might look odd or unusual in another. As much as possible, provide the correct context for cultural traditions and values.	Books and magazines with information on decorating the human body in various cultures The Strength of Life: The Art of Knokovtee Scott, Creek Shellworker (video) Design Synectics by N. Roukes
Compare packaging in Saskatchewan with packaging in other countries. What makes for beautiful packaging? Beautiful packaging would vary according to the target audience and culture. How is packaging changing? Have students design a clay box to store the ornament which they designed in the previous activity. This box should reflect the individual's personality by having drawings and sculpture added to the surface. Use slab construction to build. Look at examples of artists' box designs.	In The Mind's Eye by D. Deans (Packaging) Art works which have a box format; for example, art works by Bill Reid from Art First Nations (Kit)
Discuss why people collect small objects such as coins, stamps and rocks. Bring in examples of collections for students to observe. Discuss the images used on some of the collections and how they relate to the times in which they were made (images on stamps, for example). Make connections between these collections and the art collections of companies and art galleries. For further information, interview collectors or read writings about why people collect. Store all information collected in student journals.	Newspaper clippings and catalogues about collecting art Resource personnel who can speak about collecting