OverviewModule Twenty-one: |
Time Frame: 20 hours This module focuses on personal identity and how it is expressed by artists. Students choose an independent study or guided classroom experiences that deal with their interests and the development of their identity. |
| Foundational Objectives | Vocabulary and Concepts |
The students will:
|
|
| Common Essential Learnings | Resources |
|
|
| Instruction | Assessment |
|
Student assessment in visual art is based on the foundational objectives. Teachers should take into account students' perceptual development, procedural and conceptual understanding, and personal expression. Assessment should be ongoing and include a wide range of assessment techniques focusing on the students' creative and responsive processes, as well as on any culminating product. In visual art, teachers must rely to a great extent on their observation and record-keeping abilities. Students should be encouraged to take an active role in their own assessment.
The teacher should:
|
This module focuses on the concept of personal identity. Students learn about artists who have explored this topic and visually expressed their ideas. Through this study, students make connections with artists and their works, and analyze how artists have used media, techniques and images to express ideas about who they are. Students examine what is important to them as individuals and some of the cultural, social and historical influences on their own values and the goals they set for themselves.
Students should have the option of choosing individualized projects. If they do so, they should work with their teacher to set specific objectives and develop a plan of action. All plans should be described and agreed upon through the signing of an Independent Study Contract. (See the sample contract at the end of this module.) Individualized projects should show a balance among the creative/productive, cultural/historical and critical/responsive components of Arts Education. The projects should reflect a culmination of the student's previous learning, as well as personal experiences and interests. Students should be expected to complete a final report on the experiences they encountered in their study.
|
| Who am I?
The students will:
|
|
| Students can begin by examining their roots for a better understanding of who they are and some of the cultural traditions that are part of their heritage. Ask the question, "Does cultural background always refer to ethnic heritage"? While some students have very clear ideas about ethnic heritage, others might state firmly that they are Canadian and have little knowledge of ethnic roots. What other meanings can "roots" have? Discuss cultures such as agricultural, urban, northern, etc.
Ask each student to research an artist whose roots are similar to the student's (ethnic, geographical, occupational, etc.). A student of Aboriginal descent may want to research B. Boyer. A student from Scandinavian ancestry may want to research E. Munch. Some students may want to dress in the style of their ancestry and give a report on customs and traditions. Some families may have relevant art works or artifacts that can be brought to school. Have students work in the style of the artist or craftsperson researched or in one of the predominant art forms of the culture researched. Afterwards, have them reflect on what they learned about themselves and their heritage through this assignment. |
Books that give information on a variety of cultures and times |
|
| Where Can I Go from Here?
The students will:
At this point, students will be making decisions about their futures. Some may want to continue in arts-related fields, while others will be appreciators of the arts in their adult lives. Students may wish to explore some of the art-related careers that are part of their community. |
|
| Plan field trips to graphic design studios, television studios, photography studios, professional artists' studios, commercial display offices, etc. Interview the artists visited and inquire about their careers, background, training, demand for their work, how their skills relate to their job, advice they may have for students interested in their particular field, etc. If some careers are not available in the community, students could view films and read articles and books that describe the jobs related to their interests.
Have each student research and report on an art-related career. |
Books, films and videos with information on careers in art; for example, Careers in Art: An Illustrated Guide by G. Brommer and J. Gatto
Local artists |
|
| Self Portraits
The students will:
|
|
| Investigate self-portraits that reveal artists' investigation of identity. Examples of artists could include C. Sherman, F. Kahlo, V. Van Gogh, S. Lake, J. Fafard, A. Fabo, etc. What do we learn about the artists from their works? What techniques have they used to make their ideas clear?
Examine styles, techniques and materials used by a variety of artists in their self-portraits. Some may use repetition of the same image in a variety of ways in order to study their own identity under different situations. Others may depict realistic images of themselves. Others may experiment with colour to suggest their mood. Can the image, line, colour, composition, body language, etc. used give insights into character? Have students make a series of drawings of themselves as affected by a variety of situations. Have each student pick the work most representative of himself or herself from the series and develop it into a major work using one of the techniques studied. |
By a Lady: Celebrating Three Centuries of Art by Canadian Women by M. Tippett
The Best Contemporary Canadian Art by J. Murray
Arts Education: Visual Art Resource for Grades 9 and 10 (slide set) slide #12 Saskatchewan Art Works: A Visual Art Resource for Kindergarten to Grade 8 (slide set) slides #20, 43, 59, 63 |
|
Independent Study Sample Contract
This form requires Acrobat Reader for viewing and printing
.
