Overview

Module Five:
Technology and Visual Art

Time Frame: 20 hours
In this module, students explore the influence of technology upon artists as it applies to sources of inspiration, the development of ideas or images, and the choice of tools to communicate visual art ideas.

Foundational Objectives

Vocabulary and Concepts

The students will:

analyze forms of art from a variety of cultures and societies, historical and contemporary; interpret meanings within appropriate contexts; and relate their understanding to their own expressions and life experiences
use analytical and critical thought to respond to art works and infer meanings based on the many contexts of visual art and global issues
initiate and develop ideas for art-making, transpose these ideas into art forms using a variety of media, and reflect upon their processes and their completed works within the contexts of visual art

technology and its effects on art and society
photography, film and photocopying as art forms
impressionism
futurism, repetition and motion
cubism
curvilinear and angular forms
influences of fine art on graphic art
dadaism and controversy in art
technology as it relates to architecture, installation, mass media, performance art, drawing, etc.

Common Essential Learnings

Resources

develop both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects in meaningful contexts (CCT)
understand and use the vocabulary, structures and forms of expression that characterize visual art (C)
develop an understanding that technology both shapes and is shaped by society (TL)
develop a contemporary view of technology (TL)
develop appreciation for the value and limitations of technology within society (TL)

home/community
Arts Education: Visual Art Resource for Grades 9 and 10 (slide set)
Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM)
reproductions, magazine articles, art gallery catalogues
appropriate books listed in the bibliography
assorted media and found materials
any available supplies, such as drawing boards, photography equipment, video camera and VCR, computers and companion hardware/software
appropriate films/videos listed in the bibliography

Instruction

Assessment

discussion
questioning
brainstorming
creating visual art works
viewing art works (describe/analyze/ interpret/judge)
small group/whole group/individual work
journal writing
research

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:

discuss objectives and assessment criteria with students
select criteria for assessment based on the foundational objectives and related learning objectives
observe and record students' ongoing development according to the selected criteria
design assessment charts
keep anecdotal records
keep cumulative records
observe students' contributions and commitment to individual and group experiences
discuss students' visual art experiences with them
listen to students' reflections on their own visual art experiences
assess student progress over time.

Module Five: Technology and Visual Art

Through the study of visual art, students and teachers explore how changes and developments in technology have affected human life and societies.

Students examine how visual artists have used technology as a source of inspiration in developing their ideas about society and how they have used technology in the creation of works of art.

To prepare students to adapt to and influence the changes that will occur in their lifetimes, teachers should provide opportunities for hands-on experience with a variety of new technologies. Students may not need to know how the technology works but they will need a working knowledge and the ability to adapt to new tools as they are developed. Students should speculate about future developments in technology and the effects they will have upon their lives.

Suggested Activities

Possible Resources

How Developments in Technology Affect Visual Art

The students will:

understand how historical, social and environmental factors and issues influence visual art and artists
explore and understand the influence of technology on visual art
be aware that being an artist involves knowledge, attitude and imagination in addition to technical skill
modify previously learned techniques to generate new ideas

Students will explore how developments in technology have changed visual art. The following are examples students and teachers could explore:

how the development of the printing press made books and knowledge more accessible and led to the advances of the Renaissance
how the development of oil paints freed artists from the studio and changed works they created
how the development of photography changed art-making because artists no longer had to represent exact likenesses
how the still photograph developed into moving images and movies.

Students may want to investigate further the history of a particular technology that interests them, such as photography, filmmaking or photocopying. They will discover some of the changes in society and visual art that followed as these technologies became more popular.

Activities that could follow from student interests include:

using a photograph to aid in developing a painting or drawing
experimenting with the possibilities of copying images on the copy machine
building early film and photographic equipment
investigating animation and design through stop-frame filming techniques, flip-book animation, etc.

Books on the history of photography and filmmaking.

Examples of visual artists' works that demonstrate

photo-realism

The Creative Camera by N. Howell-Koehler

When photography became an art form, photographers manipulated their works to convey meanings. View works by photographers. Have the students take photographs from a variety of angles, using a wide range of lighting techniques. They could experiment with manipulating their photographs to make artistic statements. Examples of artists students may wish to study are D. Hockney, P. Ewen, D. Hall, H. Kever, R. Burton, F. Robson, etc.

Books, videos, films, etc. with information on photographers and images of their works

Saskatchewan Art Works: A Visual Art Resource for Kindergarten to Grade 8 (slide set) slides #13, 33, 36, 51, 59

Arts Education: Visual Art Resource for Grades 9 and 10 (slide set) slides #12, 14

Suggested Activities

Possible Resources

Visual Art Reacting To Technology

The students will:

use knowledge of theories of art in attempting to understand and evaluate art works
investigate the contributions of Saskatchewan, Canadian and international artists to the field of visual art
use a journal to record ideas and information for future reference

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #25A, 40A, 15B, 38B

Impressionism occurred at the same time that cameras became popular. Have students look at impressionist works and make journal notes on particular artists and their works. How did technology affect the development of this style? How did the breaking away from traditions lead to the development of this style? How did the impressionists' ideas change concepts of painting and encourage the development of personal style?

Books and videos on impressionism and artists associated with the movement

Futurism arose out of the industrial developments at the beginning of the twentieth century. With the development of trains, planes and automobiles, movement and speed were of interest to the artists of the times. Many attempted to capture a sense of movement through repetition of abstracted shapes and forms. Analyze the work of the futurists. Students should attempt to capture movement from their own environment using some of the techniques of the futurists. When their works are complete, students should reflect upon how successful they were in creating a sense of motion and make suggestions for future works.

Books, videos, films, etc. on futurism and with art works showing motion

Saskatchewan Art Works: A Visual Art Resource for Kindergarten to Grade 8 (slide set) slide #55

Suggested Activities

Possible Resources

The students will:

understand how artists acquire and transform ideas into personal form and use this understanding to generate ideas for their own personal expression
use knowledge of theories of art in attempting to understand and evaluate art works
make choices in their own development based on knowledge and information

Cubism developed after the impressionist movement. The cubists developed methods of showing multiple views of objects or figures in one art work. Students could analyze cubist works and in particular the work of F. Léger. His works captured people in industrial settings where they resembled or became a part of the machinery that surrounded them. He masterfully contrasted curvilinear forms of the people with angular forms of the machines.

G. O'Keefe captured a sense of the city and the power of the urban centre in cityscapes. Look at other artists who glorify the technology of cities. O'Keefe later went to live in the desert and paint. Compare her cityscapes and desert works in relation to their sources of inspiration.

Creative activities resulting from this study include the following:

working with a variety of shapes and attempting to suggest their three-dimensional form on a two-dimensional surface
working with the theme of people in the urban society
examining posters and magazines for images that use the cubist style to communicate a message efficiently and using the cubist style in designing an advertisement
juxtaposing curvilinear and angular forms within a work and maintaining unity.

Books, films and videos with information on cubism and other art forms related to technological developments

Suggested Activities

Possible Resources

Using Technology in Making Visual Art The students will: develop an understanding of the issues and concerns of visual artists and explore controversies related to the arts analyze how trends in fashion, decor, architecture, etc. relate to social, political and environmental contexts investigate how artists', art historians' and critics' views about art change over time and will continue to change reflect on their own decision-making and problem-solving processes, the ideas represented in their work, and the value of their expressions as their own unique viewpoint
Architects rely on technology in making their works. At the beginning of the twentieth century, they were breaking with traditions and reacting to the new age. The designs for many buildings became simplified and broke away from architectural traditions. Have students research architects' works from a variety of cultures and times and determine how technology, climate, tradition and taste affect architecture. Why do changes in architecture occur and how has technology influenced some of the changes?	Books on architecture from a variety of cultures and time periods Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #16A, 41A Saskatchewan Art Works: A Visual Art Resource for Kindergarten to Grade 8 (slide set) slides #30, 42, 44
Examine works like M. Duchamp's "readymades". He used items from technology in his art-making, such as his factory-made urinal. Duchamp did not actually make the object. Rather, he chose it, signed it and titled it "Fountain". What was Duchamp saying about art by doing this? Why was Duchamp's work controversial? What constitutes art? What do Duchamp's ready mades say about technology and art?	Books with articles and art works of a controversial nature
Some artists use technology as part of their works. They might include images that show technological developments, mass produce posters, use many televisions all showing a different part of the same scene in an installation, use projectors to show images of people in a dark storefront, or use electronic signs to communicate messages. Ask the students to use technology to make a statement about technology or related issues. Have them reflect upon the finished works to determine how successful they were in communicating their ideas .	Ideas and Inspiration: Contemporary Canadian Art (slide set and CD ROM) slides #1A, 9A, 50A