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

• television analysis
• fads and fashion
• graphic design
• illustration
• elements of art and principles of design
• Saskatchewan art and artists
• pop art
• popular culture
• mass media

• 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)
• understand that technology both shapes and is shaped by society (TL)
• understand prejudice, discrimination, racism, sexism and all forms of inequality and exploitation, and contribute to their elimination (PSVS)

• television commercials
• magazines and comic books
• 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

• 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.

The students will:

• investigate the role and functions of visual art
• analyze and evaluate the meaning and influence of visual art, including mass media and popular culture, in their daily lives
• understand how the mass media and special interest groups use visual images to communicate messages
• perceive, describe, analyze and interpret art works and make informed judgements using appropriate vocabulary

Ask the students about their favourite television programs. Analyze what aspects about the program keep them interested and watching on a regular basis. Can soap operas be considered "instruments of change" regarding human outlooks and conditions? Why or why not? What values are promoted in programs that are familiar to students? If students could not watch television for a month, what would they do? Would they miss out on important information about society if they did not watch? Do the students think new technology will influence or change their television viewing habits? Why or why not?

Mass Media and Popular Culture, 2nd edition, by B. Duncan

View B. Anderson's "Self Help". What does the artist have to say about commercialism and society?

What products or companies sponsor the students' favourite programs? How do the commercials reflect the interests of the program's target audience? What are the sponsors promoting in their commercials and what tactics are they using to influence sales? Choose the funniest commercials and discuss what makes them funny. What are the most effective commercials and how are they designed to be effective? Which characters in advertisements do the students like? Why do they like them? What makes them effective in selling the product? Look for examples of celebrity endorsement and discuss this style of advertising.

Arts Education: Visual Art Resource for Grades 9 and 10 (slide kit) slide #1

• design an ad character for a fictitious product
• write a script and film an advertisement promoting a particular product
• design a print advertisement for a school or local event.

Fads and Fashion

The students will:

• analyze and evaluate the meaning and influence of visual art, including mass media and popular culture, in their daily lives
• analyze how trends in fashion, decor, architecture, etc. relate to social, political and environmental contexts
• understand that artists are constantly experimenting with ideas and materials, and appreciate original thought as well as product

Examples of student fashion trends

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #2A, 25A, 29A

Examine the work of clothing designers on the CD-ROM Ideas and Inspiration: Contemporary Canadian Art (C. Biegler, D. Moses, M. Rubrecht, A. Sung). Have students paint or print images on T-shirts or other clothing. Ask them to create designs that reflect their own unique personality.

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #5A, 8B, 39B, 47B

Books on fabric painting, such as Painting Fabric by M. Elliot

The students will:

• examine various styles of art, both historical and contemporary, in a variety of art forms
• develop skills and technical competency for using art tools, technology, forms and methods in their visual art expressions
• work for a variety of purposes (to create, to clarify thinking, etc.)

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #21A, 30B, 32B

Have the students do one of the following:

• Design a new cover for a traditional or popular book. Students should be encouraged to draw upon the ideas in the book, their knowledge of the elements of art and principles of design, and examples of professional book covers.
• Create a narrative and tell the story through a series of visual images. This could be an individual or a group project. Students will have to decide the format, media and style they wish to use. For example, they could use simple cut-out shapes of coloured paper in the style of Matisse, or pop-up paper sculpture using geometric shapes. If possible, arrange for the books to be placed in the school library as examples for students in future years.
• Choose a work of abstract art and write a poem or story to accompany the work.

The students will:

• recognize how visual art can teach us about ourselves, other individuals and the society in which it is created
• use knowledge of theories of art in attempting to understand and evaluate art works
• investigate how artists', art historians' and critics' views about art change over time and will continue to change
• reflect on and analyze the intentions, development and interpretations of their own and their peers' art works in relation to broader regional, national or international contexts

Arts Education: Visual Art Resource for Grades 9 and 10 (slide set) slides #1, 11, 21

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #3B, 17B, 45A

Students may create pop art works using the following:

• found materials from popular culture to create three-dimensional art works that reflect Saskatchewan and Canadian culture as students know it
• images from popular contemporary comic books presented ironically and in a large format (in the style of R. Lichtenstein)
• repetition of a common image using print-making techniques (in the style of A. Warhol).

Reflect on their own completed works in relation to what they have learned from the works studied.