Model Module

The students will:

• make careful observations during active involvement in constructing knowledge and discuss their observations with others (CEL:CCT)

  
  

• analyze to understand how the creative process, the elements of art, principles of design, and technical ability work together to communicate artists' intentions
• recognize how visual art can teach us about ourselves, other individuals and societies
• provide reasons for their answers, responses or choices (CEL: CCT)
• research to understand the traditional and contemporary visual art of various cultures, including Aboriginal cultures

Lesson One and Two
Components:	critical/responsive,
	cultural/historical

View sections of the video Towards a National Image: Painting in Canada or works from other collections of early Canadian art. (Teachers should develop their own file of works by Canadian artists as they encounter them in magazines, calendars, slide sets, etc.)

Use a process such as "Viewing Art Works," found in this curriculum guide, to lead students in their discussions of particular works. Discuss the range of styles presented from areas across Canada. Ask the students to determine whether there are regional similarities in the works. What are the artists' intentions in making the works? What can we learn from viewing these works? How have the artists used the elements of art, the principles of design, the images and other means to convey meaning and different expressive qualities?

• use the creative process purposefully in the development of works
• seek alternative ways of responding to activities, projects or assignments (CEL: CCT)

  
  
  
  

• understand ways artists acquire and transform ideas into visual form and use this understanding to generate ideas for their own personal expression
• generate and evaluate a number of alternative solutions to problems (CEL: CCT)
• work effectively in a group

  
  
  
  
  

• 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
• judge the success or quality of art works based on analysis and research
• discuss 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
• reflect on what they have done or experienced (CEL: C)

If you were to create a work that communicated information about your area and history, what would you include? Design a web or concept map of ideas that could be included. Refer to "Transforming Ideas Into Visual Form" found in the Planning Guide of this curriculum, for information on developing student ideas into art works. As a group, determine the format for work the students will create. For example, each student might design a patch for a quilt, a clay section for a large mural, a photograph for a group collage, etc.

If students chose to make a clay mural, they can use hand-building techniques to build their sections. They can draw into the clay and build up the clay to achieve interesting textures and designs. Care should be taken in building and drying to guard against breaking and cracking. The group should decide on the finishing techniques for the large work to achieve harmony and unity.

Determine the placement of each piece when students have completed their works. Attach the pieces and grout them to a large board for display in the school. Reflect upon the individual student works and the way that they have been displayed. Determine the influence of their past experiences in visual art. Have the students used the techniques and styles of early Canadian artists or are they using something more up-to-date? (See "Discussing Student Work" found in the Planning Guide.) Teachers should encourage students to respond sensitively to their peers' suggestions, ideas and creations.

• demonstrate the ability to use the process described in "Viewing Art Works" in this document, and actively participate when viewing and discussing visual art and related issues
• compare similarities and differences (CEL: CCT)
• understand how environmental, historical and social factors and issues influence visual art and artists
• explore and understand the impact of technology on visual art
• investigate how artists', art historians' and critics' views about art have changed over time and will continue to change
  
  
• make choices in learning that reflect their needs and interests (CEL: IL)
• demonstrate the ability to write critically about art, basing ideas on evidence found in the works and the cultural contexts of the works
• use fiction, non-fiction, periodicals and periodical indexes, newspapers, pamphlets and audio-visual materials as resources (CEL: C)
• develop thesis statements and other written constructions required to formulate essays (CEL: C)

• use language in different modes for a variety of purposes and audiences (CEL: C)
• continue to develop an understanding of the various issues and concerns of visual artists and explore controversies related to the arts
• demonstrate an open-minded approach to diversity of ideas and artistic styles and respect informed opinions that differ from their own
• analyze their visual art experiences in order to deepen their understanding of visual art forms and the concepts involved (CEL: CCT)

Respond to the work of contemporary Canadian artists. Use "Viewing Art Works" as a guide in motivating discussion. For examples of contemporary Canadian artists, refer to resources listed in the bibliography: The Best Contemporary Canadian Art by J. Murray, By A Lady by M. Tippett, Ideas and Inspiration: Contemporary Canadian Art (slides and CD-ROM), etc. How do contemporary works differ from the works of early Canadian artists? How do they compare? What are common themes in contemporary and early works? How do they present the same ideas in different ways? How have methods and materials changed? How does today's society affect change in contemporary art?

For homework, have each student write an essay on a contemporary Canadian artist whose works they find interesting or challenging. Use the "Rating Scale To Evaluate an Essay" found in this document to show students what the expectations for the assignment will be.

In the essay, students may write about an artist's works, philosophy, ways of working, themes and interests, influences, etc. Students may want to add what they think the artist's purpose was in creating individual works, what they learned through viewing the work, whether the work reflects the region in which it was made, what they liked about the work, etc. Have the students record their research information, ideas, images, etc. in their journals. Students should present their findings to the class at a predetermined date. (See Lesson Nineteen.) Use the "Rating Scale for Evaluating Presentations" as a guide in letting students know what you are expecting in their presentations to the class.

The artists shown in The Best Contemporary Canadian Art were asked to select their "best" works. Some artists had difficulty selecting. Why would this be a difficult process? Would you consider the choices in the book to be their "best" works? Explain your answers.

What is the "best" work that you have made? Discuss the rationale behind picking a particular work. Compare the students' choice of their best works to the works of the artists' studied. How are they similar?

Teacher Note Teachers must inform students of their expectations and of each student's responsibilities for learning and behaviour. Describe procedures for evaluation, clean up at the end of the class, taking part in discussions, completing research assignments, etc.

• make careful observations during active viewing experiences and discuss their observations with others(CEL: CCT)
• strengthen their perceptual abilities through concrete experiences (CEL: CCT)
• use their own language to discuss and come to a better understanding of visual art (CEL: C)
• investigate the contributions of Saskatchewan, Canadian and international artists to the field of art

Whenever possible, view works by Canadian artists in local galleries. Set a date for a gallery visit. Refer to "Viewing art Works" to help students analyze and interpret the works observed. Compare them to works by other Canadian artists. How have the works affected students' understanding of Canadian art? Can students apply ideas from the work viewed in the gallery to their own work?

• work for a variety of purposes (to create, to clarify thinking, etc.)
• take risks as independent learners (CEL: IL)
• determine and explore a variety of media, technology, materials and techniques to solve visual art problems
• 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

Use the artists' works studied in this module as inspiration for developing student ideas. Students may want to experiment with a material, technique, idea, etc. that the artist they studied explored in his or her work. Teachers may wish to use the "Learning Contract" (see "Evaluation") as a guide for students in organizing their plans for exploration.

When students have finished their works, ask them to discuss the processes they used in achieving their finished product and the influences that are evident of the artist's work they were studying. (See "Discussing Student Works" for more information.)

• perceive, describe and interpret art works and make informed judgements about art works using appropriate vocabulary
• analyze how trends in fashion, decor, architecture, etc. relate to social and political contexts
• determine and explore a variety of appropriate media, technology, materials and techniques to solve specific visual art problems
• develop skills in drawing that assist in the organization and communication of ideas in their work

Visit a historical museum, antique store, heritage site, etc. View and discuss the industrial design of early objects. Discuss how the design of objects has changed over time in relation to the elements of art and the principles of design, function, trends, etc. Compare a design trend of the past with one of today.

Take drawing boards on the field trip so that the students can draw some of the functional objects of the past. Students may use the media of their choice, and explore contour, gesture, cross-hatch, etc. For homework, have the students draw a contemporary equivalent of an object drawn during the field trip.

• respond to and build upon the ideas of others (CEL: PSVS)
• use resources both inside and outside the school to seek information; for example, individuals, media, libraries (CEL: IL)
• demonstrate the ability to write about art critically based on evidence found in the works and the cultural contexts of the works
• keep a journal to record ideas and information for future reference

Visit a pottery studio or foundry in the community to learn about artists' techniques and practices. Discuss the function of the objects encountered on the field trip and determine if the form of the object follows the function. How are the elements and principles used in the development of the works? What innovations have the artists used to produce fresh new works? What other artists have influenced them? Have students write an informed critique of the works viewed.

• identify and explore environmental, historical and social factors that influence visual artists and their work
• be aware that being an artist involves much more than having technical skills
• participate in activities that explore and develop empathy for others (CEL: PSVS)
  
  
  
  
  
• understand how technology shapes and is shaped by society (CEL: TL)
  
  
  
  
• challenge themselves to solve problems, make choices, take risks and try a variety of ways of working
• engage in creative problem-solving activities (CEL: CCT)
• examine mathematical applications in visual art (CEL: N)
• engage in learning experiences which develop spacial concepts such as scale, symmetry, distance, ratio and proportion (CEL: N)

View the video Rupchan: Spirit of a Prairie Potter. Discuss his work as a potter and as a pioneer in the prairie provinces. Compare his work to the work of the artist whose studio the students visited in the previous lesson. Was Rupchan ahead of his time? What made him want to continue his work despite great odds? Discuss the driving force behind individuals who follow their dreams. Would you want to have a famous father like Rupchan? Explain your answers.

Rupchan was an inventor; he made objects that were necessary for the continuation of his work. How does technology develop in relation to the needs of individuals? Discuss inventions that students may want to design for their own purposes.

Look at examples of technical drawings to understand how industrial design artists work. Ask students to imagine and design a new invention. They may want to use graph paper and drafting techniques to draw their inventions to scale. If some students finish early they may want to draw other viewpoints of their inventions.

• investigate the contributions of Saskatchewan, Canadian and international artists to the field of visual art
• investigate a variety of new and non-traditional art forms and be receptive to interpretations other than their own
• seek alternative ways of responding to activities, projects or assignments (CEL: CCT)
• keep a journal to record ideas and information for future reference
• interpret and produce models, maps, graphs, charts and sketches in order to further develop their understanding of their work (CEL: N)

Examine a variety of three-dimensional art forms from the resources available on Canadian art. Teachers might want to include artists such are S. Tousignant, I. Whittome, T. Urquhart, M. Snow, D. Cisneros, F. Heavyshield, D. Proch, J. Morgan, L. Magor, etc.

Have students choose for further research a particular artist's work or an art form in which they are interested. They can record in their journals information on the artist or art form selected. They will then apply the information gathered to the development of an idea for their own work. Students may want to use preliminary sketches as a starting point in the development of their idea. They can later compare these to the final product to see how their ideas changed as they worked.

• determine and explore a variety of media, technology, materials and techniques to solve specific visual art problems
• apply knowledge from a variety of sources to the development of artistic ideas
• focus on and complete learning tasks (CEL: IL)
• understand health and safety hazards and procedures in visual art and practise safe work habits

Using clay or any other sculptural material, design and create the three-dimensional work developed in the previous lesson. Depending on the artists studied, teachers may want to focus student attention on a particular art form or technique, such as mixed media sculpture, realism in sculpture, the effect of scale on sculpture, asymmetrical balance, bas relief, installations, etc.

While the students are working, the teacher should circulate and offer assistance whenever necessary. Students should be encouraged to solve their own problems, decide on their own materials and reflect upon their decision making. Teachers should note on anecdotal record keeping forms signs of the students using the creative process in their work. When assessing student performance, they should consider the processes the students use as well as the products the students make.

• examine art works for connections to their own lives and for broader meanings that the works may imply
• make careful observations during active involvement in constructing knowledge and discuss their observations with others (CEL: CCT)
• judge the success or quality of art works based on analysis and research

When students have finished, have them title their works. Discuss them in relation to the information they communicate and the techniques and styles used in their development. Ask the students to use journal writing to self-evaluate their processes and their completed works. Encourage students to refer to the notes on the artist they studied when discussing their own works. Use the "Self-evaluation Form" found in this document as a guide. Teachers and students may wish to use the "Teacher and Student Negotiation Form" found in this document to determine a mark or grade for the assignment.

• express their ideas in a variety of ways, demonstrate their understanding and learn from other students' thinking (CEL: C)

Have students present to the class the research essays assigned in Lesson Five. Students should have visuals prepared for the presentation and should refer to their notes as they describe the artist's purpose, what they thought about the work and their reasons for choosing the artist. Encourage the class to discuss and debate some of the information presented. Use the "Rating Scale for Marking Presentations" as a guide in determining a grade for the presentations

• investigate how artists use metaphor, symbol, juxtaposition and other means to communicate ideas
• understand that artists are constantly experimenting with ideas and materials, and appreciate original thought as well as product
• recognize that artists make choices in their works which reflect points of view that are both personal and social
• investigate the contributions of Saskatchewan, Canadian and international artists to the field of visual art
• transform their reflections into strategies for action (CEL: IL)
• modify previously learned techniques to generate new ideas
• collect or document a personal portfolio that shows evidence of variety and development

View the works of a well-known Canadian artist who uses a variety of media in making art works; for example, M. Snow or J. Fafard. (Ask the students to collect information on the artist prior to this class presentation and encourage their involvement in the discussion.) View and discuss several works that the artist has done in a variety of media. What has the artist done to convey meaning in his or her work? How has the artist taken risks throughout his or her career? Why does the artist work in series to develop his or her ideas?

Ask students to reflect upon the work they developed during this module and brainstorm ideas for further development. They may want to use a variety of different media to develop a theme, use a variety of styles to develop a theme, etc. Have students work through their ideas in preliminary sketches. Eventually, they can present the sketches and finished works together in a school display. As a group, discuss some of the other possible directions the students may take with their works.