Course Profile Exploring the Arts (AEA4O), Grade 12, Open, Catholic and Public
Unit 2: Arts Through the Ages
Time: 35 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
Unit
Description
In this unit,
students examine the interrelationship of art forms in historical eras. A
teacher-led overview of the influence of the arts throughout history is
interspersed with exploratory activities. These develop students’ abilities to
analyse the characteristics of the arts within an era. Students choose a historical
period, e.g., The Renaissance, and, individually and collaboratively, research
how the various arts reflect the times. They apply their knowledge and skills
in a multimedia presentation that includes a performance component. Through the
use of traditional and/or emerging technologies, students celebrate at least
three of the arts of that time period in their culminating presentation.
|
Activity |
Learning Expectations |
* Assessment Categories |
Tasks |
|
2.1 5 hours |
THV.01, THV.02,
TH1.02, TH2.01, TH2.02, ANV.01, ANV.02, AN1.01, AN1.02, AN1.03, AN2.01 |
Knowledge/
Understanding |
Examination and
analysis of qualities in works of art that result in timelessness |
|
2.2 5 hours |
THV.01, THV.02,
TH1.02, TH2.01, TH2.02, ANV.02, AN1.01, AN1.03, AN2.01 |
Knowledge/
Understanding |
Exploration of how
the arts reflect the times and how the times influence art forms |
|
2.3 5 hours |
THV.02, TH2.01,
TH2.02, ANV.01, ANV.02, AN1.01, AN1.02, AN1.03, AN2.01 |
Knowledge/
Understanding |
Exploration,
analysis and creation of icons |
|
2.4 20 hours |
THV.01, THV.02,
THV.03, TH1.01, TH1.02, TH2.01, TH2.02, CRV.01, CRV.02, CRV.03, CR2.02,
CR2.03, CR3.03, ANV.01, ANV.02, AN1.01, AN1.02, AN1.03, AN2.01 |
Knowledge/
Understanding |
Performance task:
a multimedia presentation depicting the arts within a historical period |
* Categories
highlighted in bold indicate the area(s) of emphasis.
Time: 5 hours
The students examine contemporary works of art
to determine the qualities of those works that leave their mark and endure
through time. To stimulate students’ critical thinking skills, discussions of
contemporary images are a part of this unit. What makes works of art endure?
What would a student consider to be the properties necessary in an enduring
piece of art? These discussions will be teacher-directed, using contemporary
artwork and including a brief historical survey of enduring art. Students build
on their newly acquired knowledge to contribute by providing their own examples
of contemporary art. The teacher directs the discussion toward the concept of
extremism. (Extremism is going beyond the norm by extending boundaries
and limits.) Throughout the unit, it is essential that teachers encourage
students to respect the diversity of cultures, customs, and talents within the
composition of the students in the class.
Ontario Catholic
School Graduate Expectations
CGE2a - listens
actively and critically to understand and learn in light of gospel values;
CGE2e - uses and
integrates the Catholic faith tradition, in the critical analysis of the arts,
media, technology, and information systems to enhance the quality of life;
CGE3b - creates,
adapts, and evaluates new ideas in light of the common good;
CGE3c - thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3e - adopts a
holistic approach to life by integrating learning from various subject areas
and experience.
Strand(s): Theory, Creation, Analysis
Overall
Expectations
THV.01 - describe
the concepts (elements, principles, styles, genres and techniques) used in
various art forms;
THV.02 - describe
artistic works and productions in terms of their historical contexts;
ANV.01 - analyse and
interpret their own and others’ works of art or productions, demonstrating an
understanding of the process of critical analysis;
ANV.02 - analyse
aspects of cultural identity found in works of art and productions.
Specific
Expectations
TH1.02 - describe
the use of elements and principles that are common to various productions or
works of art (e.g., visual design in painting, dance and drama; movement or
stagecraft in drama and dance);
TH2.01 - describe an
artistic movement or style (e.g., postmodernism in media arts, dance, and
music) in terms of its links to past movements and styles;
TH2.02 - describe a
work or production with reference to its historical context;
AN1.01 - evaluate a
selected work of art or a production, following standard procedures in critical
analysis (e.g., describe their initial reaction, analyse the work using
appropriate terminology, and evaluate the effectiveness of the work);
AN1.02 - analyse
aesthetic features of a chosen work of art or a production;
AN1.03 - analyse how
a specific work of art or production is used as a vehicle for ideas, values,
and ideologies;
AN2.01 - analyse
cultural aspects of works of art or productions.
·
Basic elements
and principles of the arts. It is expected that students have diversity in
their knowledge and understanding of the arts. Depending on the background and
needs of the students, the teacher needs to solidify understanding of the basic
elements and principles. It may be advisable to have experts from the various
arts – drama, dance, media arts, music, and visual arts – provide guest
presentations to introduce this unit. The experts could be members of either
the school staff or the community.
·
The teacher
should collect resources and ensure that equipment will be available in
advance.
·
It may be
necessary for the teacher to research the examples used in Activity 1, Task 5
to provide additional insight during the discussion.
·
Safety procedures
should be reviewed with the class.
·
An open
environment equipped with gym mats is essential for the trust exercise.
1. The teacher presents examples from each of
the arts and conducts a class discussion concerning whether the works will or
will not last. Consensus is not the goal. A list of enduring qualities is
compiled and posted. Students maintain a record. The following questions
provide focus for the enduring qualities of the arts:
a) How does art work reflect the
human condition?
b) Do we react the same to a
piece of art work as others would have from the past?
c) Have we changed emotionally
over the years?
d) Have we changed intellectually
over the years?
e) Have we changed spiritually
over the years?
f) How might these changes
affect our response to visual and auditory stimuli?
g) What attracts us, as a
society, to certain things? (intellectually, emotionally, and spiritually...)
h) Why do we have an immediate
response to certain images which may impact on our lives and/or on society?
i) What images become enduring
images of art and why? (Mona Lisa verses the mushroom cloud over Hiroshima)
j) Will contemporary forms of
popular music (e.g., rap) or dance (e.g., head banging) endure as long as the
more traditional forms?
k) Does our personal heritage
affect what we consider an enduring quality? (Riverdance, Highland
music)
l) How have our lives benefited
from our multicultural society?
m) How have the arts benefited
from our multi-cultural society?
n) How have the arts evolved by
being expressed in a free society?
2. Each student brings in an example of a
contemporary work from any one of the arts that he/she feels will last, and
explains why he/she thinks the example has lasting power. This can be done in a
whole class or small group setting. Additional qualities should be added to the
posted list as well as to the individual student’s notes.
3. The teacher leads students in a drama trust
exercise to introduce the concept of extremism. In groups of five, students
create and perform an extreme (one that goes beyond rational expression, beyond
the established boundaries) dance sequence, of approximately one minute. The
teacher provides instrumental techno music to accompany the dance. Students are
directed to begin and end in a tableau.
Note: Vigilance is important when performing trust exercises. These
types of exercises should only be attempted when the teacher supervisor
him/herself has trust in the individuals and in the combinations of groups
working at any given time. It is important to know the students well before
such exercises are approached.
4. The
teacher illustrates samples of extremism, at least one in each of music (e.g.,
free jazz), art (e.g., graffiti), drama (e.g., Forum Theatre), and dance (e.g.,
La La La Human Steps, Butoh Dancers). The teacher leads a class discussion on
what attracts people to extremism and whether the examples have lasting
qualities. Individually, students select one that they feel will last and
produce a written report rationalizing their choice and explaining the art
work’s enduring qualities. The following questions could provide focus:
· What gives a work of art an eternal quality?
· Who drives the arts (answers should relate to the socio-economic factors that impact the arts)?
· What makes arts ephemeral?
Teacher observation
for formative assessment and feedback to students is ongoing; students’ written
work is assembled in the portfolio for assessment and conferencing.
|
Achievement Chart Categories |
Learning Expectations |
Assessment |
|
Knowledge/Understanding |
THV.01, TH1.02,
ANV.01 |
Written responses |
|
Thinking/Inquiry |
THV.02, TH2.02,
ANV.01, AN1.01, AN1.02, AN1.03, AN2.01 |
Written report |
|
Communication |
TH2.01 |
Dance sequence |
|
Application |
TH2.01 |
Dance sequence |
The teacher may use
some of the following learning accommodations if appropriate:
·
Adapt exercises
to facilitate participation of physically challenged students.
·
Permit the use of
a scribe or tape recorder in production of the report.
Anderson,
Neil. Media Works. Toronto: Oxford University Press, 1989.
Beatty,
Patricia. Form without Formula: A Concise Guide to the Choreographic Process.
Toronto: Press of Terpischore, 1975.
Cohen,
Robert. Theatre, 2nd ed. California: Mayfield Publishing Company, 1988.
Duncan,
Barry, et al. Mass Media and Popular Culture, Version 2. Toronto: Harcourt
Brace Canada.
Fowler, C. Music!
Its Role and Importance in our Lives. New York: Macmillan/McGraw-Hill,
1994.
Franklin,
Eric. Dance Imagery for Technique and Performance. Windsor, Ontario:
Human Kinetics, 1996.
Pop Music
Search Site – http://www.ubl.artistdirect.com/
Schrader,
Constance A. A Sense of Dance: Exploring your Movement Potential.
Windsor: Human Kinetics, 1996.
Legacy of
Multicultural Music for Children.
Danbury, Connecticut: World Music Press, 1994.
Soundtrack
Performance Group – http:// www.soundtracksound.com – CDs, educational and
creative resources, workshops, music; used to provide audio material to
educators and the general public that encourages creativity, and understanding
of history in the areas of arts, exploration, and social interaction.
Society of
Composers, Authors, and Music Publishers of Canada – http://www.socan.ca/
Time: 5 hours
Students explore how
art forms reflect the times, and how the times influence art forms. Through
teacher-directed introduction to different historical periods, the students
become more aware of the time periods and their terminology (Renaissance,
Restoration, etc.). The students are made aware of the interconnection of the
arts and how the artists of the time were influenced by historical events.
Throughout the unit, it is essential that teachers encourage students to
appreciate the diversity of cultures and customs, as these are essential to
understanding the history.
Ontario Catholic
School Graduate Expectations
CGE2a - listens
actively and critically to understand and learn in light of gospel values;
CGE2e - uses and
integrates the Catholic faith tradition, in the critical analysis of the arts,
media, and technology and information systems to enhance the quality of life;
CGE3b - creates,
adapts, and evaluates new ideas in light of the common good;
CGE3c - thinks
reflectively and creatively to evaluate situations and solve problems;
CGE7f - respects and
affirms the diversity and interdependence of the world’s peoples and cultures.
Strand(s): Theory, Creation, Analysis
Overall
Expectations
THV.01 - describe
the concepts (the elements, principles, styles, genres and techniques) used in
various art forms;
THV.02 - describe
artistic works and productions in terms of their historical contexts;
THV.03 - demonstrate
an understanding of safety and interpersonal skills within the arts;
ANV.02·- analyse
aspects of cultural identity found in works of art and productions.
Specific Expectations
TH1.02 - describe
the use of elements and principles that are common to various productions or
works of art (e.g., visual design in painting, dance and drama; movement or
stagecraft in drama and dance);
TH2.01 - describe an
artistic movement or style (e.g., postmodernism in media arts, dance, and
music) in terms of its links to past movements and styles;
TH2.02 - describe a
work or production with reference to its historical context;
AN1.01 - evaluate a
selected work of art or a production, following standard procedures in critical
analysis (e.g., describe their initial reaction, analyse the work using
appropriate terminology, and evaluate the effectiveness of the work);
AN1.03 - analyse how
a specific work of art or production is used as a vehicle for ideas, values,
and ideologies;
AN2.01 - analyse
cultural aspects of works of art or productions.
·
experience in
improvisation and tableau
·
technical skills
in computer usage and familiarity with available software programs
·
In this activity,
two entries are made to the portfolio. The portfolio could be
assessed/evaluated at the end of this unit using Appendix CO2.
1. Reflection of the times
The teacher presents four pieces of visual art and explains how they depict the social customs, norms, and culture of the time. The qualities for each period are posted. For example, by examining Peasant Wedding 1656 by Pieter Bruegel the Elder, students should be able to discern features of 16th century peasant life:
· cooler climate, thus heavier clothing
· ceramic dishware; no glass since too expensive
· large gatherings at ceremonial events
· simple dress, less ornate
· no white dress for weddings
· simple menu
Suggested works for discussion are:
a) Medieval Time Period: Bayeux
Tapestry
b) Renaissance Time Period: School
of Athens by Raphael
Students in groups create short improvisations that animate the art work, first in the time period of the original and then in one of the other time periods. Focus should be placed on depicting the characteristics of the particular period. Each improvisation should begin and end in the same tableau. The teacher may wish to provide representative short literary pieces from the time periods for student reference as the students prepare their improvisations.
2. Influenced by the times
The teacher establishes stations with selected appropriate resources. Students move through the stations in order to explore art works that are influenced by the times. Students maintain a log of the particular works and what aspects of the times have influenced the creation/production of the art work (e.g., Station 1: clip from a movie depicting a particular style; Station 2: a series of print ads in a particular style; Station 3: music video including storyline, dance; Station 4: selection of examples of contemporary photography; Station 5: editorial cartoons). Students add a reflection to the log stating which artwork had most personal impact. The log is entered in the portfolio.
Teacher observation
for assessment and feedback to students is ongoing; students’ written work is
assembled in the portfolio for assessment and conferencing.
|
Achievement Chart Categories |
Learning Expectations |
Assessment |
|
Knowledge/Understanding |
THV.01, TH1.02 |
Log Portfolio |
|
Thinking/Inquiry |
THV.02, TH2.01,
TH2.02, ANV.01, ANV.03, AN2.01 |
Log Portfolio |
|
Communication |
ANV.02, AN2.01 |
Informal feedback
during process |
|
Application |
THV.03, AN2.01 |
Criteria checklist
for improvisations |
The teacher may use
some of the following learning accommodations, if appropriate:
·
Additional time,
and assistance, may be required for completion of the computer-generated
advertisement. This activity may need to be adapted for those with specific
needs.
Books
Banham, Martin, ed. The Cambridge Guide to
Theatre. New York: Press Syndicate of the University of Cambridge, 1990.
Beckett,
Wendy. 1000 Masterpieces of Western Arts. Willowdale: Firefly Books
Ltd., 1999.
Clark,
Kenneth. Civilisation. London:
British Broadcasting Corporation, 1971.
Cohen,
Selma Jeanne, ed. Dance as a
Theatre Art: Source Readings in Dance History from 1581 to the Present. Princeton, New Jersey: Princeton Book
Company, 1992.
Cumming,
Valerie and Aileen Ribeiro. The Visual History of Costume. London:
Courier International Ltd., 1989.
Grout,
Donald J. and Claude V. Palisca. A History of Western Music. New York:
W.W. Norton and Company, 1996.
Janson, H.
W. and Anthony F. Janson. History of Art. New York: Harry N. Abrams
Inc., 1997.
Shehan
Campbell, P., Ellen McCullough-Brabson, and Judith Cook-Tucker. Roots and
Branches: A Legacy of Multicultural Music for Children. Danbury,
Connecticut: World Music Press, 1994.
Stokstad,
Marilyn. Art History. Toronto: Prentice Hall Canada Inc., 1998.
Wright, Susan. The
Bible in Art. New York: Todtri Productions Ltd., 1996.
Slides
Davis Art
Education Materials – Discovering
Art History. Markham: Fitzhenry & Whiteside.
Software
Great
Museums of the World.
Countertop Software: Crystal Productions Inc., 1999.
Ken Darby’s Magic
of the Musicals – http://www.musicals.cd2.com
Musicals of Andrew
Lloyd Webber – www.reallyuseful.com
Time: 5 hours
Students explore the
influence and mystique of iconographic images in societies past and present.
Students develop an understanding of the qualities and characteristics that
make an historical and/or cultural icon aesthetically pleasing and timeless.
They apply this understanding to the choosing of a contemporary icon. Once the
icon is chosen, students must be able to defend the worthiness of such an
image. Its image will be used as the main theme of the studio project.
Ontario Catholic
School Graduate Expectations
CGE2a - listens
actively and critically to understand and learn in light of gospel values;
CGE2e - uses and
integrates the Catholic faith tradition, in the critical analysis of the arts,
media, and technology and information systems to enhance the quality of life;
CGE3b - creates,
adapts, and evaluates new ideas in light of the common good;
CGE3c - thinks
reflectively and creatively to evaluate situations and solve problems.
Strand(s): Theory, Creation, Analysis
Overall
Expectations
THV.02 - describe artistic works and productions in terms of their
historical contexts;
THV.03 - demonstrate an understanding of safety and interpersonal skills
within the arts;
ANV.01 - analyse and
interpret their own and others’ works of art or productions, demonstrating an
understanding of the process of critical analysis;
ANV.02·- analyse
aspects of cultural identity found in works of art and productions.
Specific
Expectations
TH2.01 - describe an
artistic movement or style (e.g., postmodernism in media arts, dance, and
music) in terms of its links to past movements and styles;
TH2.02 - describe a
work or production with reference to its historical context;
AN1.01 - evaluate a
selected work of art or a production, following standard procedures in critical
analysis (e.g., describe their initial reaction, analyse the work using
appropriate terminology, and evaluate the effectiveness of the work);
AN1.02 - analyse
aesthetic features of a chosen work of art or a production;
AN1.03 - analyse how
a specific work of art or production is used as a vehicle for ideas, values,
and ideologies;
AN2.01 - analyse
cultural aspects of works of art or productions.
·
knowledge of arts
elements and principles
·
familiarity with
how the arts contrast with and complement each other
·
skills in group
dynamics, focus and concentration
·
awareness of the
difference between abstract and concrete qualities that make a work of art
endure through time
·
Teachers should
select the historical and cultural icons. A display could be arranged (e.g.,
slides, photographs, postcards).
·
A well-stocked
props box equipped with colourful, versatile, and interesting props is
required.
Discussion
1. The teacher projects images of historical and
cultural icons, and elicits responses to each from the students. After viewing
the images, discuss the following questions:
a) What is an icon? (original
meaning and current meaning)
b) Why do we have icons?
c) How are icons developed?
d) Who are your personal icons?
e) What is a star? a diva? a
hero? a prima donna? a prima ballerina? Are the connotations negative or
positive? Are the terms gender neutral?
f) What is the glamorous side of
being an icon? What are the negative aspects?
g) How does the media impact on
icons?
h) How do people react to icons?
2. The
Strongest Link (or Clash of the Icons)
In order to have this activity reflect our cultural time-period, students are
given a variety of images or ideas that are not already considered as icons.
These images or ideas may be used as a springboard for student thought. These
ideas should inspire the individual student to choose an image that they
consider to be inspirational. Once inspired with a choice, students are more
easily able to defend their icon, e.g., an apple, a skateboard, the neighbour
down the road, the family pet. Individually, students develop a ten-point list
of the qualities of an icon they wish to portray. Students then prepare a
defence of their icon’s qualities. Students may use readily available props
and/or costumes to portray their icons. The teacher places four students at a
time as icons on a Reality series type of panel. Each icon has one minute to
tell the class why the icon should be allowed to stand in the (imaginary or
real) spotlight. Arguments must be convincing. At the end of each panel, the
class votes on who is the strongest icon. That icon moves to the spotlight (to
thunderous applause). This exercise should be repeated with each group followed
by a final panel made up of the strongest icons from each preceding panel.
3. Individual students create an original icon.
It could be based on a comic book superhero/heroine. In groups of three to
five, students, acting as icons, prepare a dance or movement piece of
approximately two or three minutes that begins and ends with group dance, but
has a middle section in which each icon performs a solo expression depicting
iconic qualities through movement. Each group chooses appropriate music to
support this dance/movement presentation (e.g., soundtracks - Stars Wars,
2001: A Space Odyssey, Chariots of Fire, Rocky). Students should
demonstrate stylization and technical skills.
|
Achievement Chart Categories |
Learning Expectations |
Assessment |
|
Knowledge/Understanding |
THV.02, TH2.01,
TH2.02 |
Oral defence of
icon |
|
Thinking/Inquiry |
ANV.01, AN1.02 |
Oral defence of
icon |
|
Communication |
ANV.02, AN1.03 |
Creation of an
icon |
|
Application |
THV.03, AN1.03,
AN2.01 |
Drama exercise |
The teacher may use
some of the following learning accommodations if appropriate:
·
Provide direct
instruction for areas of reading needs.
·
Encourage oral
discussion prior to and after reading to increase the student’s level of
comprehension.
·
Team students
with physical impairments with a peer for purposes of presentation.
Books
Anderson,
Neil. Media Works. Toronto: Oxford University Press, 1989.
Clark,
Michael T. Teach Yourself Paint Shop Pro 6 in 24 Hours. Indiana: Sams
Publishing, 2000.
Larson, Karl
V. See and Draw: From Observation. Wochester, MA: Davis Publications, 1992.
Jacobus, Lee
A. The Bedford Introduction to Drama, 2nd ed. Boston: St. Martin’s
Press, 1993.
Tataryn, M. Praying
with Icons. Ottawa: Novalis, 1988.
Williams, Martin. Where’s
the Melody? A Listener’s Introduction to Jazz. New York: Da Capo Press,
1983.
Websites
Classical music archives –
http://www.classicalarchives.com/
MIDI files of jazz –
http://www.jayp.net/jukebox/jazz/htm
Time: 20 hours
This activity is a
performance task for students to demonstrate their knowledge and skills by
creating a multimedia presentation to depict the arts of a particular
historical period. This presentation celebrates the unique styles of the arts
throughout specific historical time periods, such as 17th century Baroque art,
music and dance. Students also study the art of animation through sequencing a
group of photographs depicting a dance style from the time period which they
have chosen. Students enhance their basic editing techniques by integrating the
animation into the body of the presentation using various computer
technologies. Using a video projector to present their work to the class or
larger audience, the students gain valuable confidence and experience in
presenting multimedia productions.
Ontario Catholic
School Graduate Expectations
CGE2a - listens
actively and critically to understand and learn in light of gospel values;
CGE2e - uses and
integrates the Catholic faith tradition, in the critical analysis of the arts,
media, technology, and information systems to enhance the quality of life;
CGE3e - adopts a
holistic approach to life by integrating learning from various subject areas
and experience;
CGE3b - creates,
adapts, and evaluates new ideas in light of the common good;
CGE3c - thinks
reflectively and creatively to evaluate situations and solve problems;
CGE4b - demonstrates
flexibility and adaptability;
CGE5a - works
effectively as an interdependent team member;
CGE5c - develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d - finds
meaning, dignity, fulfillment, and vocation in work which contributes to the
common good;
CGE5e - respects the
rights, responsibilities and contributions of self and others;
CGE5f - exercises
Christian leadership in the achievement of individual and group goals;
CGE7f - respects and
affirms the diversity and interdependence of the world’s peoples and cultures.
Strand(s): Theory, Creation, Analysis
Overall
Expectations
THV.01 - describe
the concepts (elements, principles, styles, genres and techniques) used in
various art forms;
THV.02 - describe
artistic works and productions in terms of their historical contexts;
THV.03 - demonstrate
an understanding of safety and interpersonal skills within the arts;
CRV.01 - apply arts
concepts (elements, principles, genres, styles and techniques) in the creation
of a production or a work of art;
CRV.02 - identify
and apply appropriate techniques and technical effects - both traditional and
emerging - in the creation of a work of art or a production;
CRV.03 - apply
appropriate steps in the creative process (e.g., researching, exploring,
experimenting, executing, evaluating) in completing individual or group
projects;
ANV.01 - analyse and
interpret their own and others’ works of art or productions, demonstrating an
understanding of the process of critical analysis;
ANV.02 - analyse
aspects of cultural identity found in works of art and productions.
Specific
Expectations
TH1.01 - describe
the use of the elements, principles and techniques (e.g., those related to
sound, light, musical rhythm, voice) in various productions or works of art,
using language appropriate to the relevant art forms;
TH1.02 - describe
the use of elements and principles that are common to various productions or
works of art (e.g., visual design in painting, dance and drama; movement or
stagecraft in drama and dance);
TH2.01 - describe an
artistic movement or style (e.g., postmodernism in media arts, dance, and
music) in terms of its links to past movements and styles;
TH2.02 - describe a
work or production with reference to its historical context;
CR2.02 - use a
variety of traditional techniques and/or emerging technologies (e.g., dance techniques,
digital recording, traditional and digital photography) appropriately to
communicate a message;
CR2.03 - use
traditional technical equipment appropriately (e.g., a sound board or a video
camera);
CR3.03 - document,
using a portfolio, their creative process in the creation or production of an
art work;
AN1.01 - evaluate a
selected work of art or a production, following standard procedures in critical
analysis (e.g., describe their initial reaction, analyse the work using
appropriate terminology, and evaluate the effectiveness of the work);
AN1.02 - analyse
aesthetic features of a chosen work of art or a production;
AN1.03 - analyse how
a specific work of art or production is used as a vehicle for ideas, values,
and ideologies;
AN2.01 - analyse cultural
aspects of works of art or productions.
·
basic knowledge
of the elements and principles of the arts as outlined in Unit 1
·
basic knowledge
of how to work safely and cooperatively in a studio environment
·
review how to
work safely in a computer lab
·
basic knowledge
of the computer, flatbed scanner, web research, image saving, resolution and
image retrieval (A workshop may need to be arranged to acknowledge the
diversity of students’ skills and provide the necessary instruction for successful
completion of the activity.)
·
Teachers must
ensure access to a computer lab.
·
Teachers must
familiarize themselves with the necessary computer tasks needed to assist the
students in the creation of a multimedia presentation.
·
Teachers must be
comfortable with the application and use of traditional and emerging
technologies.
·
Teachers must
have required materials, technology, and equipment available at the beginning
of this activity.
·
Teachers must
have copies of the performance task, accompanying rubric, and criteria
checklist for distribution to the students, Appendices 2.3 and 2.4.
1. Introduce the Performance Assessment Task
The teacher distributes copies of the performance assessment task and rubric
for class discussion and clarification, Appendix 2.3. Safety precautions and
procedures should be reviewed, and available materials, technology, and
equipment considered. Collaborative groups of three or four are formed.
2. Prepare
for the Task
The teacher leads a review of the historical periods related to the arts. A
handout can be used to facilitate research and review previous knowledge and
understanding. (The teacher could use Appendix 2.1 as a reference. The
reference is Euro-centric. Additional examples from Asia, Africa, and South
America could be added.) Students can use Appendix 2.2 to make a summary of the
teacher-led discussion. The class brainstorms a list of ways the performance
task might be developed. Some possibilities include:
· presentation prepared using software and delivered using an LCD projector;
· slide show presentation;
· video presentation.
The teacher presents prompts as inspiration for students to select an historical period of interest. These could include the following:
Greek - Aphrodite of Melos (150–100 BC)
Roman - The Head of Augustus (27 BC)
- The Colisseum (72–80 BC)
Early Christian - Emperor Justinian and Attendants (547 AD) (a mosaic)
Middle Ages - Bayeux Tapestry
Renaissance - Sandro Botticelli The Birth of Venus (1482)
- Leonardo Da Vinci Mona Lisa (1503–1506)
Katsushika Hokusai - The Great Wave
Bamana People, Mali - The Mother and Child
Elon Webster –
Face Mask
Emily Carr - Edge of the Forest
Olmec - Colossal Head
Kodo drumming
Peking Opera
Brazilian music and dance, e.g., Capoera
4. Research, Plan, Design and Rehearse the Task
Students work in groups to plan, design and rehearse. The teacher acts as
facilitator and coach.
5. Study of motion
The teacher provides instruction on creating a movement sequence. Students
create a movement sequence based on a certain time period of art. Students need
to be aware that the time period they choose will be used for their culminating
activity for this unit. Set décor, costume and make-up must be considered for
this exercise. Students perform some physical movement that reflects this time
period, e.g., dance, swordfight, sports, making a sculpture. The movement
sequence is recorded by a series of photographs (between 15 and 30 images). The
photographs are scanned, assembled and inserted into a software animation
program, e.g., Flash. The motion study becomes part of the final
performance task.
6. Performing the Task
In groups, students present their multimedia presentations. Following the
presentation, each student should add to his/her portfolio a visual record of
the group’s presentation, a completed rubric self-assessing his/her individual
demonstration, and a reflection on the learning in response to these questions:
a) In this activity, what did I
learn about the arts in the historical period I chose?
b) How does my group's
presentation demonstrate the impact of the arts within my chosen time-period?
c) In what ways did my group
follow safe practices?
d) How well did the members of my
group respect each other’s roles and responsibilities?
e) If I were to do this task
again, what would I do differently?
This unit includes
assessment and evaluation of all categories in the achievement chart. The
emphasis should be placed on application. The performance task rubric should be
completed by the teacher, and can be used by individual students for
self-assessment.
|
Achievement Chart Categories |
Learning Expectations |
Assessment |
|
Knowledge/Understanding |
THV.01, THV.02,
THV.03, TH1.01, TH1.02, TH2.01, TH2.02 |
Portfolio entries |
|
Thinking/Inquiry |
ANV.01, ANV.02,
AN1.01, AN1.02, AN1.03 |
Portfolio
entries |
|
Communication |
CR3.03, AN2.01 |
Demonstration of
group’s presentation |
|
Application |
CRV.01, CRV.02,
CRV.03, CR1.02, CR2.03 |
Rubric |
The teacher may use
some of the following learning accommodations if appropriate:
·
Adapt suggested
texts for research to the student’s reading level.
·
Allow additional
time where necessary for completion of rehearsal and presentation activities.
Books
Beckett,
Wendy. 1000 Masterpieces of Western Arts. Willowdale: Firefly Books
Ltd., 1999.
Clark,
Kenneth. Civilisation. London:
British Broadcasting Corporation, 1971.
Grout,
Donald J. and Claude V. Palisca. A History of Western Music. New York:
W.W. Norton and Company, 1996.
Janson, H.
W. and Anthony F. Janson. History of Art. New York: Harry N. Abrams
Inc., 1997.
Harper. J.
Russell. Painting in Canada, a History. Toronto: University of Toronto
Press, 1985.
Lefolii,
Ken. Great Canadian Paintings. Ottawa: Canadian Centennial Publishing
Co., 1966.
Stokstad, Marilyn. Art
History. Toronto: Prentice Hall Canada Inc., 1998.
Slides
Davis Art
Education Materials – Discovering
Art History. Markham: Fitzhenry & Whiteside.
Software
Great
Museums of the World.
Countertop Software: Crystal Productions Inc., 1999.
|
Historical Period |
Dance |
Drama |
Music |
Visual Arts |
|
Greek |
Ritual dances |
Aeschylus –Agamemnon Sophocles – Antigone Euripides – Bacchae Aristophanes – The
Birds |
|
Greek
architecture, e.g., columns |
|
Roman |
– often used for
gruesome purposes, e.g., condemned criminals or slaves compelled to dance |
Plautus – The
Captives Lucius Annaeus Seneca |
|
Roman
architecture, e.g., Coliseum The Head of
Augustus Mosaic: Emperor
Justinian and Attendants |
|
Middle Ages |
– linked to
Christian Church: ring dances and singing of psalms and hymns Dance of Death – peasant dances
at May feasts |
Mystery Plays and
Morality Plays – |
Gregorian
chant – Pangelingua gloriosi Guillaume de
Machaut – Messe de Notre Dame |
Bayeux Tapestry The Tower of Pisa Notre Dame
Cathedral |
|
Renaissance |
– early ballet
(The Court Dances) – types of
dance: pavane, galliard, allemande, courante, sarabande, gigue, minuet |
William
Shakespeare Christopher
Marlowe Miguel de
Cervantes – Don Quixote Commedia
dell’arte |
Orlando Gibbons Josquin des
Prez |
Raphael – School
of Athens Bruegel – Peasant
Wedding Botticelli – The
Birth of Venus DaVinci – Mona
Lisa |
|
Historical Period |
Dance |
Drama |
Music |
Visual Arts |
|
Restoration |
Similar to
Renaissance |
Pierre
Corneille – Le Cid Jean-Baptiste
Racine – Phčdre Moličre – The
Misanthrope, Tartuffe, The Miser Aphra Behn (the
first professional English female playwright) – The Rover |
Vivaldi – The
Four Seasons J. S. Bach – Toccata
and Fugue Mozart – The
Marriage of Figaro Beethoven – Symphonies
5, 7, 9 Artistic
styles/movement: classic, neo-classic, baroque |
Artistic styles:
classical Fragonard – The
Happy Lovers Rembrandt – The
Night Watch Gericault – The
Raft of the Medusa West – The
Death of General Wolfe |
|
|
Golden Age of
Ballet Dancers of
influence – Fanny Elssler, Marie Taglioni, Carlotta Grisi |
Artistic movement:
Realism August Strindberg
– Miss Julie Henrik Ibsen – Hedda
Gabler |
Artistic movement:
Romanticism Berlioz – Symphonie
Fantastique Tchaikovsky – Romeo
and Juliet |
Artistic movement:
Romanticism Deake – View of
Halifax Harbour |
|
Modern 1900 Ő |
Modern dance
pioneer – Isadora Duncan Martha Graham,
Doris Humphrey, Charles Weidman, Mary Wigman |
Artistic movement:
Theatre of the Absurd Samuel Beckett – Waiting
for Godot and Eugene Ionesco – The Chairs George Bernard
Shaw – Man and Superman Tennessee Williams
– The Glass Menagerie Arthur Miller – Death
of a Salesman |
Duke Ellington – Blue
Serge Stravinsky – The
Rite of Spring John Cage – Aria
with Fontana Mix |
Canadian painters:
The Group of Seven Norval Morrisseau
– Thunderbird with Inner Spirit Christopher Pratt
– Good Friday Niviaksiak –
Man Hunting at Sea Hole Barbara Astman – Woman
in a Stairwell Karsh –
photography |
|
Time Period |
Visual Arts |
Drama |
Dance |
Music |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
The Task
Your task is to
create a multimedia presentation that illustrates and integrates at least three
of the arts and is specific to a particular historical time period. Your
computer-animated sequence must be integrated.
The Requirements
Your
presentation must include:
·
at least three
selections of music that show contrast of tempo and mood, accompanied by 5-10
images from the time period;
·
dance from the
time period;
·
dramatic
performance of a scene illustrating theatre of the times with a suggestion of
costume (sketching of costumes and dress of the time period is acceptable);
·
computer animated
sequence;
·
some live-action
element.
The presentation
must be a minimum of 5 minutes in length. The unique features of each art form
and technique(s) specific to each art form must be incorporated.
Assessment and
Evaluation
1. Although you are a member of a performance
group, you will be assessed/evaluated individually.
2. Use the criteria checklist as you plan,
design, and perform.
3. The teacher will use the rubric to evaluate
your individual performance. You must complete the rubric, as well as a
self-assessment.
4. Your portfolio entries for this task are:
a) visual record of your
performance
b) completed rubric as
self-assessment
c) reflection on your learning by
answering these questions:
i) In this activity, what did I
learn about the arts?
ii) How does my group’s
performance demonstrate the basic elements of all the arts?
iii) In what ways did my group
follow safe practices?
iv) How well did the members of my
group respect each other’s roles and responsibilities? Where are improvements
needed?
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/Understanding - historical
context THV.02 - elements and
principles TH1.01 - knowledge of
various editing techniques |
- demonstrates
limited knowledge and understanding of historical context, elements, editing |
- demonstrates
some knowledge and understanding of historical context, elements, editing |
- demonstrates
considerable knowledge and understanding of historical context, elements,
editing |
- demonstrates a
high degree of knowledge and understanding of historical context, elements,
editing |
|
Thinking/Inquiry - depth of
research ANV.04 - creative
thinking skills CRV.03 - critical
analysis ANV.01 |
- uses thinking
and inquiry skills with limited effectiveness and limited depth of research |
- uses thinking
and inquiry skills with some effectiveness and some depth of research |
- uses thinking
and inquiry skills with considerable effectiveness and depth of research |
- uses thinking
and inquiry skills with a high degree of effectiveness and depth of research |
|
Communication - artistic
techniques, e.g., rhythm or sound - choice of music - use of costumes,
props, and facilities to effect mood - organization of
presentation - clarity of focus CR2.01 |
- communicates
with limited clarity, accuracy, and effectiveness |
- communicates
with some clarity, accuracy and effectiveness |
- communicates
with a considerable degree of clarity, accuracy and effectiveness |
- communicates
with a high degree of clarity, accuracy and effectiveness |
|
Application - use of equipment CR2.03, CR2.04 - integration of
the arts CR3.02 |
- applies
knowledge and skills with limited effectiveness |
- applies
knowledge and skills with some effectiveness |
- applies
knowledge and skills with considerable effectiveness |
- applies
knowledge and skills with a high degree of effectiveness |
Note: A student whose achievement is below Level 1
(50%) has not the expectations for this assignment or activity.
Overview | Unit 1 | Course Profiles Main
Menu