Course Profile
Comprehensive Arts, Grade 9 open, Public
Unit 4: The Role of the Arts in Contemporary Society
Unit Developers
Ron Dodson, Avon Maitland DSB (Project Leader)
June Boag Coleman, Avon Maitland DSB
Kristine Flaherty, Upper Canada DSB
Christine Jackson, Toronto DSB
Daryl Ouellette, Upper Canada DSB
B.J. Reid, Upper Canada DSB
Development Date: June, 1999
Students investigate the roles of the arts and artists in society through discussions, brainstorming, introduction of practising artists, and statements made by artists about the arts. Through personal discovery, interest inventory and research, students, individually and in groups, demonstrate an understanding of the similarities and differences among arts and arts-related careers, as well as common health and safety practices. Students create a collage to reflect their personal interests and skills. Arts- related career information is shared by the students.
Strand(s): Theory, Creation, Analysis
Overall Expectations: LTV.03X, LCV.02X, LAV.02X, .03X, .04X.
Specific Expectations: LT1.08X, .09X, LC1.07X, LA1.04X, .05X, .07X, .09X, .10X, .11X.
|
Activity 1 |
Introducing the Artist in Contemporary Society |
150 - 225 minutes |
|
Activity 2 |
Students, Careers, and the Arts |
525 - 600 minutes |
· The sketchbook/journal should continue to be used as a record of process and research.
· Early planning for field trips and contact with local artist(s) is suggested.
· Teachers collect local, regional and provincial newspapers, magazines and Internet sites as resources for student use.
· Contact and early planning with audio-visual personnel within the school or board is advisable to ensure technology availability.
· Balancing the four arts when discussing various arts and arts-related careers is important.
· The “knowledge bridge” between units three and four must be ensured.
· Communication with the Student Services department and school Resource Centre is important to the success of this unit; early planning is essential.
· Teaching strategies are sequenced to maximize connections and student learning.
· Sufficient worksheets and rubrics for all students must be available.
· Promotion of the arts in the community using current events notices, brochures, and flyers should be ongoing in order to make students aware of current arts activities.
· All special needs students with behavioural, communication, intellectual, physical, and multiple exceptionalities should be accommodated. An appropriate Individual Student Plan should be devised in consultation with the Special Education and Student Services resources available.
· Educational assistants, learning buddies, and/or peer tutors can assist those with communication exceptionalities. This could include assistance with writing, clarifying instructions, or audio/video recording pertinent parts of an activity.
· ESL/ESD students can be given simplified written instructions and activity-specific vocabulary. Opportunities should be available for the ESL student to participate in discussions and to share personal examples and experiences from their birth culture where appropriate.
· Appropriate adaptations to the space should be made to allow those with physical and multiple exceptionalities to participate to their potential.
· Creative movement should be encouraged and matched to student abilities.
· Care should be taken to balance groups to allow for exceptionalities while respecting individual choices.
· Enrichment extensions should be available for the gifted in all activities.
· Assessment and Evaluation procedures should be modified to allow for exceptionalities (i.e. more time given for written work, journals/reflections could be audio/video recorded).
· Materials, equipment, and resources should be modified or adapted to student needs.
· The teacher should take technological aids needed by students with special needs into consideration.
Students need the ability to work effectively in a group and have a willingness to share their ideas and interests. They need a working knowledge of basic health and safety practices in the arts. Students need a prior knowledge of the language specific to the four arts areas (Unit 1 - Activity 3).
Whole class discussion, brainstorming, sketchbook/journal, demonstration/presentation, research, response sheets, personal reflection and analysis worksheets, interest inventory, homework assignment, Venn diagram, collage creation, class research sharing and small group work.
Formative: sketchbook/journal, teacher observation, Appendix W - Career Search completion sheet, peer evaluation
Summative: Reflective journal
Rubric: Appendix Y - Myself, My Community
Appendix T - Quotation List
Appendix U - Arts in My Life
Appendix V - All About Me Inventory
Appendix W - Career Search Worksheet
Appendix X - Career Search Reflection
Appendix Y - Myself, My Community
Community artists (all art forms)
TV, VCR, tape/CD player
Video and/or audio tapes of interview with an artist who discusses role of the arts
Brommer, Gerald and J.A. Gatto. Careers In Art: An Illustrated Guide. Worcester, Ma.: Davis Publications. ISBN: 0-87192-1499
Strate, Grant. A Guide to Career Training in the Dance Arts. Dance Collection. Toronto: Danse Press/es, 1996. ISBN 0-929003-29-2
Rawlins, Libby et. al. Career Planning for the ‘90's. Toronto: Ontario Institute for Studies in Education, 1994. ISBN 0-7713-0445-5
Ragans, Rosalind, Ph.D. Arttalk. New York: McGraw-Hill, 1995.
Career Cruising & Career Explorer (provincially licensed software)
http://edu.gov.on.ca/eng/career)
for selection, updates and delivery schedules
http://www.haltonbe.on.ca/osapac
Life & Times of Emily Carr/ Lynn Johnston/Ken Danby/Christopher & Mary Pratt.
CBC: call 1-800-363-1281 to order videos.
Time: 150 - 225 minutes
Students study the role of the arts in contemporary society through introduction to specific artists.
Strand(s): Theory, Creation, Analysis
Overall Expectations: LT1.03X, LAV.02X.
Specific Expectations: LT1.08X, LT1.09X, LC1.07X, LA1.04X, .05X, .07X.
· Sufficient copies of Appendix T.
· Scrapbook, bulletin board or other suitable display space.
· Early preparation and planning is necessary for guest artists or field trips.
· Collection of local, regional and provincial arts brochures, newspapers and flyers is recommended.
· The Student Services department should be informed well in advance of the nature of the student research requirements.
· Students should have access to a TV/VCR, tape/CD player and a computer with Internet access.
1. The teacher leads students in brainstorming the role of the artist in today’s society. A significant emphasis should be placed on the function of the artist as prophet, sage, societal conscience, and philosopher. Care should be given to include traditions and values of the artist, and any significant cultural connections in the community.
Quotations from artists about art are presented to the students and discussed (Appendix T). Students then create their own statement about the arts in their sketch book/journal.
Extension: Enlarge the quotations individually and post them about the room. The students move about the room reading and analysing the quotations and stand by one quotation that speaks to them personally. Once grouped according to favourite quotations, the students discuss their reasons for choosing the quotation and represent the meaning of the artist's statement in a tableau (still image). Each tableau is presented and discussed. Opportunities for extensions with movement transitions are optional (e.g., a series of three tableaux with movement transitions).
Homework assignment: Students supply evidence of the arts in the community by bringing in one or more of the following: a newspaper article, a web site, a program, a poster, a ticket stub, an advertisement, a brochure, addresses of arts organizations (i.e. art gallery, theatre, museum), recordings, video tapes or other concrete evidence. These articles are collected and displayed for the whole class on a bulletin board or in a scrapbook. Teachers may wish to introduce and model collage techniques, using the materials brought into the classroom by the students. This would help prepare students for a later activity (Activity 2, #2).
Homework assignment: The teacher explains that the students are going to have an opportunity to interview an artist the following day. The teacher provides introductory information related to the artist's professional practice and assigns the task of preparing questions to ask the artist. If a videotape or audio recording is being used in lieu of a visiting artist, the students should prepare questions which they hope will be addressed in the recording/video.
Students are introduced to individual artists through one or more of the following suggested methods: a visiting artist, an interview from audio or video tape, a field trip, a print source or an Internet source. Students must incorporate information about a Canadian artist who practises more than one art form (i.e., Michael Snow, Toller Cranston, Robert Lepage, Mendelson Joe, R. Murray Schafer). Students then attempt to answer their prepared questions and write down their responses. As the unit progresses and more information is obtained, additional information should be documented.
Extension/enrichment: Students are assigned the task of researching a contemporary Canadian artist, either singly or in pairs. They summarize their information in the form of a written report, oral presentation, dramatization, dance in the artist's style, poster display, video, computer presentation, slide show, etc. Categories for research could be provided such as: art form or forms practised by the artist; biographical information; major works; challenges and triumphs; contribution to Canadian culture and society; connections with the world outside Canada; etc.
Teacher observation
Formative Journal entries
Homework checks
Appendix T - Quotations: Artists Speak About Art
Request assistance from a teacher/librarian and student services/guidance departments to obtain materials at various reading levels and to assist in research. Education assistants, learning buddies and/or peer tutors can assist those with communication exceptionalities. This could include assistance with writing, clarifying instructions, audio/video recording pertinent parts of an activity and assisting with research. ESL/ESD students can be given simplified written instructions and activity-specific vocabulary.
Time: 525 - 600 minutes
In this activity, students explore their personal interests and skills within the arts and research one career of personal interest.
Strand(s): Theory, Creation, Analysis
Overall Expectations: LTV.03X, LCV.02X, LAV.03X, .04X.
Specific Expectations: LA1.09X, .10X, .11X.
· Sufficient copies of Appendix U - Arts in My Life worksheet, Appendix V - Interest Inventory, Appendix W - Career Search worksheet, Appendix X - Career Research Reflection, Appendix Y - My Self, My Community rubric, access to the Student Services office for university and college calendars, brochures and apprenticeship information.
· The rubric Appendix Y - My Self, My Community will be used for summative evaluation.
· Where licensed, computer programs such as “Discover” and “Choices” can be utilized.
· The ongoing reflective use of the sketchbook/journal is recommended.
2. The teacher distributes the Appendix U - Arts in My Life autograph worksheet. The exercise is intended to highlight the presence of various art forms in our every day lives. The students circulate around the room canvassing one another to obtain other students’ autographs. Following the activity, the information is shared and the teacher discusses how actively involved the students are in the arts. Students complete the interest inventory Appendix V - All About Me, then interview a classmate in order to share personal information.
a. The teacher introduces the concept of collage/montage through a variety of examples such as visual collage (“Le Courier” - Georges Braque), photo montage (David Hockney), musical collage (“The William Tell Overture" - G. Rossini), dance collage (various videos of modern dance and music). Students review collage techniques and approaches to design/composition. The teacher leads the students to an understanding of how the elements of design and composition can be used to create collage/montage in different art forms or combination of art forms (see resource list for references to collage/montage, or seek support of the Visual Art specialist for mini-lesson on collage/montage).
b. Through a medium of his/her choice (e.g., visual collage, musical montage, multimedia montage or medley, dance/drama anthology, dance composition or monologue), each student creates a representation of their personal identity (e.g., interests and skills) and the community with which they identify. Students must document their process in their sketchbook/journals.
c. Students present their collage/montage in small groups. Both the creation and the sketchbook/journal are collected and assessed by the teacher, using Appendix Y - My Self, My Community.
Students list a minimum of three careers for each of the four arts disciplines (e.g., arts administrator, disc-jockey, set designer, fashion designer). This activity could be used as a homework assignment. The teacher leads the students in completing a Venn diagram (Appendix L) which links the arts careers listed by the students. The teacher should attempt to ensure that a broad spectrum of arts careers is reflected in the diagram.
Students complete the Appendix W - Career Search worksheet using the following resources: the school’s Student Services office, school library/resource centre, Internet sources, and personal interview sessions. Students present their research findings in small groups. Each student completes Appendix X - Career Research Reflection sheet.
Appendix Y - My Self, My Community
Appendix X - Career Research Reflection
Brommer, Gerald. Collage Techniques: A Guide For Artists And Illustrators. New York: Watson-Guptill, 1994. ISBN 0-8230-0655-7
Brommer, Gerald and J.A. Gatto. Careers In Art: An Illustrated Guide. Worcester, Ma.: Davis Publications. ISBN 0-87192-1499
Larbalestlier, Simon. The Art And Craft Of Montage. London: Mitchell Beazley International, 1993.
Leland,
Nita and V.Williams. Creative Collage Techniques. Ohio: North Lite
Books, 1994.
ISBN 0- 89134-563-9
“Discover”, “Choices” where licensed
Career Planning for the 90s
A Guide to Career Training in the Dance Arts.
Provincially licensed software: Career Cruising & Career Explorer, MET's web site career gateway: http://edu.gov.on.ca/eng/career;
for selection, updates and delivery schedules
http://www.haltonbe.on.ca/osapac
Various publications by the Ontario Arts Council, the Canadian Music Centre and Playwrights Union Canada
Various university and college course calendars and booklets
Students with communication exceptionalities may find the written component of this activity challenging. A variety of resources may be included using a variety of media. Assistance from a teacher/librarian and student services/guidance to obtain materials at various reading levels and to assist in research is encouraged. Education assistants, learning buddies and/or peer tutors can assist those with communication exceptionalities. This could include assistance with writing, clarifying instructions, audio/video recording pertinent parts of an activity, and assisting with research. ESL/ESD students can be given simplified written instructions and activity-specific vocabulary. Assessment and evaluation procedures should be modified to allow for exceptionalities. (i.e., more time given for written work, journals/reflections could be audio/video recorded).
“Art is that in which the hand, the head and the heart ... go together.” John Ruskin
"It is not hard to say, then, what art should be. Art should be an awareness, a sense of spiritual alertness, not put on like poetry. The farmer going out to his milking may be aware of its beauty, even though completely inarticulate. Arthur Lismer
“Art is long and time is fleeting.” Henry Wordsworth Longfellow
“Art does not reproduce what we see. It makes us see.” Paul Klee
“Art is either plagiarism or revolution.” Paul Gauguin
“Art is made to disturb. Science reassures.” Georges Braque
"Dancing isn’t a tournament. The only competition you have is yourself and your expectations." Karen Kain
"Acting is not being emotional, but being able to express emotion." Kate Reid
“Whatever the artist makes is always some kind of self-portrait.” Marisol
“All art is an individual’s expression of a culture. Cultures differ, so art looks different.” Henry Glassie
“Art made for the people and by the people, a joy to the maker and user.” William Morris
“Art is a way of expression that has to be understood by everyone, everywhere.” Rufino Tamayo
“How important are the visual arts in our society? I feel strongly that the visual arts are of vast and incalculable importance. Of course I could be prejudiced. I am a visual art.” Kermit the Frog
“Dance is life.” Charles Schultz as Snoopy
"It is music’s lofty mission to shed light on the depths of the human heart" Robert Schumann
"Art is the triumph over chaos." John Cheever
"The history of a people is found in its songs." George Jellenik
"A work of art does not answer questions; it provokes them." Leonard Bernstein
"I’ve learned that a serious actor must sometimes show his soul to an audience unashamedly and take from it every remembered passion of the past." Paul Kligman
"Music produces a
kind of pleasure which human nature cannot do without." Confucious
''The true artist is connected ... The true artist is interested in the art object as an art process, the thing in being, the being of the thing, the struggle, the excitement, the energy that have found expression in a particular way. The true artist is after the problem. The false artist wants it solved (by somebody else)." Jeanette Winterson
"Nothing is more revealing than movement." Martha Graham
"Theatre can penetrate into the darkest zones of terror and despair for one reason only: to be able to affirm, neither before nor after but at the very same moment, that light is present in darkness. Progress may have become an empty concept, but evolution is not, and although evolution can take millions of yeas, the theatre can free us from this time frame." Peter Brook
"Imagine what artists could do if they became committed to the long-term good of the planet. The possibilities are beyond imagination. If all artists would pull together for the survival of humankind, it would be a power such as the world has never known." Ciel Bergman
"Dance has existed since the beginning of time - as ritual, as recreation, as spectacle." Nancy Reynolds
''What if imagination and art are not frosting at all, but the fountainhead of human experience? What if all our logic and science derive from art forms and are fundamentally dependent on them rather than being merely a decoration for our work when science and logic have produced it?" Rollo May
Art is always working through you. You are its vehicle. Your imagination and intuition are receptive to energies from somewhere else. This immeasurable source will lead you into territory where very powerful affecting energies lie." Patricia Beatty
"Architecture is music in stone." Ayn Rand
"Life beats down and crushes the soul and art reminds you that you have one." Stella Adler
"Art washes away from the soul the dust of everyday life." Pablo Picasso
"Art is not a mirror but a hammer." John Grierson (founder of the National Film Board)
"The theatre is like fireworks. Look at it, look at it, it may not come again." Gratien Gelinas
"A nation’s character and soul is typified by its dances." Boris Volkoff, the "father" of Canadian ballet
"My plays are musically written. And if somebody doesn’t get the music, they don’t feel it and go with the rhythms, it throws the whole thing off. I hear the plays. I hear them. I write with my ear." Judith Thompson
Find someone in this room who...
1) can play a musical instrument ____________________________________________________
2) can recite anything, 10 lines long, by heart __________________________________________
3) dances at family celebrations ____________________________________________________
4) has performed in a talent show ___________________________________________________
5) tells a joke well _______________________________________________________________
6) can juggle ___________________________________________________________________
7) designs clothes _______________________________________________________________
8) sings in a choir _______________________________________________________________
9) has worked on a play __________________________________________________________
10) can do impersonations ________________________________________________________
11) uses a sketch book ___________________________________________________________
12) has been to an art gallery or museum ____________________________________________
13) plays in a band ______________________________________________________________
14) draws cartoons ______________________________________________________________
15) does hip hop dancing _________________________________________________________
16) has seen a live performance ____________________________________________________
17) has a poster or painting on a wall in their home ____________________________________
18) can do a pirouette ____________________________________________________________
19) sings in the shower ___________________________________________________________
20) does computer animation ______________________________________________________
Name:__________________________________________ Age:______________
3. Three adjectives that best describe me are: (e.g., assertive, flexible, shy):
________________________________________________________________________
My favourite subject(s) in school is/are:________________________________________
________________________________________________________________________
My least favorite subject(s) in school is/are:_____________________________________
________________________________________________________________________
One thing I do not like doing is:______________________________________________
because__________________________________________________________________
One thing that I do well is:___________________________________________________
Some responsibilities that I have at home are:____________________________________
________________________________________________________________________
The person who has had the most influence on me is:______________________________
________________________________________________________________________
If I could be anything I wanted to be, my ideal job would be:_______________________
________________________________________________________________________
If I could change one thing about myself, it would be:_____________________________
________________________________________________________________________
T.V. shows/videos I watch regularly:__________________________________________
________________________________________________________________________
The type of music I listen to is:_______________________________________________
________________________________________________________________________
My hobbies and special interests are:__________________________________________
________________________________________________________________________
If I could go any place in the world, I would go:_________________________________
________________________________________________________________________
Something special about me is: ______________________________________________
I like people who: ________________________________________________________
_______________________________________________________________________
From the list below, 10 things that I would be interested in doing are:
____ golfing ____ writing a song ____ sewing
____attending a play ____ fashion modeling ____ repairing a bike
____ gardening ____ in-line skating ____ going to a movie
____ writing letters ____ mountain biking ____ playing the piano
____ camping ____ playing the guitar ____ entering a talent show
____ babysitting ____ creating a painting ____ reading a book
____ shopping ____ playing basketball ____ drawing
____ playing a video game ____ dancing ____ writing poetry
____ watching T.V. ____ keeping a diary ____ listening to music
____ spending time with friends
I am a good friend because: ___________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
In a friend, I look for the following qualities: _____________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
The greatest risk I have ever taken was/is: ________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
A motto or saying that best represents me is: (e.g., It isn’t easy being green; Just do it!)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Name: _________________________________________ Date: ________________________
4. State the career you have chosen to research. _____________________________________
List at least two resources you used to find your information. ________________________
_________________________________________________________________________
_________________________________________________________________________
Write a brief job description from the information gathered. _________________________
_________________________________________________________________________
_________________________________________________________________________
What specific skills are needed to perform this job? _______________________________
_________________________________________________________________________
_________________________________________________________________________
What are the major health and safety concerns related to this job? ____________________
_________________________________________________________________________
_________________________________________________________________________
List three typical responsibilities of this career.
_________________________________________________________________________
_________________________________________________________________________
Level(s) of education required for this job.
High school ________ College ________ University ________ Other ________
What is the cost of obtaining the necessary training? ______________________________
List at least two schools (including addresses) which provide training for this job.
_________________________________________________________________________
_________________________________________________________________________
What is the earning potential of this job? (entry-level to top salary range)
_________________________________________________________________________
_________________________________________________________________________
List three things which interest you most about this career.
_________________________________________________________________________
_________________________________________________________________________
Name:_______________________________________ Date:______________
5. The career that most interests me is ____________________________________________
because __________________________________________________________________
_________________________________________________________________________
One thing that surprised me about that career was _________________________________
_________________________________________________________________________
_________________________________________________________________________
After my research, I realize that:
I am NOT interested in the career of ___________________________________________
because __________________________________________________________________
_________________________________________________________________________
I AM interested in the career of _______________________________________________
because __________________________________________________________________
_________________________________________________________________________
An arts career I would like to know more about is ________________________________
Student Name: _________________________________________________
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Planning and Documenting |
- planning, documenting, and reflecting is tentative or non-existent |
- planning, documenting, and reflecting is evident and shows some divergent thinking |
- planning, documenting, and reflecting is substantial and shows alternative ideas |
- planning, documenting, and reflecting is exceptional and well-integrated |
|
Making Connections |
- makes limited connections between self and community |
- makes moderate connections between self and community |
- makes considerable connections between self and community |
- makes in-depth and insightful connections between self and community |
|
Application of Creative Process |
- combines collage items randomly with little attention to the overall effect |
- combines collage items with some attention to detail and overall effect |
- combines collage items with considerable attention to detail and overall effect |
- combines collage items effectively while manipulating the elements of the medium to achieve a desired effect |
Publications from Guidance Centre, The Ontario Insitute for Studies in Education.
VGM’s Career’s Encyclopedia. Lincolnwood, Illinois: NTC Publishing Group, 1991.
Encyclopedia of Careers and Vocational Guidance 10th edition. Chicago: J.G. Ferguson Publishing Company, 1997.
Career Connections Series
Bartlett, Gillian. Great Careers for People Interested in the Performing Arts. Toronto: Trifolium Books Inc., 1994.
Rising, David. Great Careers for People Interested in Film, Video, and Photography. Toronto: Trifolium Books Inc., 1994.
Art. Toronto: Guidance Centre. The Ontario Institute for Studies in Education, 1995.
Brommer, Gerald F. and Joseph A. Gatto. Careers in Art. Worcester, Mass.: Davis Publications Inc., 1984.
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