AN ACTIVITY FOR VISUAL ARTS CLASSES, SECONDARY CYCLE ONE
\nThe Let\u2019s Create on Stone learning and evaluation situation (LES) provides an opportunity for secondary cycle one students to discover the patterns, tools and techniques of rock art featured in the Images on Stone online exhibit.<\/p>\n
The activity focuses on the basics of art history and the composition and organization of space in images. It helps students to understand how First Nations used a unique surface of the Canadian landscape to create rock art by exploring the techniques of this form of expression.<\/p>\n
The activity encourages students to make connections between the expression of an age-old culture and a corresponding form of contemporary art. It introduces students to the way tools and techniques were used in the past to create rock art.<\/p>\n
The Let\u2019s Create on Stone activity is part of the Media Literacy broad area of learning. It allows students to appreciate how media represents reality (comparison of aesthetic and artistic productions).<\/p>\n
Subject Area: Visual Arts<\/p>\n
Naming artistic periods
\nIdentifying elements of the visual arts language in a work of art
\nIdentifying means to create gestural marks using a variety of materials and tools
\nCreating personal images
\nUsing ideas generated by research on the stimulus of creation
\nTrying out various transforming gestures
\nHandling tools
\nTrying out ways to use elements of the visual arts language
\nCross-curricular Competency<\/p>\n
Using creativity<\/p>\n
Preparation: Creators from the Past
\nCreation: Images on Stone
\nIntegration: Rock Art\u2026 Today!
\nThese three steps can be carried out in whole or in part.<\/p>\n
At the end of the activity, you and your students will have:<\/p>\n
Analyzed rock art works;
\nReplicated creative gestures using the tools, techniques and representations of a specific period of art history;
\nTransposed a form of art to a different era and context to make cultural connections.
\nTo take full advantage of your exploration of the online exhibit and proposed activities, please:<\/p>\n
Read all the information provided at each step of the activity;
\nExplore the individual sections of the online exhibit;
\nReview the annexes.
\nStep 1 \u2013 Preparation \u2013 One period of class activity (60 minutes)
\nCreators from the Past
\nObjectives<\/p>\n
Identify the connection between rock art and Indigenous societies from the past
\nCharacterize rock art
\nPatterns, representations, use of rock surfaces
\nTechniques and tools
\nExplore examples of rock art
\nSeries of Steps<\/p>\n
The teacher shows students examples of rock art from the gallery available here. o If the students have already completed the \u201cRock art, did you say?\u201d History LES, the teacher can ask them to give the meaning of the term rock art. Otherwise, the teacher can provide the following definition:
\nRock art: paintings or carvings made on rock surfaces by civilizations prior to the invention of writing.<\/p>\n
Is it really art?
\nArchaeologists use the word art in rock art to highlight that it is a deliberate form or visual expression. It reveals a creative practice akin to any artistic work (as it involves design, research of materials to be used like paint pigments, use of appropriate tools, identification of surfaces to be decorated, etc.)
\nHowever, scientists believe that rock art sites have never been produced for solely aesthetics purposes.
\nWho created the sites? Nomadic peoples. Rock art sites may have been created by shamans, but also by hunters or individuals who simply observed some phenomena at the sites or wished to leave a trace of their passage.
\nBased on these images, what are the characteristics of rock art? Use the Table (Annex\u00a01) to list the characteristics identified by the students individually, in teams or with the full class.
\nWhat patterns can you observe?
\nWhere can rock art be found?
\nHow was rock art produced?
\nMaterials and tools
\nTechniques Now that the students have a better understanding of the production of rock art, they will be invited at the next step of the activity to produce images based on rock art codes, in order to understand the creative process through imitation.
\nStep 2 \u2013 Creation \u2013 One period of individual work in class or not (60 minutes)
\nImages on Stone
\nObjectives<\/p>\n
Experiment techniques used in the past by creators of rock art
\nCreate images based on rock art references
\nSeries of Steps<\/p>\n
The teacher proposes that students create a work based on the codes of Indigenous ancestors.
\nThe students browse the Images on Stone site in order to identify context elements to use as references for their creations:
\nOn what occasions was rock art produced?
\nSpiritual ceremonies
\nEncounters (e.g., with the Europeans)
\nObservations of nature
\nWhat patterns inspire the students?
\nThe teacher proposes the surface, materials and tools to be used:
\nPainting:
\nCork, or thick, porous cardboard may replicate the surface of a rock to a certain extent.
\nGouache may be used as pigment; but powder pigment would be ideal for students to mix themselves with a binding agent, in order to replicate more closely the process used by rock art creators.
\nStudents choose their own tools to use depending on what they want to represent: tracing paper and stamping, stencil, paint brush (to replicate a feather or twig), or simply a finger.
\nCarving:
\nRock like steatite (soapstone) or any other material adapted to the techniques used (abrasion, incision, pecking)
\nTools: knife, tip or a harder and sharper piece of rock (students must be introduced to this technique beforehand)
\nAmong the evaluation criteria, the teacher may include a measure of originality. However, it is strongly recommended that the students draw from traditional techniques and patterns at this stage.
\nSimilar to other forms of art, rock art is an archaic form of expression that can be renewed across the ages. Would it be possible to create in the present context and environment like the First Peoples did long ago?<\/p>\n
Step 3 \u2013 Integration \u2013 Two periods in class, then as individual work in class or outside (120 minutes)
\nRock Art… Today!
\nObjectives<\/p>\n
Highlight the basics to remember from the activity:
\nRock art is one of the oldest forms of deliberate visual communication to reach out to us.
\nRock art features characteristic patterns created on media with specific means (tools and techniques).
\nUse the knowledge acquired to transpose the object under study to a different context and historical period.
\nSeries of Steps<\/p>\n
The teacher shows the student the art work of Norval Morriseau (LIEN vers la page du site o\u00f9 l\u2019on voit cette oeuvre)1 featured in the Images on Stone exhibit.
\nLike many others, this Anishnaabe artist was inspired by the mythical world of his ancestors and traditional stories to create his works of art. He contributes to keeping this heritage alive.
\nCan the students name other forms of art that endure even today through the work of contemporary artists inspired by techniques and patterns from the past?
\nYarn bombing: https:\/\/fr.wikipedia.org\/wiki\/Yarn_bombing
\nWall frescoes, like many found in Qu\u00e9bec City and elsewhere: https:\/\/www.quebecregion.com\/en\/quebec-city-and-area\/murals-of-the-city\/
\nSeveral Indigenous artists turn to their cultural traditions for inspiration. For instance, Nadia Myre used both beadwork and photography to create her Meditations on Red work of art:
\nSculpture in the urban space, with the Passages insolites project: http:\/\/www.passagesinsolites.com\/
\nPersonal production: The teacher invites the students to create a personal work of art that will transpose rock art patterns and techniques in today\u2019s world:
\nOn an urban surface
\nUsing today\u2019s tools
\nThis activity involves the following:
\nThe students choosing a surface that represents their territory: It may be an urban surface (brick, cut stone, asphalt, concrete) or a surface in the students\u2019 own surroundings (field stone, piece of wood). The important aspect is for the surface selected to allow students to use its characteristics (slits, breaks, colours, reliefs) in their productions;
\nTaking a picture of this surface and printing it. Alternatively, where possible, the students may use the surface directly (for instance, a brick);
\nUsing the characteristics of the surface and knowledge gained during the LES (patterns, tools, techniques, myth inspiration) to create a modern work of art.
\nWhat patterns would represent today\u2019s urban myths?
\nWhat tools and techniques would be used today? (examples: chalk, gouache, aerosol)
\nStudents must also write a short paragraph explaining their creative process and the connections that they make between rock art and their own production.
\nIf desired, the teacher may lead a discussion on potential connections (and differences, for instance, regarding the intent underlying each creation), between rock art and today\u2019s urban art, which is sometimes much like graffiti.
\nFor more information on this artist, and his life and work, please go to: https:\/\/www.aci-iac.ca\/art-books\/norval-morrisseau\/biography.<\/p>\n
The Let\u2019s Create on Stone learning and evaluation situation is a means to teach concepts of inspiration, imitation and tribute in art. The teacher should use the LES not only to introduce the knowledge that it addresses, but also to allow the students to become more familiar with the materialization of concepts in different contexts.<\/p>\n
<\/p>\n
<\/p>\n","protected":false},"excerpt":{"rendered":"