unit title: media, culture and gender
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Unit Title: Media, Culture and Gender. Key Concepts Artworks have different meaning across time and place (culture and history) Media Literacy Gender roles across time and place Essential Questions What different meanings do artworks have across time and place? - PowerPoint PPT PresentationTRANSCRIPT
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Unit Title: Media, Culture and GenderKey ConceptsArtworks have different
meaning across time and place (culture and history)
Media LiteracyGender roles across
time and place
Essential QuestionsWhat different meanings do artworks have
across time and place?How does the media send us messages and
what can we do to change them?
How does time and place affect gender roles?How does media change the idea of
acceptable gender roles?
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Lesson 1: Art in the Real WorldUnderstanding
different cultures through their art
How can you learn about different
cultures by looking at their art?
Ceremonial hanging (palepai); Indonesia, southern SumatraMask (tatanua); Oceania, Melanesi
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Lesson 2: Exploring Sepik CultureUnderstanding different culturesAesthetic values
What kinds of values of other cultures have?
How can we learn about other culture’s values through aesthetics?
Why is it important to understand different cultures?
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Day 1
Learning about Sepik aesthetics and weaving around the world
Exploring Sepik Culture
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Day 2
Learning to weave
Is weaving an art form?Is it an artifact?
Can an object be both?
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Days 3-4Complete project and learn how
weavings/fibers are relevant in contemporary art
Are bilum bags considered art? Can functional objects be considered art?
Cathy KataMbu Walg Kupun II
Nick CaveSoundsuit, 2009
Jane Deschner Pooh, Rosalind & Charles, 2007
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Day 5Group Critique
Close: • Gender and weaving in
Sepik society? In ours?• What is “men’s work” and
“women’s work”?
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AssessmentOverall
Lesson Rubric
Weaving Specific Rubric
F C B A
WebQuest All questions were not answered completely.
Not all questions were answered completely, or greater than 2 rationales for the all answers were not clearly stated.
All questions were answered completely, but rationales for the all the answers were not clearly stated.
All questions were answered completely and rationales for the answers were clearly stated.
Participation (Critique/Daily Discussions
Student did not participate in discussion or critique or student only made inappropriate or hurtful comments.
Student’s participation in daily discussions was minimal.
Student consistently provided comments, but was not always thoughtful and actively engaged.
Student provided thoughtful insights and was actively engaged in the daily discussions.
Weaving Project does not meet the standards as specified on the “Weaving Specific Rubric” provided for the studio portion of this project.
Project meets some of the standards as specified on the “Weaving Specific Rubric” provided for the studio portion of this project.
Project meets most of the standards as specified on the “Weaving Specific Rubric” provided for the studio portion of this project.
Project meets all of the standards as specified on the “Weaving Specific Rubric” provided for the studio portion of this project.
F C B A
Creativity The weaving is a copy of an example seen in source material or one made by another student (80% or more of elements are copied).
Some aspects of the weaving are unique, but several elements are copied from source materials or other students.
Some aspects of the weaving are unique, but several elements are copied from source materials or other students.
Totally original design, no element is an exact copy of designs seen in source material.
Attractiveness/ Craftsmanship
The weaving looks thrown together at the last minute. It appears that little design or planning was done. Craftsmanship is poor.
The design and construction were planned. The item has several flaws (uneven cadence to the rhythm of the weaving, a few unfinished threads visible, unwanted holes), that detract from the overall look.
The weaving shows that the creator took pride in his/her work. The design and construction look planned. The item has a few flaws (uneven cadence to the rhythm of the weaving, a few unfinished threads visible), but these do not detract from the overall look.
The weaving shows that the creator took great pride in his/her work. The design and construction look carefully planned. The item is neat (free of unwanted holes, unfinished threads).
Time/Effort Class time was not used wisely and the student put in no additional effort.
Class time was not always used wisely, but student did do some additional work at home.
Class time was used wisely. Much time and effort went into the planning and design of the weaving. It is clear the student worked at home as well as at school.
Class time was used wisely. Much time and effort went into the planning and design of the weaving. It is clear the student worked at home as well as at school.
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Lesson 3: Media Literacy and Message EvolutionRecognizing
codes within visual culture messages
Understanding that the content of messages can change over time
What kinds of messages are prevalent in today’s visual culture?
How might the content of those messages change over time?
Why is it important to understand how messages might be perceived over time?
Culture Jam Video
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Lesson 4: Creating Non-Western Visual CultureCreate an ad for a non-western
cultureIndividual project with group
collaboration
Can you know what an advertisement is saying even if you can’t read the words?
How has western advertising influenced non-western ads?
How are visual images used to create meaning?
Japan
India