Though thoughtful conversation and rich questioning students begin their exploration of Inuit artist Kenojuak Ashevak.
Students learned about the artists life and viewed her artwork. Students generated questions for discussion and clarification.
Canadian Encyclopedia showing her life.
Students learned about the artists life and viewed her artwork. Students generated questions for discussion and clarification.
Canadian Encyclopedia showing her life.
We loved the quote by Kenojuak Ashevak
“There is no one Inuit word for art.
We say it is to transfer something from the real to the unreal”
From http://www.thecanadianencyclopedia.ca/en/article/kenojuak-ashevak/
“There is no one Inuit word for art.
We say it is to transfer something from the real to the unreal”
From http://www.thecanadianencyclopedia.ca/en/article/kenojuak-ashevak/
Students develop a sense of where Kenojuak Ashevak is from.
The students mapped out where the artist lived and places she moved from. Students observed landscape through images and videos of her home.
- Where was she located?
- How is this landscape different or the same as your own?
- What do you notice about the landscape?
- How did her life change as she moved into the town?
Map of Canada before Nunavut (NOTE: The Territory of Nunavut became official on April 1, 1999).
We also read the amazing book Fatty Legs by Christy Jordan-Fenton and Margaret Pokiak (this book is a true story of a girl who goes to residential school). It is not about Kenojuak Ashevak's life, but gave another insight to the life of Inuit people who moved into populated areas like Ashevak.
Students engage in analyzing, evaluating and responding critically to Kenojuak Ashevak's artwork. They generated their notice and wonders while making connections to their knowledge of the Regions of Canada.
-Analyzing, evaluating and interpreting artist work (notice/wonders = attributes). Students are asked to look for specific information:
Some Students Thoughts and Questions:
Ashevak was inspired by nature and her surroundings to create her artwork, inspired by her family and learning from her grandmother in the past
Inspired by her culture and other people making things, might learn from others at the art cooperative
How old was Ashevak when she started doing art?
How would she have friends in a “global network,” if she stayed in Cape Dorset?
Where did she get the paint from?
How long does it take to make an individual art piece?
May have got materials from grandma or made.
Could there have been an artist before Ashevak that did printmaking?
Student develop an understanding of who and what influenced Kenojuak Ashevak.
From: Canadian Encyclopedia
Some student's perspectives included:
She was influenced by her cultural history.
Influenced by the artist James A Houston who was in turn inspired by the Japanese artist (Un'ichi Hiratsuka).
"Maybe printmaking was created to solve a problem… making multiple prints to sell is more efficient than how long it takes to make one painting".
"When my parents were my age, who were they learning about? Who inspired them?"
James A Houston
http://www.thecanadianencyclopedia.com/en/article/james-archibald-houston/
Print making: http://www.thecanadianencyclopedia.ca/en/article/inuit-printmaking/
- Do you see evidence that the landscape has influenced her artwork?
From: Canadian Encyclopedia
Some student's perspectives included:
She was influenced by her cultural history.
Influenced by the artist James A Houston who was in turn inspired by the Japanese artist (Un'ichi Hiratsuka).
"Maybe printmaking was created to solve a problem… making multiple prints to sell is more efficient than how long it takes to make one painting".
"When my parents were my age, who were they learning about? Who inspired them?"
James A Houston
http://www.thecanadianencyclopedia.com/en/article/james-archibald-houston/
Print making: http://www.thecanadianencyclopedia.ca/en/article/inuit-printmaking/
Through looking closely at Kenojuak Ashevak’s work the students develop characteristics that represent her artwork style.
Clarify key attributes to inform criteria for success. This will be used to develop informative assessment as the students proceed with their art.
Example of criteria developed by the students:
-Subject is based on an animal from nature (birds, fish..);
-Has blended colours (often dark or light);
-Uses two main colours (with limited amount (accent) of other colours);
-Does not have a background (drawing). White as the background;
-Negative and positive spaces to make the positive space ‘pop’; (composition)
-Composition (how it is organized- almost body language) shows what the “story” is or the art is about;
-Titles have subject and description or adjective that connect to the composition;
-Total image is big and bold;
-The lines from the animal (subject) fill the totality of the page;
-Colours reflect or connect throughout the art;
What in nature inspires you and how can you transfer that from the real to the unreal using the attributes of Kenojuak Ashevak’s work to create a visual representation?
Students create a large design plan reinforcing criteria and ways of manipulating image.
Students reflected on their artwork and the process.
-Artist/process reflection through writing about how they are inspired.
-Artist/process reflection through writing about how they are inspired.