Women through the ages - an introduction to Gender Issues

For my grade 11s ....Women through the ages - an introduction to Gender Issues

        ... some mystery women!

         

              

Woman as an object  - ‘objectification’ of women

This kind of objectification gives us a clue about how women were regarded at various times and in various cultures.

Some types of objectification ….

• Fertility & reproduction – finding/hunting down a mate
• Nurturing and ordering – creating stability from chaos
• Bound by servitude - to "women's work"
• Predatory women - women as threat/competition
• Woman as 'priestess' - spiritual figure
• The Wise Woman archetype - counsellor & sage
• Woman as 'scapegoat' - it's your fault that ......

• Others? Discuss this in class ......

Hint:

Look for examples from these cultures:-

Goddess figures – non-Christian traditions like Paleolithic, Egyptian, Greek, Roman, Indus River, San, etc.

Later goddesses – Byzantine, Medieval, Renaissance

Then – a big change (about 1600)…

Women from these times …

Baroque, Rococo,  Neo-classicism, Romanticism, Realism, Impressionism, Post-Impressionism, Cubism, German Expressionism, etc

And finally ...

our own times!

Activity: Now create a digital presentation showing examples of the above.

• Referenced image (at least 10 from different periods)

• Name of artist, title of work, date & 'movement'
  (Gender of artist and/or patron?) [20 marks for recording this info]
• 3 stylistic characteristics for each work. [20 marks for this info - if accurate]

• Note on the possible perception of women with each image (- the artist's 'intention')[10 marks for opinions on these]

[This should be handed in OR ‘shared’ with your teacher. All images must be referenced. (Cheaper to do this digitally!)]

Vega Open Day

Dunywa - New Media and Gender Stereotypes

But is this Art? 

This question is often overheard in a gallery in South Africa showing New Media like Performance Art. It is however not a new medium overseas and we can look at examples like Joseph Beuys' How to explain Pictures to a Dead Hare 1965 (link) to see this. 

Now use your analysis skills to answer this perplexing question about Dunywa's work.

Look at the ARTICLE, and then create your own info-graphic. 
Ask yourself ..... "Would this piece have been as effective as a painting or a sculpture?"

This piece by Dunywa could work for a number of Matric themes viz:

• Post-democratic Identity - issues of ethnicity
• Gender Issues - gender stereotyping
• New Media - Performance Art

We will develop a chart for purposes of revision so you can decide which pieces to use for which themes.

Link to some presentation questions

Here is a link to an on-line worksheet you may prefer to do instead of an info-graphic.

Zama Dunywa

Ufunani kimi? ? 2002 ?

(What do you want from me?)

(performance still)

Grotesque creatures

For my Grade 9s........

Bosch - late 15th century

Last term we worked on the theme of 'Beautiful Creatures', but this term we will be looking at the strange beauty of the grotesque.

We will consolidate our knowledge of illusions of textures, 3-D form and 3-D space.

Dali - Premonition of Civil War - 1936

We will also look at some more Visual Literacy images ........

Alexander - detail from 'Butcher Boys'

Activity One: [3 class lessons + 1 homework]
Watch the demo of  'How to draw a disgusting textured ball thing....''
Now try your own! Keep for marks .....

                                                   

             

This is a crocodile skin  texture - try this on a ball?

Assessment criteria:

• Illusion of form (macro and micro) [5]
• Illusion of space [5]

Criteria:		Why?
Illusion of form	/5
Illusion of space	/5

Activity Two:
Watch the demo on 'Drawing using basic shapes'. Create a range of 'chimera' possibilities. e.g. griffon; dragodonkey; octidonkey;
Try your own and SCAN this stage - keep in your class folder for marks.

Activity Three:
Combine these skills to create a coloured drawing of your own grotesque monster.

1. FORM
Start off by creating a light illusion of form by shading lightly with your 2B pencil. Put in details (like teeth, claws and eyes) as you go.

2. TEXTURES
Then use your pencil crayons to create different textures.
Watch the demo for this!

3. SPACE
Work around your monster by putting it in an imaginary space. Don't forget its cast shadow!
Watch the demo - 'How to create a shadow using Photoshop'.

Assessment criteria - Activity 3:

• Illusion of form (macro and micro) [10]
• Illusion of space [10]
• Use of colour to create virtual texture (illusions of texture) [10]

Optional:
Try this in Photoshop!

Resources:
Umberto Eco - 'On Beauty'- studio book
Tom Kid - 'How to draw and paint Dragons' - studio book

Gender Issues PAT 3 2014

'YOUR CLOTHES AND HOW YOU WEAR THEM' 2011 Lesley Magwood Fraser 17.5cm x 17.5cm x 3.2cm - 'Artist's Blocks'

Now examine the social perceptions of young women (and girl children) in our society. You should use the practical discipline in which you specialize. 

Start with your process and research work - LO1- the sourcebook. 
I will start marking this on the 18th August.

• brainstorming / main mapping
• your own photos
• research on other artworks
• research on the issues
• EXTRAS .... magazine /internet pictures; articles; planning;
• collect your research in an on-line folder.e.g. in Google Drive, Picasa, Pinterest, Tumblr OR any other album. Share this with your teacher and PRINT a QR code to put in your sourcebook if it's paper.
• experimentation with materials and techniques. 'Thumbnails' and 'swatches'.
• drawings to show the final composition - miniatures to show colour and tone. Try 6 x postcards (A6) or bigger equivalents or a mix of sizes. These are finished works not rough thumbnails.

LINK to sourcebook evaluation HERE

LINK to Mrs Sturgess' post

LINK to final evaluation LO2 HERE

Grade 10 painting - Term3

Jessica Alcock - Grade 10 2013

For my Grade 10s ........ 

We will spend HALF this term on your final painting.
Here are some constraints to plan around ......

• Subject matter .... still life or landscape 'with a twist'
• You MUST work from your own photos - please don't use the Internet. If you HAVE to use borrowed images, please put in the reference and then transform them using your own images.
• Format Size ......between 600sq.cm and 1200sq.cm
• Format shape ...... any!
• Medium .... any coloured medium on its specific ground
• Process document .... hand in at least one A3 worksheet with your painting showing  all your supporting work (incl. photos)

RUBRIC LINK

This link will explain what you should focus on - it gives you the goalpost for your painting.

1. Mindmap/ brainstorming
2. Compositional miniature (showing tone as well)
   NB be careful of  format shape...... SHOW:-
   - rule of thirds
   - focal area
   - directional lines
   - what is light and what is dark (a balance)
3. Start working into your GROUND - establish this underpainting first to create the MOOD. Then work into the underpainting of the FIGURES. This is a type of figure/ground interaction.
4. When you have finished the underpainting, then work into the painting as you refine and define the details.

Self evaluation for Grades 11 & 12 - Woolworths project LO2

Please evaluate your own work below ........

Link to form