PROGRAM #1 FOUR ARTISTS 25:30 Host Betty Van Etten introduces us to the work of four distinctive artists: Georgia O'Keefe, Joyce Scott, Nam Paik and Carl Hancock Rux. The setting for the stories' introduction is the National Museum of Women in the Arts where an exhibit of costume designer and director Julie Taymor is seen. Ms. Taymor is best known for her work as the designer and director of the Broadway show " The Lion King."

Pre teaching activities: Teachers can choose any of the following activities:

1. The day before the lesson, tell students to bring in any art that they can. Pictures or small pieces. Bring in art that you like to talk about with the students.

2. Ask the students to talk about art in their neighborhood/country/home. The day before the lesson, ask students to bring in examples, pictures or books, of art that they enjoy. Find out if any students in the class are artists. Ask students what kind of art they like. If your school has an art department, ask local artists to bring in examples of their work to discuss. Ask the artists why they want to do art, and what influences them.

3. Write the word "art" on the board and ask the students, "What is art? Is TV art? Can ANYTHING be art?" Write down their responses, then try to get a short definition.

4. Teach the following vocabulary: Prelude and linking segments: Julie Tamor Costumes Stage Play Individuality Broadway Musical Part one: Georgia O'Keefe Art Style Vision Impression Museum Costumes Nature Modernist / impressionist Landscape Influence

Culture Seductive Equivalence Copy Icon Durable Imitation Paint Inspired

Part two: Joyce Scott Risk (as artist) Sculpture Contradictory Derogatory Fabulous Freedom Bead/beaded Rodney King (see above) Idle Ignite Riot Criminal Stereotype Violence Quilt Experiment Part three: Nam Jun Pak Vocabulary Video art Electronic Cathode ray tube Canvas Vintage Robot High-tech Avant-garde Criticize Humble Modest Entertain Shock Harm

Project Laser Waterfall

Part 4: Carl Ross Urban Poet Writer Performer African-American Poetry Prose Impoverished Visual art Story telling Narrative Dialogue Cartoon Picasso Community Marginalized CD Jazz/Funk/Blues/Soul (types of music) Influence Career

Teaching activities

Connections 1 is in four segments, each featuring a single artist. The narrator talks about Julie Tamor, who designs costumes for plays, in between the other four sections to link the show together. The other artists are:

1. Georgia O'Keefe, a painter. 2. Joyce Scott, a sculptor. 3. Nam Jun Pak, works with video. 4. Carl Hancock Ross, a poet and writer.

Introduction Depending on the level of the students, several activities can take place Low-level students: play the introduction once, and have the students write down any words that they recognize. Write the words on the board and ask students to give a definition. Encourage students to write down any words they are unsure of for later revision. Play the introduction again and check for comprehension.

Mid-level students: Play the introduction, then ask students to write down any words that they don't understand. Write them on the board and go over them as a class. Play the introduction again and check for comprehension. Higher-level students: Describe the costumes you saw. Content questions: What country did Julie Tamor live in. How long did she live there? What play did she design the costumes for? Part one Talk with the students about the difference between representational and abstract art. Why do some artists like to make the picture look like the thing, but others like to paint more how they feel? What do the pictures remind you of? What other landscape artists do you know? Stop the tape at (insert time) and get the students to describe the painting by Georgia O'keefe. Part two Joyce Scott Ask the students to discuss the feelings of an artist and how they express those feelings in their art. Look at any examples of art you have brought in; how do they make you feel. After you have watched this segment, compare those feelings with how Joyce Scott's pieces make you feel. What is racism? How does it feel to be discriminated against? Draw a picture that represents racism. Draw another showing how the world should be. How many different media does Joyce Scott use? How are all the different media (beads, quilts, spoken word, singing) the same? How are they different? Part three Nam jun Pak Ask the class to discuss more modern art forms, like electronic music and film. Is this an improvement on art, or a step backwards? Can electronic media be viewed as a tool, like a hammer, that can be used to make either good or bad things? If you have an old video camera, connect it to the TV so that you can see the picture from the camera on the TV, then point the camera at the picture on the

TV. The feedback will cause swirls and patterns to form on the TV (this does not work with digital cameras). Ask the class if this is art. Is a film art? Can a TV show be art? Part four Carl Ross Ask the class to think about how a persons childhood affects the rest of their lives. Draw a picture of anger. Describe it to the class. Post-teaching activities Ask the students what form of art they like the most. Encourage them to make a piece of art and bring it to class to share. Describe the piece to the class. Ask them where they think artists get their inspiration. What risks do artists take? Can art be political? Why are artists sometimes put in jail? Would you want to be an artist? What kind of art do you NOT like? Why? Why is some art difficult to understand? Take the students to an art gallery. It can be a fine art museum or the university art department, but get them to talk about the art and compare it with what they have seen in this unit. If the class feels that any of the artists in this program are not really artists, have a debate over what is and isn't art.

PROGRAM #1 FOUR ARTISTS 25:30Host Betty Van Etten introduces us to the work of four distiTeaching activitiesIntroductionDepending on the level of the students, several activities cPart onePart twoPost-teaching activities