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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