Session Three
Introduce implicit message.
- Explain to students that the W5 questions focus on interpreting the readily observed and intended messages of the drawings. These are explicit messages. Explain that there is also an implicit or disguised message in pictures. The implicit message suggests the artist's values and attitudes toward the figures and events in the drawing. Project a copy of the drawing used in Session One, or one with similar content, in anticipation of later activities.
Introduce point of view.
- Discuss the concept of point of view. Explain that every time we look at something, it must always be from a particular point of view. The position––either physical or intellectual––from which we view things will shape what we see. Illustrate this by standing in different spots in the classroom and indicate how viewing the classroom from one viewpoint leads you to see different things and, perhaps, to see things differently. For example, when viewed from the front of the classroom, it may look as though everyone is paying attention; when viewed from the back of the classroom, you may see the passing of notes and change your conclusion. Ask students to think of a specific event in a sports activity; e.g., scoring a goal, hitting a home run, getting a penalty. Next ask students to describe how the point of view of that event would vary, depending on whether students are fans of that team, fans of the opposing team or neither. Point out how you can often tell someone's point of view from the words used to describe the event; e.g., calling a goal great as opposed to disastrous or well- deserved versus lucky. You may ask students to offer the point of view of someone who is not a fan of either team––this point of view is likely to be more balanced, recognizing the talents and weaknesses of both teams.
Note: In the Alberta Social Studies Program of Studies point of view is used when referring to an individual’s viewpoint, and perspective is used when referring to a collective or group viewpoint.
Examine the viewpoint of the drawing.
- Draw students' attention to the picture being projected. Explain that the artist has drawn the picture from a particular viewpoint and that the class is going to make inferences regarding the artist’s point of view and perspective (a group's point of view) based on evidence.
- Ask students to consider how groups of people included in the drawing are portrayed. What inferences can be made regarding the artist’s point of view? Does the artist's point of view represent a broader perspective; e.g., European or First Nations perspective? What evidence supports the inferences?
- If the artist has titled the drawing, ask students to consider how the title might be used to infer viewpoint.
- Invite students to offer evidence from the drawing about the dominant viewpoint. Does the viewpoint reflect a broader perspective held by a group or collective? Record their evidence on Deciphering the Implicit Message (Lesson Material).
Example using C.W. Jefferys Drawing 1
Viewpoint
Inference |
Evidence |
The dominant viewpoint in the drawing is a European perspective.
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- The sole priest is the dominant figure in the picture.
- The action revolves around the priest; the First Nations people are listening.
- The dark robe draws our attention to the priest.
- The title “A Jesuit preaching to the Indians” locates the dominant action with the priest. The use of the term Indian is from European explorers who mistakenly thought they were in India.
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Introduce symbolic messages.
- Introduce one further dimension of the implied message in a drawing––what Walt Werner refers to as the iconic or symbolic message (see References). Explain that artists often draw a picture not simply to portray a particular historical event but also to symbolize a larger issue, value or purpose; e.g., good and evil, courage, struggle. Invite students to imagine the underlying messages in the drawing displayed. Create a chart, as suggested below, and record their inferences and supporting evidence for each symbolic message.
Symbolic Message
Inference |
Evidence |
- The artist’s message appears to be one of bringing Christianity to the receptive peoples that Europeans named Indians.
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- The cross (symbolizing Christianity) towers above the heads of everyone.
- The First Nations people seem accepting.
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- The artist’s message appears to be one of the lone voice of morality among the uncivilized people.
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- There are many First Nations people and only one priest.
- First Nations clothing leaves much of the body uncovered.
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Present the implicit interpretation challenge.
- Refer students back to the drawings that they examined in Session Two. Present the second part of the first critical challenge:
Interpret the implicit message of the assigned drawing.
Distribute a copy of Deciphering the Implicit Message (Lesson Material) to each student or pair of students. Explain that students are to interpret their assigned drawing by recording an inference, with supporting evidence for each of the following:
- dominant focus; i.e. the artist's viewpoint (which may represent a broader perspective)
- implied attitudes toward the groups of people depicted in the drawing
- symbolic message; i.e., the artist's overall theme or message.
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