This tour looks at works of art that explore issues of gender and gender identity. Participants learn that many contemporary artists explore these issues in their work, and in a variety of ways. This activity could be used in the Walker Art Center galleries, Minneapolis Sculpture Garden, or in the classroom with a selection of images from Art Collector. The artworks included in the activity are suggestions only and instructors may choose different artworks to accompany the discussion questions. This activity is from the Living in Our Time section of the Tour Guide Tool Kit.

Living in Our Time Activity Title: Gender and Identity   Theme: Who Am I?   Age: Grades 9–Adult   Overview: This tour looks at works of art that explore issues of gender and gender identity. Participants learn that many contemporary artists explore these issues in their work, and in a variety of ways. This activity could be used in the Walker Art Center galleries, Minneapolis Sculpture Garden, or in the classroom with a selection of images from Art Collector. The artworks included in the activity are suggestions only and instructors may choose different artworks to accompany the discussion questions.   Procedure: Setting the Scene What does the term “gender identity” mean? Are there any issues surrounding the term “gender identity” that you have seen in the media or talked about in school lately? What were they? What kinds of issues around gender do you think artists might be exploring today? This tour will look at work by modern and contemporary artists who explore gender issues. As you will see, that can mean a variety of ideas, concepts, styles, methods, materials, and subjects. As we look at each work of art, however, I’d like you to think about gender.   Begin Looking The tour should include a variety of artworks that deal with portrayals of men or women, and works that explore issues relating to gender and gender identity. Include information about the emergence of Feminist Art during the 1970s.   Ask What are some words you might use to describe this image of a woman/man? How do you think this image reflects the artist’s feelings or intentions? Which of the issues that we talked about at the start of the tour seem to be reflected in this work? What do you see that makes you say that? How do you think the artist feels about his or her subject?   Conclusion Contemporary artists address many issues in their work, including gender.  Why do you think artists might be interested in exploring this topic? Which work that we have seen seems to address this topic in the most obvious way? How about the most subtle way? Where are some other places in society that we see people struggling with gender issues?     Props: None   Tips: Some possible works to include:   Yoko Ono Cut Piece 1965 Robert Gober Newspaper 1992 Lee Bontecou Untitled No. 38 1961 Works by Sherrie Levine or Cindy Sherman This could be part of a tour on the concept of identity. Combine with the activity A Foot in Two Cultures and include and discuss works that deal with issues of race, such as those by Kara Walker and David Hammons.

Through a mock debate, participants think critically about contemporary artists’ use of borrowed images. This activity could be used in the Walker Art Center galleries, Minneapolis Sculpture Garden, or in the classroom with a selection of images from Art Collector. The artworks included in the activity are suggestions only and instructors may choose different artworks to accompany the discussion questions. This activity comes from the Popular Culture/Visual Culture section of the Tour Guide Tool Kit.

Popular Culture/Visual Culture Activity Title: Deciding the Fate of a Borrower Theme: Sources and Resources Age: Grades 9–Adult Overview: Through a mock debate, participants think critically about contemporary artists’ use of borrowed images. This activity could be used in the Walker Art Center galleries, Minneapolis Sculpture Garden, or in the classroom with a selection of images from Art Collector. The artworks included in the activity are suggestions only and instructors may choose different artworks to accompany the discussion questions. Procedure: Setting the Scene Look at a work or works by Sherrie Levine and provide some background on her as an artist and on her art. Begin Looking What do you think might trouble    some viewers about Sherrie Levine’s work? Divide the group into two smaller groups, one “pro” and the other “con.” The two groups will debate the question: Should Sherrie Levine’s work be considered legitimate art? Give each group three to four quote cards, paper, and pencils. These cards have a variety of quotes about Sherrie Levine’s work and copyright issues. The cards will give participants some additional points to think about when preparing their arguments. Explain to each group that they will be in charge of arguing “yes” or “no” to the question. Give each group five to 10 minutes to read what is on the quote cards, select a spokesperson, and come up with a “pro” or “con” statement. Have a member of each side read the group’s statement. Each side will present its statement, and the opposing side will respond.  Give groups a chance to debate and have a dialogue. Conclusion Was anyone assigned to a side that they did not agree with? Was anyone’s opinion swayed by the other side? Follow up by sharing with the entire group some of the statements that were on the quote cards. Paraphrase some of the most compelling arguments made by each side.  Reinforce that each participant can and should arrive at his or her own opinion about works of art. Props: Quote cards Small pads of paper Pencils