Lesson Plan

Lesson Title: Getting to Know Norval Morrisseau Grade: 1 Date: Feb. 15th, 2016
Subject/Strand: The Arts: Visual Art Unit: Exploring Art Styles Location: Mrs. Nolan’s Classroom Times: 9:00-3:20 (all 3
100 minute blocks)
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
(A brief description of the activity... enough info for another teacher, such as a supply teacher, to "get' what the lesson is
about. It indicates which Fundamental Concepts are addressed and which aspects of the Creative Process will lead to new
skills/knowledge/understanding. The first or final statement highlights what new skills/knowledge/understanding students
will have by the end of the lesson. It also indicates input/feedback while project is still in process.)
In this particular lesson, the grade 1 students will investigate the artistic style of Norval Morrisseau. This lesson contributes to the unit
as a whole, as they will be focusing on the Eastern Woodland art style using oil pastels. During this lesson, students will learn how to
successfully use the pastel medium and incorporate the elements of the Eastern Woodland style into their artworks. Students will use
their prior knowledge of exploring and experimenting with lines (such as jagged, spiral, wavy, straight), and imagine and plan their use
of shape (geometric and organic) and space (X-ray). This lesson is strategically 300 minutes, as students will travel through the whole
artistic process, including producing planning sketches, revising and refining their sketches using self and peer feedback, presenting
their final artworks, and reflecting on the artistic process in a differentiated journal entry. By the end of the day students will have
created a Morrisseau-inspired artwork that demonstrates their understanding of line, shape, and space and the importance of the
artistic process.

STEP 1 : CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations (numbers from documents and details…record only the details which relate to this task …at least 2 of the 3
overalls should be noted
Also indicate:
 2D or 3D project
 Which aspects of the Creative Process are part of this lesson (at least 2 for a strong lesson)(see ppgs 19-21 OAC)
 Which art techniques and/or cultural connection /art form
 Will they have communicate feelings, understandings, ideas (indicate which ones)

Overall Expectations:
D1. Creating and Presenting: apply the creative process (see pages 19–22) to produce a variety of two- and three-
dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas,
and understandings;

D2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate
feelings, ideas, and understandings in response to a variety of art works and art experiences;

Project:
2D artwork using oil pastel techniques on large white paper. Artwork will demonstrate the elements of the Eastern
Woodland style of Norval Morrisseau.

Creative Process:
Challenging/Inspiring: Students are inspired by the work of Norval Morrisseau and challenged with the task of creating
their own work based on the particular artist’s style.

Imagining/Generating: Students will need to generate or “brainstorm” animals, designs, and shapes that will be a part of
their artwork. They will need to imagine what they would like their work to look like and represent.

Planning/Focusing: Students will plan and make choices about their art forms such as strategies, colours, lines, etc.

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Exploring/Experimenting: Students will be given time to explore the art tools and techniques provided (thick and thin
black markers) and experiment working in the eastern woodland style of Morrisseau. They will also use their prior
knowledge of line while they experiment.

Producing Preliminary Work/Planning Sketches: Students will create a sketch outlining their exploring and experimenting
process before they begin working with colour and creating a final art work.

Revising/Refining: Students will have pair and share their work with a partner. Each student will have two minutes to talk
about and explain their art work to their peer. After explanations, students will give 2 stars and a wish to each other based
on their art work. Students will then use their peer’s feedback, alongside their own ideas, and write down or label the
elements of their artwork that they enjoyed and the elements that they would like to change.

Presenting/Performing/Sharing: Students will present their work in a gallery walk, where peers and teachers may walk
around and comment on the strengths of the final art work.

Reflecting/Evaluating: Once the art work has been shared, students are encouraged to write a journal entry based on
their artwork and their experience creating their piece. Students may discuss their strengths, their areas of improvement,
next steps, their feelings towards the artistic process, etc.

Student Communication:
Students will communicate their understanding of the Eastern Woodland style through their artwork, as well as
communicating their feelings and ideas while they plan, revise, and reflect on their work.

Ontario Curricular Specific Expectations and Achievement Chart Categories

(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
D1.1 (A): create two- and three-dimensional works of art that express feelings and ideas inspired by activities in
their community or observations of nature

D1.3 (C): use elements of design in art works to communicate ideas, messages, and understandings

D2.4 (T): identify and document their strengths, their interests, and areas for improvement as creators of art

Fundamental Concepts (Note: only the Arts: Drama, Dance, Music and Visual Arts have Fundamental Concepts. By grade, it tells you what
CONTENT/KNOWLEDGE students are to acquire in this grade. In this box, record which aspects of elements and principles of design are addressed in
the lesson…Record the grade-specific content regarding the Elements of Design: Line/Shape/Colour/Space/Texture/Value and regarding the
Principles of Design: Contrast/Rhythm and Repetition/Variety/Proportion/Harmony etc…Be sure to omit content which does not relate to this
particular lesson)
Elements of Design:

Line: jagged, curved, broken, dashed, spiral, straight, wavy, zigzag lines; lines in art and everyday objects

Shape & Form: geometric and organic shapes and forms of familiar objects

Space: shapes and lines closer together or farther apart; horizon line; spaces through, inside, and around shapes or
objects

Principles of Design: N/A

Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)

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Today I will learn…
 The artistic elements within Norval Morrisseau’s artwork.
 How to use line, shape, and space within my artwork.
 How to make a planning sketch and revise my work.
 How to use oil pastels to add colour.
 How to communicate my feelings, ideas, and understandings of the artistic process.
STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ X ] FOR [ X ] AS [ X ] OF

For: Drawing “I spy” (What can you see in Morrisseau’s artwork?)

As: Peer feedback (2 stars and a wish)
Of: Final artwork with checklist

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
Exploring Morriseau:
I can: Look for features of Morrisseau’s work/the Eastern Woodland style.
I can: Draw the features I see.

Artwork Creation:
I can: Choose an animal for my artwork.
I can: Use 3 features of Morrisseau’s work within my own artwork (line, shape, space)…
- At least 1 line (form lines, lines of power, spirit lines)
- At least 1 shape (circle, divided circle, circles across the sky)
- At least 1 X-ray (inner spirit, animal guide, spine/ribs, food eaten)
I can: Create a planning sketch that outlines my artistic ideas and my peers feedback.
I can: Use oil pastels in at least 2 areas of my artwork.

Reflective Practice:
I can: Write, type, orally express…
- What I like about my artwork
- 1 thing I would add or change about my artwork
- How the artistic process made me feel
Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format

Performance & Written (writing may Students are creating an Eastern Woodland- A Student Checklist to assess the success
be differentiated) inspired artwork to display their understanding criteria.
of line, shape, and space. Check for “I spy drawing, line, shape,
space, planning sketch, peer feedback, use
Students are participating in reflective practice. of oil pastel, reflection.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* Practice with lines
* The knowledge that artists creative different artworks with different styles
I.E.P. program implications: Accommodations, Modifications
* Texture: The use of a different tool rather than oil pastel
* Working environment: Learning centre (may be with EA support)

Differentiation: Content, Process, Product, Environment, Assessment

* Students may write, type, or orally express their reflection

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* Students may be given more time
* Students may work at the horseshoe table, maker-space table (quieter areas within the classroom)
Learning Skills/Work Habits: [ X ] responsibility, [ ] organization, [ ] independent work, [ ] collaboration, [ ] initiative, [ ] self-regulation
Students are responsible for checking off their success criteria throughout the creative process.
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)

- Norval Morrisseau
- Pastel
- Geometric
- Organic
- Spirit
- Divided
- X-ray
- Sketch
- Inspire
- Imagine
- Plan
- Explore
- Revise
- Present
- Reflect
- Eastern Woodland

Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

Exploring Morrisseau (100 minutes):

- Anchor charts (Morrisseau’s style Elements, success criteria, learning goals)

- Student checklists
- Examples of Morriseau’s work
- Folder for each student (for collection of work)
- Pencils
- Drawing paper
- Laptop with projector
- Morriseau video of past works
- Information on Morrisseau to orally share with students
- Manilla paper
- Pencils, thick & thin sharpies
- Erasers

Artwork Creation (100 minutes):

- Anchor charts (Morrisseau’s style Elements, success criteria, learning goals)

- Student checklists
- Folder for each student (for collection of work)
- Large white paper
- Pencils, thin & thick sharpies
- Oil pastels
- Paper towel

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Reflective Practice (100 minutes):

- Pencils
- Writing paper
- Folder for each student
- Ipads

Learning Environment (grouping; transitions; signals; physical set up s) Attach floor plan with any relevant notes: See file called Floor Plan Considerations.

*See floorplan for details:

- Tools will be available at each table
- Group instruction will be on the perimeter of the carpet

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Exploring Morrisseau (100 minutes)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
What you do to get student’s brains/hearts engaged, to spark curiosity, pique interest, or activate prior knowledge in an engaging way?
Time: 9:00am – 10:40am

Exploring Morriseau (100 minutes):

10 minutes: *Grade 1 students will need time to take off their

outdoor clothes, put their indoor shoes on, get a drink, calm
down from outside morning time.

Minds on (20 minutes):

- Examples of Morriseau artworks will be placed on the
floor in areas around the classroom (i.e. reading area,
tables, carpet, etc.) alongside caddies with pencils,
erasers.
- When students enter the room, they will be instructed
to collect a student folder (with drawing paper) and
walk around and sit by the picture that they like the
best.
- Once all students are seated and giving 5 (crossed legs,
ears open, eyes on teachers, hands on lap, mouths
closed) the teacher will tell the students the success
and explain that their folders are used to gold their
work throughout the day (including the checklist that
the students can use to check off the success criteria)
- The teacher will explain the success criteria and ask
them to use the picture in front them and draw what
they see. - Students will share what they see in their Morrisseau
- The teacher may orally discuss the circles, lines, x-ray works during small group and large group discussions.
vision, etc. that seems to be a pattern in all of the - Students will make connections to find patterns in all of
artwork examples to encourage the students. the example artworks.
Action (40 minutes):

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 - Once students have drawn the shapes, lines, etc. that
they see, they will discuss what they saw with the peers
that they are sitting with.
- Afterwards, the students will travel to the perimeter of
the carpet and the teacher will lead a whole group
discussion about what they saw in their images and
what they drew on their pages.

Possible prompts include: “What shapes did you see in your

picture? Put your hand up if you also have that shape on your
page”, “What animals do you see in your image? Does anyone
else have this animal?” “What is your favourite animal? Who
else likes that animal?”

- Once the teacher has brought up animals into the

discussion, he/she will ask the students to pair and
share and say their favourite animal and why it’s their
favourite animal.
- Next, to get the students moving, they will be asked to
walk/talk/crawl/ jump/perform tasks like their favourite
animal around the classroom.
- Once the students are sitting on the carpet again, using
a different drawing page in their folders, they will draw
their favourite animal.
- The students will have an opportunity to share their
favourite animals with the class.
- The teacher will discuss the features within the
examples of Morrisseau’s work, as well as his/her
drawing a favourite animal and make connections
between the two.
- Students will share their favourite animals
Possible prompts include: “How do you think I can combine my - Students will make connections between shapes and
drawing of my favourite animal with my drawing of shapes and animals and brainstorm how the two can be combined in
lines from Morriseau’s work? Why do you think Morriseau uses art.
shapes and animals in his artwork? How does this make his
artwork different and unique?

Consolidation (20 minutes):

- The teacher will display a video that shows Morriseau’s
work and discuss the Eastern woodland style.
- Afterwards, the teacher will share some information
about Morrisseau (such as his background, his life, his
art, his success, etc.)

10 minutes: *Students will need time to get ready for nutrition

break- get lunches, wash their hands, etc.

Artwork Creation (100 minutes)

Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.

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Time: 11:20am – 1:00pm

Artwork Creation (100 minutes):

10 minutes: *Grade 1 students will need time to take off their

outdoor clothes, put their indoor shoes on, get a drink, calm
down from recess.

Minds on (10 minutes):

- The teacher will lead an instruction at the carpet, with
students around the perimeter. They will start by asking
what the students learned before recess.
- Next, he/she will show students how to create an
animal outline, use lines, shapes, x-rays (using the
anchor charts as visual support)
- The success criteria will be addressed, as well as a
reminder for the students to use their checklist to check
off the success criteria when it is completed.
Action (60 minutes):
- Students will start by creating a planning sketch (as
instructed above) These will use their checklist in their
folder to guide them as they check off success criteria.
- Once students have completed their planning sketch,
they will receive feedback (2 stars and a wish) from at
least 1 peer. They will note the changes they wish to
make on their sketch before preparing for their final
copy.
- If students are ready, they will get a large white sheet
of paper and oil pastels to begin their final copies of
their Morriseau-inspired artworks. They will have the
rest of the period to finish their work.
Consolidation (10 minutes):
- Students will clean-up their workspace using rags and
spray bottles, throw out their paper towels and place
their artworks and folders neatly on the drying rack for
safe keeping.
- Students will gather at the carpet and ask any questions
they may have/do a check-in with the teacher to see
how much more time they need to complete their
artworks.

10 minutes: *Students will need time to get ready for nutrition

break- get lunches, wash their hands, etc.

Reflective Practice (100 minutes)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop. ( Reflect and Connect)…How will
students show evidence of their new skills/knowledge/understanding? …directly related to success criteria and assessment tools
Time: 1:00pm – 3:20pm

Reflective Practice (100 minutes):

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10 minutes: *Grade 1 students will need time to take off their
outdoor clothes, put their indoor shoes on, get a drink, calm
down from recess.

Minds on (20 minutes):

- Students will be given extra time to complete their
artworks, if needed. Any students who do not need
extra time can have quiet activity time (such as
drawing, art apps on ipads, reading, writing, etc.)
Action (30 minutes):
- Students will gather on the carpet to discuss the art
gallery show within the classroom. Students will have
the opportunity to display their art on the tables and/or
walls of the classroom and walk around to view their
peers’ artworks.
- The teacher will explain the rules of an art gallery
(gallery hands, gallery feet, gallery voices)
- Once they have set up their art show, walked around,
and chatted with peers, students will answer questions
such as “Which painting showed great colours? Which - Students will answer questions allowed and travel to
paintings had great animals? Did any paintings use the artworks that connect to the questions being asked
X-ray element? Which paintings used divided circles?” (allows movement).
and travel around the room to discuss student work.
Consolidation (30 minutes):
- Once students have collected their work, the teacher
will explain the success criteria of the reflection
opportunity. Students may write, videotape, type,
orally express (scribing, note-taking, speech-to-text)
their strengths, areas of improvement, and feelings
towards the artistic process.
- Students will have one more chance to use their
checklist and items in their folder to ensure they have
completed the success criteria.
- Folder will be left of the teacher’s desk with “I spy”
drawings, planning sketches, revisions, final artwork,
and reflection piece.

10 minutes: *Students will need time to get ready for home

time- wash their hands, pack up their bags, etc.

Extension Activities/Next Steps (where will this lesson lead to next…an opportunity for you to extend from level 3-4 with rich links to other lesson
ideas/book/web supports and inspiration

Next Possible Steps:

- Focus on a different artist with a different artistic style to experiment with new mediums, techniques, styles and compare it
to Norval Morrisseau’s work.
- Integrate cultural considerations such as Indigenous art in Canada
- How can we build up our folders?

Adapting Lesson For Different Grades: How could you adjust the assessment of this lesson for one higher or lower
grades?

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Gearing Up:

Grade: 2 (Circle One: This is best fit/Gear Up or Gear Down)

Line: horizontal, vertical, diagonal lines; lines that show motion (e.g., pointy, curvy); lines inside shapes

Shape & Form: symmetrical shapes and forms

Colour: secondary colours

Texture: N/A

Space: N/A

Value: N/A

Principle of Design: Repetition & Rhythm: repetition of colour and shape in patterns

Grade: 3 (Circle One: This is best fit/Gear Up or Gear Down)

Line: variety of line

Shape & Form: composite shapes; symmetrical and asymmetrical shapes and forms in both the human-made
environment and the natural world

Colour: colour for expression

Texture: N/A

Space: N/A

Value: N/A

Principle of Design: Variety: slight variations on a major theme; strong contrasts (e.g., use of different lines, shapes,
values, and colours to create interest)

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