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Lesson Plan
Subject/Strand: Visual Arts Unit: 1 Location: Heritage Place Public School Time: (length in minutes): 40 mins
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 lesson, students will learn about the Distinguishing Features of Eastern Woodland Style of Norval Morrisseau through
his artwork. They will learn about his specific features to style that he used to portray his vision, the different line work to
express power, motion, spirit, prophesy and form. They are going to examine and deepen their understanding of
complementary colours to add more expression to his work.
During this lesson, students will develop knowledge about what each line represents in Norval Morrisseau’s paintings, they
will label them and reflect on what they have learned prior to beginning their painting.
Students will be able to add their own personal designed decision to their painting while still incorporating Norval
Morrisseau's distinguishing features. Students are referencing Norval Morrisseau's examples and creating their own
painting using the same techniques/lines he uses in his paintings.
Students will be given a break in the middle of their painting time in order to have a gallery walk around the class, reflect on
their own ideas, and regroup back to their desks to finish their painting strongly.
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)
D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques
from the past and present, and their sociocultural and historical contexts.
Creative Process:
Challenging/Inspiring: Students will research Norval Morrisseau and other artists (Arthur Shilling) of the likes to gain
inspiration and ideas for their own work. Students will collect evidence of their research and create a scrapbook.
Producing Preliminary Work/Planning Sketches: Once student has done his or her research and generated a scrapbook of
ideas, student will begin to their preliminary drawing for their painting based on the inspiration and ideas gathered.
Reflecting/Evaluating: When student have completed their painting, they will complete a self-assessment tool to reflect
and evaluate their work. Student will connect their painting to the success criteria on the rubric and complete two stars
and a wish to distinguish between their strengths and areas to improve.
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when necessary, has verbs
that are observable & measureable, has realistic number of expectations (1 to 3), have expectations that match assessment
D1.1 create two- and three-dimensional artworks that express feelings and ideas inspired by their own and others’ points of
view
D1.2 demonstrate an understanding of composition, using selected principles of design to create narrative art works or art
works on a theme or topic
D3.2 demonstrate an awareness of ways in which visual arts reflect the beliefs and traditions of a variety of peoples and of
people in different times and places
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 for your “Best Fit” grade 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)
Shape & Form: symmetrical and asymmetrical shapes and forms in front and image; positive and negative shapes that occur
in the environment; convex, concave, non-objective shapes
Colour: complementary colours, hue, intensity (e.g., dulling, or neutralizing, colour intensity by mixing the colour with a
small amount of its complementary hue)
Texture: textures created with a variety of tools, materials, and techniques; patterning
Space: shading and cast shadows that create the illusion of depth; atmospheric perspective; microscopic and telescopic
views
Principle of Design:
Students will develop understanding of all principles of design (that is, contrast, repetition and rhythm, variety, emphasis,
proportion, balance, unity and harmony, and movement), but the focus in Grade 5 will be on proportion.
● proportion: the relationship of the size and shape of the parts of a figure to the whole figure; the scale of one
object compared to its surroundings, with indications of how close and how large the object is (e.g., figures with
childlike proportions that are approximately “five heads high” and adult figures that are approximately “seven or
eight heads high”; caricature; use of improbable scale for imaginary settings and creatures)
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…these are big ideas
Assessment – How will I know students have learned what I intended? Include attachment of your assessment tool
The assessment tool that is going to be used for this assignment is a rubric???
Assessment For, As, Of Learning (Complete the chart below) (Describe way(s) you and/or your students will assess.)
Assessment Strategy
Specific task for students
e.g., turn and talk, brainstorming, mind map, debate, etc. Assessment Tool
Instrument used to record data
i.e., rubric, checklist, observation sheet, etc.
Performance - Do After learning about cultural artist, Norval Morrisseau, students will create their own
Assessment AS Learning
painting based on the elements of his design process. Peer Assessment Checklist
Assessment OF Learning
Learning Skills/Work Habits Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-
regulation
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.
● Paint - Complementary Colours
● Paint Brushes (a variety of sizes for painting techniques; enough for one per person)
● Water Buckets (one clean water: one for dirty)
● Paper plates (one per person)
● Painting paper (one per person)
● Poster of Learning goals and success criteria visible for students to see
● Art Work of Norval Morrisseau used during Minds on and Action phase of lesson
Learning Environment (grouping; transitions; signals; physical set up s) Attach floor plan with any relevant notes: See file called Floor Plan Considerations.
A1.2 analyse aspects of early contact between First Nations and Europeans in New France to determine the ways in which
different parties
A1.3 explain some of the ways in which interactions between and among First Nations and Europeans in New France are
connected to issues in present-day Canada
Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
( Hands on…step by step, include a demo)
I am going to show you a trick. Everyone stick your arm out straight in front of yourself and stick your thumb
up to the sky. Close one eye and look at your thumb. This can help give you a rough estimate how big, small,
close or far something is in relation to the rest of the scene.
Now I would like everyone to find a partner. Extending your arm and putting your thumb and pointer finger
together find how many heads tall your partner is.
(Provide some time for students to participate)
How many heads tall are your friends? What did we come up with?
(Listen to different answers from the students)
Amazing work! Usually children are about five heads high and adults are approximately seven or eight heads
high.
When doing your artwork, keep proportion in mind so that you are not drawing someone’s hand bigger than
their head! The same idea applies for animals, trees, objects, and distancing.
Humans are the difficult to draw in proportion, do not be discouraged, just try your best!
Now that we have learned some tools let’s get out there and put the paint to paper!
Be inspired by Morrisseau with his use of lines creating movement.
I will be calling up students table by table to get their paints.
If I tap on your table then you can collect water from your assigned station.
(Around separate parts of the classroom there will be paper, water, and paint for students.)
(I will provide a tablet for artwork references to Norval Morrisseau if students are in need of inspiration.)
The next lesson will include another artist (example: Arthur Shilling), of the students finding, that demonstrates at least 2
similar characteristics in Norval Morrisseau's art. For example, the students would find an artist that uses lines that convey
movement and paints with organic colours. The students can research the artist of their own interests, explain why they
chose that artist, and make the connection between the artist and Morrisseau. The students will be given time in class to
look further into their selected artist and try to better understand their distinguishing features through the messages
portrayed in the artwork.
D3.2 demonstrate an awareness of ways in which visual arts reflect the beliefs and traditions of
a variety of peoples and of people in different times and places
Adapting Lesson For Different Grades: Include a list of the Fundamental Concepts for each of the other grades
represented in your group. Attach any assessment tools or anchor charts you have prepared for these other grades.
Consider: How could you adjust the assessment of this lesson for one higher or lower grades?
Gearing Up: In order to gear up to a Grade 6 level, if the students are prepared for that level of understanding, they could
work on colour or balance. To enhance their knowledge of colour they can look at tertiary/intermediate colours and
experiment with mixing colours to create new naturalistic colours. When discussing balance with students they could find
ways to make their work either symmetrical or asymmetrical by their choices of drawings or colours.
Gearing Down: Gearing down to a Grade 4 level students can focus on a monochromatic colour scheme for them to focus
on line, shape, and form. Students can also look at the emphasis principle of design by creating a main focus in their artwork
using colour or object in their composition if proportion it too challenging.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
I would use a One-point rubric in order to easily check if the students were meeting, partially meeting, exceeding or not
meeting expectations. The column on the right would help students make the connection between their grade and what
they were doing correctly or how they can improve for the future.
- Students will draw their favourite animal, then paint the animal using secondary colours.
- They will create their own secondary colours using primary colours provided.
- Are able to use equal amounts of each primary colour, forming a strong secondary colour mix.
- Students will draw their animal (in pencil) and outline the outside of the animal using a black marker.
- Students will then draw irregular shapes (smooth edged shapes) within the animal. Then using at least 3
different secondary colours will paint in those shapes.
- Students will use both linear and curved lines to create a sense of depth to a shape.
- Students can identify asymmetrical shapes.
- Students will mix colours to create complementary colours, and understand how to adjust the intensity.
- Students will understand the relationship of size and shape of the parts of a figure to create a whole.
Assessment Tool
https://docs.google.com/forms/d/18-2a8ib9Chrr4taaTWsnI-TYsyhe-6krtAFP8ZqalCA/edit
https://create.kahoot.it/share/norval-morrisseau/2f6f771c-4f20-433a-9a1a-e803dcd804b8
This Grade give classroom has 25 designated seating areas. With Groups 5 groups consisting of 5
desks. Each group is labelled by a letter (A, B, C, D, & E). Each desk is labelled with a number (1-
5). So the student sitting in group A seat 1, would be classified as A1.
The classroom then has 3 designated “ART STATIONS”. Each station consists of their own paint
pick up station, water buckets (one with clean water and the other empty for waste/dirty used
water), garbage, drying racks and posters.
Paint stations: each paint station will be on a on a trapezoid table, students can enter to the paint
station from either side, grabbing a Styrofoam plate, piece of wax paper, and then choice of points
from squirt bottles.
Garbage: each garbage will be the responsibility of those assigned to ART Station. So if the
garbage gets full, someone from their group will have to change the garbage bag. By using the wav
paper and the “burrito” technique, mess’s should be minimalized, which will decrease amount of
total garbage. Garbage’s are located far enough to not get in the way of students using the paint
stations.