Lesson Title:
Name:
Julie Lizotte
Lesson #
Subject:
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Date:
Grade(s):
Rationale:
Students will learn about Canadian artist Ted Harrison, how to interpret an artists work to make it their own creative work and about
icons such as Inuksuk. It is important for students to be aware of influential artist and icons that have helped shape their countrys
culture.
{BIG IDEAS}:
Socials: Canada is made up of many diverse regions and communities.
Art: Creative expression develops our unique identity and voice.
People connect to the hearts and minds of others in a variety of places and times through the arts.
Prescribed Learning Outcome(s):
A1 Use a variety of image sources to create images, including feelings, imagination, memory, and observation.
A3 Create images featuring one or more visual elements and principles of design including line, pattern,color.
B3 Describe and apply a variety of materials, technologies, and processes to create images.
C1 Describe a variety of reasons people make and use visual arts.
C2 Identify differences between original artworks and reproductions.
D1 Describe their response to artworks.
{Learning Standards Curricular Competencies}
Socials: Explain why people, events, and places are significant to various individuals and groups.
Art: Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and
purposeful play.
Explore personal experience, community, and culture through arts activities.
Develop processes and technical skills in a variety of art forms to refine artistic abilities.
Describe and respond to works of art.
Interpret symbolism and how it can be used to express meaning through the arts.
{Learning Standards - Concepts and Content}:
Socials: Relationships between people and the environment in different communities.
Diverse characteristics of communities and cultures in Canada and around the world, including at least one Canadian First
People community and culture.
Art: Elements in the arts related to color, line and contrast.
Traditional and contemporary Aboriginal arts and arts-making processes.
A variety of local works of art and artistic traditions from diverse cultures, communities, times and places.
Instructional Objective(s):
I will be able to express my own interpretation of a work of art.
Prerequisite Concepts and Skills:
Basic understanding of patterns.
Basic ability to copy and complete patterns.
Ability to use paint, paint brushes, and follow basic instructions.
Basic understanding of self-assessment.
Basic understanding of Canadian icons.
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Students
Scissors
Glue
Pencils
Lesson Activities:
Teacher Activities
Introduction (anticipatory set):
Teacher will ask students to sit at the carpet. Teacher
will show them a picture of Ted Harrison work.
Teacher will ask students to pair up and talk about
what they see (colors, shapes, contrast, medium).
Teacher will ask students to share what they
discussed.
Student Activities
Students will sit at carpet and actively participate in
pair-share discussion.
Time
10 min
Body:
Teacher will present the activity for today by letting
student know that we will create our own version of
Ted Harrison work and include in this work a
Canadian icon we have already discussed in previous
socials class, the Inuksuk. (learning intention: We are
able to create original art as a response to a
Canadian icons work).
Teacher will ask students to put their hand up to
answer what an Inuksuk is and why it is a Canadian
icon.
Teacher will also give them a bit of background
information (short bio, painting style, medium used)
about the artist.
5 min
5 min
20 min
10 min
Students will create an Inuksuk on their desk with
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small rectangles.
Students will glue the Inuksuk on their art pieces.
Closure:
Teacher will ask students to perform self-assessment
using criteria sheet.
Teacher will collect the art pieces and give students
who wish to do so to show their work to the rest of the
class and discuss their process.
Teacher will then transition students to next activity.
10 min
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Behaviour Management Strategies: Carefully thought-out behaviour management strategies facilitate proactive positive
classroom management. What strategies will be used?
Assessment and Evaluation: Did the students learn what you taught them? The results of the assessment should be directly
related to, and tell you if, your students were able to do the things outlined in your instructional objectives and
prescribed learning outcomes, {learning standards}. Your assessment should be as accurate as possible and should
be built into your lesson. What rubrics or structures will you use to evaluate assessment data? Is assessment
formative or summative? Include the assessment tool. Are you using assessment for, of or as learning?
Extensions: How might this lesson link to previous and/or future lessons within the same curriculum area? How might knowledge,
skills or attitudes from this lesson be integrated/infused into lessons in other subject areas?
Reflections: Complete the reflections section as soon as possible after teaching the lesson. What revisions would you make to
the lesson? What went well?
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