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Lesson Title:​ Lawren Harris’ Landscapes Lesson #:​ 1 Date: ​October 2017

Name:​ ​Nika Younesi ​Subject:​ Fine Arts ​Grade:​ 5/6

This activity extends from a focus on Canadian artists, exploring the Group of Seven’s contribution to Canadian art.
This activity highlights Lawren Harris’ work, as he is credited in helping create an identity for Canadian art. This
activity establishes a base for further exploration into abstract art.

Curriculum Connections :
Curricular Competency:
● Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental
contexts in relation to the arts
● Research, describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use
processes, materials, movements, technologies, tools, techniques, and environments in the arts
● Reflect on works of art and creative processes to understand artist’s intentions
● Visual arts: elements of design: line, shape, space, texture, colour, form, value; principles of design:
pattern, repetition, balance, contrast, emphasis, rhythm, variety, unity, harmony
Core Competency:
● Personal and Social
Learning Intentions Activity Assessment

Students can identify and Students create abstract collage Assessment Rubric:
distinguish different use of shapes, landscapes that emulate Lawren - Demonstrates use of form and
forms, colours, and value in Harris’ style . shape in landscape motif
abstract art form. - Demonstrates intent to emulate
Harris’ style
- Considered variances in colour
and value
Exceeds expectations, Meets
expectations, Developing.

With Post-it notes, students label
where they used warm, cool, and
neutral colors.
Materials and Resources with References/Sources:

For Teacher For Students

- Sample images of Lawren Harris’ landscape - Construction paper (variety of colours)
paintings - Pencils and erasers
- Internet Access and video player: - Scissors - Glue
5lA - Sample images of Lawren Harris’ landscape
- ‘Lawren Harris: Canadian Visionary - paintings
Vancouver Art Gallery’

Differentiated Instruction (DI): (accommodations)

● Students may find it difficult, or may be uninspired in trying to replicate Harris’ paintings. Such students
may choose to create their landscapes from their own imagination.
● Some learners may find the task too simple. Provide many image examples, some with more in-depths
demonstrations of colour, value, form, and shape.
● Students may be limited in their fine motor skills. Provide templates of cut out shapes, of varying color and
size. Students may choose to paint part of their collage.
Organizational/Management Strategies:
● Students are encouraged to find and print images of Harris’ landscape paintings and bring them to class.
Students may also bring books with images of his paintings. This personal choice is to support student
engagement. However, instructor should also provide students with many examples of varying complexity,
in case students do not find such resources.
● Students collect and return materials in orderly fashion. Send tables or groups up one by one to ensure
smooth transitions.
● Revisit safety etiquette when manipulating scissors or glue. Dependent on the class, instructor may wish to
hand out these supplies.
● Be aware of time constraints. This activity can take time to complete as it involves much finesse.

Lesson Activities:
Teacher Activities Student Activities pacing
Introduction (hook/motivation/lesson overview)
- ​Students have the choice to print off an image
- Video (play till around 2:30): of Lawren Harris’ landscape paintings, or they may select from image samples provided by
A teacher.

- Lead class discussion on Lawren Harris’s style - Students determine the simple shapes they see
of painting, in representing landscapes. Note the in the paintings.
use of bold colours and simple shapes and forms.
- Students choose the colours they need to create 60mins
- Encourage students to visually deconstruct the their landscape collage.
painting, to view it as though made up of simple
shapes. - Students begin by drawing out the major
shapes they see in their paintings onto their
Body (lesson flow/ management) construction paper base.
- Provide students with materials.
- Students cut out the various color shapes and
- Encourage students to consider the light and glue them onto their construction paper onto the
shadows in the paintings, and how they may layout.
represent these elements by using different shades
of colour. - Self-assessment: ​Using three Post-it notes, 5mins
students label where they used warm, cool, and
- Ask students to identify the various properties of neutral colours.
color in their collages.
Think-Pair-Share:​ Students discuss similarities 10mins
Closure ( connections within lesson or between or differences in the colour shapes and
lessons, sharing successes, summaries) composition of their work. Students discuss the
ease or challenges of the activity - Would it have
- Touch base with each Think-Pair-Share been easier to paint or color with
- Lead group discussion/essential questions: pencils/crayons? - Why/Why not? Students
Looking around at others artwork, did it evoke any discuss whether they perceive landscapes,
emotion as a viewer? nature, and their environment differently now?
Is this a style you are attracted to? In light of colors, lighting, etc.
Does it resonate with you and your personal
experience in Canada?