Grade 6/7 Art Lesson
Outcome: CP6.10: Create visual art works that express ideas about identity and how it is influenced (e.g., factors such as pop culture, cultural heritage, peer groups, personal and family interests, gender).
Indicator: If we were to represent our school or community identity, what would it look and sound like?
Key Understandings (“I can” statements):
- I can explain the definition of identity
- I can identify my school’s identity and what has influenced it
What is your own definition of identity?
What has influenced your identity?
What is your school’s identity?
Equipment: Poster paper, markers
- I will start off by asking the class what identity means to them
- I will write their answers on the board
- Someone should say our identity is who we are
- I will then ask the class what they think has influenced their identity and I will write their answers on the board
- I will then ask them to talk amongst their table groups and discuss what they think their school’s identity is and what shapes it. What is your school all about? (Diversity, farm school, sports, environmentally friendly, etc)
- If you were to create a banner for your school that represents it’s identity, what would it have on it?
- Students are going to create a banner for their school in their table groups. I will hand out a big sheet of paper. After everyone is finished, each group will present to the class.
- RULES: Your banner must be colourful! Every person in the group must contribute to the poster (Do not want the same person drawing the whole banner) Each person must speak when presenting your banner to the class
|Content||Students fully grasp the concept of identity and it is greatly expressed on the banner. Students understand what has shaped their school’s identity. Banner includes ideas about identity that fit well within the school context.||Banner somewhat includes ideas about identity that fit well within the school context. Students somewhat grasp the meaning of identity and what has shaped their school’s identity.||Banner is lacking sufficient ideas that fit in with the identity of the school. Students are having trouble identifying the meaning of identity and how it is shaped in the school.|
|Participation||Each student participated in the creation of the poster and gave input as to what the banner should include. Each student spoke when giving their group presentation.||Most group members contributed to the creation of the banner. Not every group member presented to the class.||One or two students came up with the ideas for the banner and its creation. One or two students presented to the class.|
|Creativity||Banner had new ideas that were expressed in an exciting and unique way.||Banner had a few new and exciting ideas but somewhat lacked originality.||Banner lacked originality and uniqueness|
|Effort||Students went above and beyond the requirements of the project||Students met the objectives of the project||Effort is lacking|
|Presentation Skills||Each student presented a part of the banner to the class. Students spoke with a clear, loud voice. Students had great eye contact with the audience||Not every students presented in the group. Students spoke clearly but lacked eye contact.||One or two students presented to the class. Students spoke quietly and lacked eye contact.|
Outcome: Analyze the influence of social issues on the work of contemporary First Nations, Métis, and Inuit artists, and share results.
- Research First Nations, Métis, and Inuit artists who use their art work to explore and comment on social issues (e.g., Susan Aglukark, Edward Poitras).
- Identify social factors that influence First Nations, Métis, and Inuit artists, their work, and careers (e.g., typecasting of actors, limited access to venues and markets).
- Investigate the work of artists that reflects a concern with historical events including Treaties and the impacts of colonization such as residential schools, racism, and marginalization.
- Create a plan to share the research findings with younger and older students and community members where possible (e.g., create a dance, drama, music performance, or visual installation).
Students are to research an indigenous artist whose artwork has been influenced by historical events and social issues. They can work in partners or individually. They can present their information as a poster, PowerPoint presentation, essay, storybook, skit, etc. They are also able to choose their audience i.e. they can present to the entire class or present to me (this applies to those who choose to do a research essay) They must include the following information: The artists name, their background, where they are from, what kind of artwork they do, what type of historical event their art stemmed from, and they must chose a piece of their artwork and explain what it is and what it means to the artist. Students must have at least two different sources of information and can only use one Internet source.
- I am assuming that students have learned a bit about the treaties, colonization, residential schools, etc and that they will be able to list these social issues when they are asked to
- Students know how to properly conduct an essay(beginning, middle and end, the middle must contain three strong points, one paragraph is made up of 5 complete sentences, etc
- Before I would even tell my students about the project, I would play the Treaty Blanket game with them. Although the focus is on an aboriginal artist, I am making an assumption that many students do not know the history of the treaties. This game will bring up many historical events and social issues that will get the students inquiring about First Nations and their history. This game is very powerful and might be difficult for some students to do but it demonstrates a strong, important message. (See attached document called: Treaty Blanket Game)
- Inform the students that they will be doing a research project on a First Nations artist whose art has been influenced by social issues.
- I would start off by having students form into small groups and to make a KWL chart about First Nation’s historical events and treaties. I want them to list the social issues and historical events that Aboriginal people have gone through. (Residential schools, racism, marginalization, etc) They would fill out what they know about the topic, what they want to know and leave the “what they have learned” section until after they complete their project.
- I would then have a First Nations artist come into the classroom to talk about their art and what influenced them. I would have the students ask the artist the questions that they asked on their “what I want to know” section of the KWL chart to get further insight.
- After the artist has visited our classroom and the students have asked questions, I would ask the class as a group to list the historical events and social issues that First Nations have and still face today. This will get them to start thinking about what they want to research.
- Have them form small groups and to talk about possible topics that might interest them
- I will have students form into small groups again based on their interest in topics.
- Students will get a choice of working as a pair or individually.
- I will hand out a Think, Pair, Share page, and with their partner (or themselves) they will write down the topic that they chose (residential schools, racism, colonization, etc), then they will list what questions they are going to explore in their research, and how they are going to conduct their research (books, internet, interview, etc)
- When they are finished, they will hand in their plan to me
- First, students must learn how to properly search for information on the Internet. I will take my students to the computer and teach them how to search for information on the Internet that is accurate, how to cite information, how to properly make a bibliography and how to cite information
- Use Google to search keywords
- Stay away from Wikipedia, it is not always accurate
- Academic journals are great reliable resources
- Youtube can also be a great resource
- If the same information is found on at least 5 websites, the information is credible
- When making a bibliography for online sources, students must include the URL address title of article, author, publisher, page number or paragraph number, etc.
- Show students how a proper bibliography should look and show examples. (Alphabetical order, order of information, etc)
- Show students how to directly quote a source. (Show an example of a sentence: Romantic poetry is characterized by the “spontaneous overflow of powerful feelings” (Wordsworth 263).)
- I would also take my students to the library and have the librarian teach them how to properly search for books.
- For those who are interested in interviewing their chosen artist, I would go over how to prepare for the interview. They must know how to form questions and write down answers properly and inform them that they must include the interview on their bibliography (Persons name, topic, and date)
- I will hand out the graphic organizer listed below and have students begin conducting their research while filling in the graphic organizer. Students must list the information they found, the source and page number or paragraph number. When students are writing out their notes, I would ask them to write any questions that popped into their head as the read the information and to write it down. For example: My notes were: 1/3 of all amphibians are threatened. What thoughts came into my head: I bet humans are to blame. Getting students to do this brings up new questions that they might have.
- Get students thinking about making meaning of their information. I will do this by asking the questions: is this information helpful? Does it tell us about your topic? How can I organize and sort my information so it makes sense? Is the information accurate? How do you know? Is the information up to date? What did you learn? Do you have any new questions? I will have each student answer each of these questions in their journal.
- I will have students hand their graphic organizers into me so I can provide feedback on their information and the order of that information as well as the sources. This is to ensure that students are on the right track.
- Have students decide how they want to share their information. I will give them the choice of doing a poster, PowerPoint presentation, essay, storybook, skit, etc.
- I will also ask them to think about their audience and give them the choice of presenting to the entire class or just to myself (this applies mostly to those who choose to do a research essay)
- I will go over with the students how they will be assessed
- I will have students do a draft of their project
- Students doing an essay will outline their key points and how they are going to organize their essay
- Students doing a poster, PowerPoint or storybook will draw out a rough draft and figure out how they are going to display their information.
- When they are finished their draft, they will hand it in to me to edit and to help with any revisions.
- Once I have finalized their draft, they can go ahead and create their research project.
- I will remind students about what it is that I am looking for in the finished product. (Refer to rubric)
- In this stage, students will share their finished products with their chosen audience.
- The audience will be asked to list two things that they have learned from each presentation as well as think of any questions that they might have for the presenters
- Presenters must be prepared to answer questions from their classmates if there are any
- After the students have completed their presentations, they will hand them in to me to be graded.
- I will grade their work based on the rubrics below.
- Students will also fill out the same rubric and do a self evaluation
- They will also do a journal reflection based on the following questions: What did you learn about research? What did you find easy about this project? What did you find challenging? Is there anything that you would do differently? How has this inquiry process broadened your learning?