ASSIGNMENT #1
GRADE 10
PORTRAIT PROJECT
understand the relationship between collective and individual identity
KEY QUESTIONS
How can an individual best represent a collective?
How can you represent the community through this person? (why are you choosing them?)
How can you use art techniques to portray them (symbols, colour, size)?
How can an individual best represent a collective?
How can you represent the community through this person? (why are you choosing them?)
How can you use art techniques to portray them (symbols, colour, size)?
PROCEDURE
1. Students select any collective group in Canada (Syrian refugees, French, FN, Metis, Irish, Greek, etc.) and complete basic research on how these groups
a) promote identity (special days, buildings, parades, groups, etc.)
b) have their identity is challenged (laws, history, popular culture, etc.)
2. Students select a figurehead for their collective group and create a portrait of them.
1. Students select any collective group in Canada (Syrian refugees, French, FN, Metis, Irish, Greek, etc.) and complete basic research on how these groups
a) promote identity (special days, buildings, parades, groups, etc.)
b) have their identity is challenged (laws, history, popular culture, etc.)
2. Students select a figurehead for their collective group and create a portrait of them.
EXAMPLE ASSIGNMENT
1. Collective group: Indigenous identity in Canada is selected a) Promoted: traditional ceremonies, National Day for Truth and Reconciliation b) Challenged: Meech Lake Accord, European influence, Residential Schools, and Indian Act. 2. Figure: Elijah Harper is chosen due to his contribution in the Meech Lake Accord and Canadian politics on whole Portrait: Student chooses to draw Elijah Harper using traditional Indigenous colours such as yellow and red. A feather is used to represent the strength of the Indigenous community behind Harper's political actions. |
ASSESSMENT
- research is thorough, a clear understanding of collective identity is evident through categories (challenges and opportunities) - portrait is appropriate and utilizes art techniques to emphasize collective identity |
ASSIGNMENT #2
Grade 11*
MANdala identity
exploring individual identity
*CAN BE ADAPTED FOR GRADE 10 SOCIAL STUDIES IN ACCORDANCE TO individual and collective IDENTITY INQUIRIES
KEY QUESTIONS
What things best represent you as an individual?
How is your individual identity impacted by collective identities?
What things best represent you as an individual?
How is your individual identity impacted by collective identities?
PROCEDURE
Students create a mandala. Each circle/pattern symbolizes a 'layer' of individual identity. The layers should follow the steps below, starting at the centre (or 'core' of an individual) and working outwards. 1. Individual identity 2. Familia nation or ethnicity 3. Nation of community (city, town) 4. Provincial nation 5. National Identity (country) |
EXAMPLE ASSIGNMENT
1. Individual: Music notes to represent dreams of being a musician 2. Familia: Pizza and tomato slices rotate to represent Italian background 3. Community: Lethbridge city represented by pink and red circles (matches Welcome sign) 4. Province: Grain of wheat is used to symbolize prairie nation/Alberta pride 5. Country: Maple leafs used to represent national unity in Canada |
ASSESSMENT
- each layer/pattern is meaningful to student - colour adds significance/emphasis to important details - student has a clear understanding of influences of identity by placing self at centre - each layer is creatively explored (symbols are relevant) |
ASSIGNMENT #3
Grade 10*
multicultural public art sculpture
representing canadian identity with public art piece
*CAN BE ADAPTED FOR GRADE 11 SOCIAL STUDIES IN ACCORDANCE TO NATIONAL IDENTITY INQUIRIES
KEY QUESTIONS
To what extent is multiculturalism embraced in Canada? (consider the historical context)
What is the multicultural myth?
What is your future vision of Canada?
To what extent is multiculturalism embraced in Canada? (consider the historical context)
What is the multicultural myth?
What is your future vision of Canada?
PROCEDURE
Students create a public art piece (to be displayed in an appropriate setting of their choosing- like a park) that represents multicultural identity in Canada.
***other major themes can include global citizenship, awareness for global issues
EXAMPLE
Introduce Toronto's monument of multiculturalism to demonstrate symbolism and creative thinking skills.
Students create a public art piece (to be displayed in an appropriate setting of their choosing- like a park) that represents multicultural identity in Canada.
***other major themes can include global citizenship, awareness for global issues
EXAMPLE
Introduce Toronto's monument of multiculturalism to demonstrate symbolism and creative thinking skills.
Learning Outcomes
From the Grade 10 and 11 Alberta Program of Studies
Assignment #1 Social Studies:
1.1 acknowledge and appreciate the existence of multiple perspectives in a globalizing world (GC, CC) 1.2 appreciate why peoples in Canada and other locations strive to promote their cultures, languages and identities in a globalizing world (I, CC, GC) 1.3 appreciate how identities and cultures shape, and are shaped by, globalization (I, CC, GC) 1.7 analyze opportunities presented by globalization to identities and cultures (acculturation, accommodation, cultural revitalization, affirmation of identity, integration) (I, CC, GC) 1.8 analyze challenges presented by globalization to identities and cultures (assimilation, marginalization, accommodation, integration, homogenization) (I, CC, GC) S.1 develop skills of critical thinking and creative thinking: S.7 apply the research process: S.9 develop skills of media literacy: Art: GLE: Drawings SLE: Investigate A. A change in drawing techniques can express a different point of view about the same subject matter. D. Natural forms can be used as sources of abstract images and designs. SLE: Communicate A. Drawings can express the artist’s concern for social conditions. GLE: Compositions SLE: Components 1 A. Colour and value concepts are important components of an artist’s compositional skill. B. Positive and negative space are essential to the description of two- and three-dimensional forms. SLE: Transformation Through Time A. Works of art contain themes and images that reflect various personal and social conditions. |
Assignment #2
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Assignment #3Social Studies:
1.1 appreciate that understandings of identity, nation and nationalism continue to evolve (I, C) 1.3 appreciate how identities and cultures shape, and are shaped by, globalization (I, CC, GC) 3.1 recognize and appreciate multiple perspectives that exist with respect to the relationships among politics, economics, the environment and globalization (GC, ER, PADM) 4.8 analyze how globalization affects individuals and communities (migration, technology, agricultural issues, pandemics, resource issues, contemporary issues) (GC, LPP) 4.9 explore multiple perspectives regarding the civic responsibilities that individuals, governments, organizations and businesses may have in addressing opportunities and challenges presented by globalization (GC, C, PADM) S.1 develop skills of critical thinking and creative thinking: S.2 develop skills of historical thinking: S.7 apply the research process: Art: GLE: Compositions SLE: Organizations 1 A. Various materials alter representational formats and processes used in achieving certain intended effects. GLE: ENCOUNTERS SLE: Sources of Images B. Artists select from natural forms in order to develop decorative motifs. GLE: Encounters SLE: Impact of Images A. Simplified form communicates the purpose and function of designed objects. B. The function of an artwork can be emphasized by its decoration. |