ASSIGNMENT #1
GRADE 10
Global Issues
Using colour and three point perspective to represent varying perspectives on a range of global issues
KEY QUESTIONS
What factors (or values) influence perspective?
Why do perspectives vary?
What factors (or values) influence perspective?
Why do perspectives vary?
PROCEDURE
1. Students select a social studies issue.
2. Students select two perspectives on the issue and research them
(What are the core values of each perspective? Who are the stakeholders? What industries are impacted?)
3. Students represent each perspective using a three-point perspective drawing
(for example, looking up at a building from the ground)
4. Student uses colour to emphasize differences in perspectives using warm/cool colour tones.
5. BONUS: Students give their piece a title reflecting the reality of the issue or their perspective
1. Students select a social studies issue.
2. Students select two perspectives on the issue and research them
(What are the core values of each perspective? Who are the stakeholders? What industries are impacted?)
3. Students represent each perspective using a three-point perspective drawing
(for example, looking up at a building from the ground)
4. Student uses colour to emphasize differences in perspectives using warm/cool colour tones.
5. BONUS: Students give their piece a title reflecting the reality of the issue or their perspective
EXAMPLE ASSIGNMENT
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ASSESSMENT
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1. Issue: To what extent does the fast fashion industry impact individuals around the world?
2. Perspectives: cooperations, low income manufacturers (workers), and consumers. 3. and 4. Drawing and Colour: 3-pt perspective building is sketched out. One side uses warm colours (to represent corporations), another side uses cool colours (to represent workers), the top of the building features consumers of all colours (to represent levels of responsible consumption) |
Design process (metacognitive questions concerning art piece and choices) reflects understanding of social studies.
Perspectives are represented thoroughly in research. The following visual components are present: - vanishing point - horizon line - ground plane -parallel lines |
RESOURCES
Human Rights Watch
Students can utilize this website as a beginning point in their research. Human Rights issues are categorized by countries (and yes, Canada is on this list - could be used as a class example).
Clip Studio Tips: The Basics of Perspective
An easy-to-use guide on drawing perspective. Could be reviewed as a class or as a teacher resource in making a student-friendly guide.
Joshua Crow
Image credit, Three-Point Perspective.
Students can utilize this website as a beginning point in their research. Human Rights issues are categorized by countries (and yes, Canada is on this list - could be used as a class example).
Clip Studio Tips: The Basics of Perspective
An easy-to-use guide on drawing perspective. Could be reviewed as a class or as a teacher resource in making a student-friendly guide.
Joshua Crow
Image credit, Three-Point Perspective.
ASSIGNMENT #2
GRADE 10
Environmental Stewardship and Waste
using pedagogy of walking to understand waste impact on the environment
KEY QUESTIONS
What global impact does the production of the item/litter you found create?
How do perspectives differ about the impact?
How would the owner of the company view this object? An environmentalist?
What global impact does the production of the item/litter you found create?
How do perspectives differ about the impact?
How would the owner of the company view this object? An environmentalist?
PROCEDURE
1. Instruct students that the class will be going on a walk but that they will need to find one object that is considered litter outside (students may request gloves, so ensure you have these at hand).
2. Take a walk outside.
3. Back inside, guide students through research on the production of their found object.
Where was it manufactured? Who distributed? Ownership of company? How long does it take to biodegrade?
4. Using what they have found in their research, students objective is to convey a message (or perspective) about the object using linear perspective (to show depth).
(students may want to consider a 'viewfinder' piece/zoom in on part of their object- see example)
1. Instruct students that the class will be going on a walk but that they will need to find one object that is considered litter outside (students may request gloves, so ensure you have these at hand).
2. Take a walk outside.
3. Back inside, guide students through research on the production of their found object.
Where was it manufactured? Who distributed? Ownership of company? How long does it take to biodegrade?
4. Using what they have found in their research, students objective is to convey a message (or perspective) about the object using linear perspective (to show depth).
(students may want to consider a 'viewfinder' piece/zoom in on part of their object- see example)
EXAMPLE ASSIGNMENT
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ASSESSMENT
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1. and 2. Walk and Item selection: student finds a discarded Tim Hortons coffee cup.
3. Research questions used: Where was the company founded? By who? Where was the cup produced? How was it produced? What form of transportation is used to move the cups to Canada? Does Tim Hortons have any environmental objectives? 4. Message: Student focuses on the 'Please do not litter' inscription at the bottom of cup. |
Research is complete, at least two perspectives are explored.
Perspective properties in art are demonstrated visually. Students have demonstrated their purpose and understanding of the 'pedagogy of walking' through an artist statement. |
Other messages may include a series of linear drawings:
a) Environmentalist perspective emphasized with a focus on cup lining (plastic takes longer to decompose than paper) b) Corporation perspective demonstrated by focusing on Tim Hortons logo c) Consumer perspective demonstrated by focusing on cup sleeve. |
Two examples completed by previous students demonstrate perspective and depth using linear perspective techniques on crumpled potato chip bags.
RESOURCES
imaginED - Walking Curriculum
Introduction to walking pedagogy. |
ASSIGNMENT #3
Grade 10
Cartography
Using Maps to emphasize perspectives
*PRIOR TO THIS PROJECT, STUDENTS LEARN ABOUT EUROPEAN EXPLORATION AND COLONIZATION IN CANADA*
KEY QUESTIONS
What is being emphasized on a map? What does this demonstrate about values?
What perspective is being shown? Which is being ignored/minimized?
How is land valued and how does it differ in cultures around the world?
What is being emphasized on a map? What does this demonstrate about values?
What perspective is being shown? Which is being ignored/minimized?
How is land valued and how does it differ in cultures around the world?
PROCEDURE
1. Guide students through types of maps (some show geographic landscape, other show political boundaries or borders, others show cultural groups)
2. Students select a geographic location in the world that has a history of colonization
3. Draw two different maps: each demonstrating a unique set of values
(political, environmental, economic, social, historical, philosophical, etc.)
1. Guide students through types of maps (some show geographic landscape, other show political boundaries or borders, others show cultural groups)
2. Students select a geographic location in the world that has a history of colonization
3. Draw two different maps: each demonstrating a unique set of values
(political, environmental, economic, social, historical, philosophical, etc.)
EXAMPLE ASSIGNMENT
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ASSESSEMENT
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2. Country Selection: student selects India.
3. Cartography: British Colonists perspective: emphasis of political lines (borders) with roads for trade India Pre-Colonialism: identity pluralism and acceptance in pre-colonial India with no hard lines, instead cultural symbols used. |
Must be done on poster paper around 16X20" (and take up the whole page)
Must use cool and warm tones to portray either perspective (make it eye-catching) Must emphasize certain aspects of the country/area to demonstrate perspective. |
RESOURCES
Art and Exploration in the American West and Mexico
Discusses the use of art to portray, minimize, or eliminate cultures in North America during the era of exploration. Includes questions to consider.
BONUS: use as a source for a written response assignment.
MikeJarosz Map of India
Discusses 'cultural mapping'
Environment & Society
Source for Map of Railways in India, 1909.
Discusses the use of art to portray, minimize, or eliminate cultures in North America during the era of exploration. Includes questions to consider.
BONUS: use as a source for a written response assignment.
MikeJarosz Map of India
Discusses 'cultural mapping'
Environment & Society
Source for Map of Railways in India, 1909.
Learning Outcomes
From the Grade 10 Alberta Program of Studies
Assignment #1Social Studies:
1.1 acknowledge and appreciate the existence of multiple perspectives in a globalizing world (GC, CC) 2.5 recognize and appreciate various perspectives regarding the prevalence and impacts of Eurocentrism (TCC, CC, I) 3.1 recognize and appreciate multiple perspectives that exist with respect to the relationships among politics, economics, the environment and globalization (GC, ER, PADM) 4.4 explore various understandings of quality of life (GC) 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.5 demonstrate skills of cooperation, conflict resolution and consensus building: respect the points of view and perspectives of others S.8 demonstrate skills of oral, written and visual literacy: • communicate effectively to express a point of view in a variety of situations. Art: GLE: Investigate SLE: Drawing A. A change in drawing techniques can express a different point of view about the same subject matter. B. Tactile qualities of surfaces can be rendered through controlled use of line. C. Linear perspective is a representational device that gives the illusion of three-dimensional pictorial space. GLE: Compositions SLE: Organizations 2 B. Mood is created by tools like atmospheric perspective. |
Assignment #2Social Studies:
1.1 acknowledge and appreciate the existence of multiple perspectives in a globalizing world (GC, CC) 2.5 recognize and appreciate various perspectives regarding the prevalence and impacts of Eurocentrism (TCC, CC, I) 2.13 examine legacies of historical globalization and imperialism that continue to influence globalization (TCC, 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) 3.2 recognize and appreciate impacts of globalization on the interdependent relationships among people, the economy and the environment (GC, ER, PADM) 3.8 evaluate actions and policies associated with globalization that impact the environment (land and resource use, resource development agreements, environmental legislation) (LPP, ER, GC) 3.9 analyze multiple perspectives on sustainability and prosperity in a globalizing world (ER, LPP, GC) 4.11 develop strategies to demonstrate active, responsible global citizenship (C, GC, PADM, ER) S.1 develop skills of critical thinking and creative thinking: assemble seemingly unrelated information to support an idea or to explain an event S.3 develop skills of geographic thinking: assess the impact of human activities on the land and the environment. Art: GLE: Drawing SLE: Communicate A. Drawings can express the artist’s concern for social conditions. B. A drawing can be a formal, analytical description of an object. GLE: Compositions SLE: Relationships 1 A. Movement, rhythm and direction are used in recording humans and their activities. GLE: Investigate SLE: Drawing A. A change in drawing techniques can express a different point of view about the same subject matter. C.Linear perspective is a representational device that gives the illusion of three-dimensional pictorial space. GLE: Compositions SLE: Organizations 2 B. Mood is created by tools like atmospheric perspective. |
Assignment #3Social 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) 2.5 recognize and appreciate various perspectives regarding the prevalence and impacts of Eurocentrism (TCC, CC, I) 3.1 recognize and appreciate multiple perspectives that exist with respect to the relationships among politics, economics, the environment and globalization (GC, ER, PADM) 4.9 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.3 develop skills of geographic thinking: • analyze the impact of physical and human geography on history • make inferences and draw conclusions from maps and other geographical sources • locate, gather, interpret and organize information, using historical maps • develop and assess geographical representations to demonstrate the impact of factors of geography on world events S.5 demonstrate skills of cooperation, conflict resolution and consensus building: respect the points of view and perspectives of others Art: GLE: Drawing SLE: Record A. Subject matter and expressive intention can be depicted with a variety of notational marks. B. The expressive content of drawings is affected by the drawing media selected. GLE: Drawings SLE: Investigate Concepts: 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. |