ASSIGNMENT #1
Grade 11
landscape painting
understand how land changes over time; a series of cities, buildings, roads, and train tracks.
KEY QUESTIONS
How do values change over time?
How do buildings represent identity?
How do values change over time?
How do buildings represent identity?
PROCEDURE
1. Student selects a street in Lethbridge (today's view will be the third painting)
2. Student must research history of area and find past photographs of area (this will be the second painting)
3. Use what you know about the area (external research may be necessary) to understand the geographic area (this will be the first painting).
*note that this can be a cross-curricular project with the Science POS
1. Student selects a street in Lethbridge (today's view will be the third painting)
2. Student must research history of area and find past photographs of area (this will be the second painting)
3. Use what you know about the area (external research may be necessary) to understand the geographic area (this will be the first painting).
*note that this can be a cross-curricular project with the Science POS
EXAMPLE ASSIGNMENT
Lethbridge's Chinese Free Mason building. This would be morphed into paintings but this series gives an idea of what students might be able to create. |
ASSESSMENT
- appropriate background research completed using reliable resources (LHS, Galt, etc.) - series includes at least TWO paintings demonstrating time - paintings accurately reflect temporal differences - chosen building/location has significant meaning in history - Students must show how the setting has changed over time (this can be done through careful consideration of the background, history, colour and size). |
RESOURCES
Lethbridge Historical Society
Contains a guide to researching historical buildings and access to the U of L Digital Library.
City of Lethbridge
List of historic sites in Lethbridge with photos.
Contains a guide to researching historical buildings and access to the U of L Digital Library.
City of Lethbridge
List of historic sites in Lethbridge with photos.
ASSIGNMENT #2
grade 10
early north america works
recreating era artwork from north america
KEY QUESTIONS
How do a societies values change over?
How can art help us understand the past?
What is the difference between inspiration and plagarism?
How do a societies values change over?
How can art help us understand the past?
What is the difference between inspiration and plagarism?
PROCEDURE
***Review plagiarism and authenticity in art.***
1. Students select an artwork from history that demonstrates an era-specific perspective of North America
2. Student research's artists purpose and views (as well as materials used in the original piece)
3. Student completes a planning page highlighting purpose and intent of their work.
4. Students must use a different medium (material) in recreation.
(For example, if the artist did a painting the student could choose to create a sculpture for an accurate contemporary take on the original)
***Review plagiarism and authenticity in art.***
1. Students select an artwork from history that demonstrates an era-specific perspective of North America
2. Student research's artists purpose and views (as well as materials used in the original piece)
3. Student completes a planning page highlighting purpose and intent of their work.
4. Students must use a different medium (material) in recreation.
(For example, if the artist did a painting the student could choose to create a sculpture for an accurate contemporary take on the original)
EXAMPLE ASSIGNMENT
1. Original artwork: Student selects "American Progress" to recreate 2. Original intent: Gast's purpose was to show manifest destiny in that settlers were moving Westward and bringing something positive to the land. 3. Student intent: The new goal is to portray the damaging effects of settlers in the West. 4. Material change: The different medium exemplified here is a graphics interchange format (gif) |
ASSESSMENT
- art chosen has significant historical meaning/contributions - recreation is inspired by early artwork - perspective change is evident through art (use of different medium) |
RESOURCES
Digital Collections for the Classroom: Exploration in the American West and Mexico
This source gives an overview of how visual representations played a role in Western expansion. Although there is a focus on American art, this is a significant resource to start when exploring early Canadian art.
The Globalization of American Racial Exclusion
"American Progress" image and interpretation.
Might Could: Inspiration vs. Imitation
Site elaborates on how to be inspired by art pieces without copying.
Natural History Institute: Klee Benally gif
Explanation given for painting choice and recreation.
This source gives an overview of how visual representations played a role in Western expansion. Although there is a focus on American art, this is a significant resource to start when exploring early Canadian art.
The Globalization of American Racial Exclusion
"American Progress" image and interpretation.
Might Could: Inspiration vs. Imitation
Site elaborates on how to be inspired by art pieces without copying.
Natural History Institute: Klee Benally gif
Explanation given for painting choice and recreation.
ASSIGNMENT #3
grade 10
historic building sculpture
creating meaningful art AND honouring history
KEY QUESTIONS
How can we honour history through art?
Why is it important to recognize architecture in our community?
How can we honour history through art?
Why is it important to recognize architecture in our community?
PROCEDURE
***This is a multimedia project (more than one medium is used).
1. Students select a location within their community.
2. Complete a planning template so that structure and intent is clear.
3. Students use first medium to create landscape/setting (paint)
4 A second medium is used for the building
5. Additional details may be added using different materials if necessary
***This is a multimedia project (more than one medium is used).
1. Students select a location within their community.
2. Complete a planning template so that structure and intent is clear.
3. Students use first medium to create landscape/setting (paint)
4 A second medium is used for the building
5. Additional details may be added using different materials if necessary
EXAMPLE ASSIGNMENTS
SEE BELOW |
ASSESSMENT
- use of multiple forms of media are used - medium emphasizes significance of building - planning template is thorough and considers potential structural issues - details promote intent (what is being honoured?) European castle recreated by student.
|
RESOURCES
Alain de Botton: The Architecture of Happiness
Explore how architecture affects our lives.
Dezeen article by Tom Ravenscroft: Alain de Botton on "beautiful buildings"
Easy read exploring the ideas of Alain de Botton on architecture and what we value with our buildings.
Explore how architecture affects our lives.
Dezeen article by Tom Ravenscroft: Alain de Botton on "beautiful buildings"
Easy read exploring the ideas of Alain de Botton on architecture and what we value with our buildings.
Learning Outcomes
From the Grade 10 and 11 Alberta Program of Studies
Social Studies:
2.1 recognize and appreciate historical and contemporary consequences of European contact, historical globalization and imperialism on Aboriginal societies (TCC, CC, I, GC) 2.6 examine impacts of cultural contact between Indigenous and non-Indigenous peoples (exchange of goods and technologies, depopulation, influences on government and social institutions) (TCC, CC, GC) 2.8 explore the relationship between historical globalization and imperialism (TCC, ER, LPP, PADM) 2.9 examine multiple perspectives on the political, economic and social impacts of historical globalization and imperialism (I, LPP, PADM) S.1 develop skills of critical thinking and creative thinking: S.2 develop skills of historical thinking: S.3 develop skills of geographic thinking: Art: GLE: Compositions SLE: Transformations Through Time A. Works of art contain themes and images that reflect various personal and social conditions. B. Technology has an effect on materials used in image making. SLE: Organizations 2 A. Image making is a personal experience created from ideas and fantasies. B. Mood is created by tools like atmospheric perspective. |
Social Studies:
1.1 acknowledge and appreciate the existence of multiple perspectives in a globalizing world (GC, CC) 1.3 appreciate how identities and cultures shape, and are shaped by, globalization (I, CC, GC) 2.1 recognize and appreciate historical and contemporary consequences of European contact, historical globalization and imperialism on Aboriginal societies (TCC, CC, I, GC) 2.8 explore the relationship between historical globalization and imperialism (TCC, ER, LPP, PADM) 2.9 examine multiple perspectives on the political, economic and social impacts of historical globalization and imperialism (I, LPP, PADM) S.1 develop skills of critical thinking and creative thinking: S.2 develop skills of historical thinking: S.3 develop skills of geographic thinking: S.8 demonstrate skills of oral, written and visual literacy: Art: GLE: Drawing SLE: Investigate 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. GLE: Composition SLE: Components 2 A. Compositions use positioning and grouping of subjects for different meanings and emphasis. GLE: Encounters SLE: Source of Images A. Artists simplify, exaggerate and rearrange parts of objects in their depictions of images. |
Social Studies:
1.4 explore ways in which individuals and collectives express identities (traditions, language, religion, spirituality, the arts, attire, relationship to land, ideological beliefs, role modelling) (I, CC, LPP) 1.7 analyze opportunities presented by globalization to identities and cultures (acculturation, accommodation, cultural revitalization, affirmation of identity, integration) (I, CC, GC) 2.4 recognize and appreciate the validity of oral histories (TCC, 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) 3.7 explore multiple perspectives regarding the relationship among people, the land and globalization (spirituality, stewardship, sustainability, resource development) (LPP, CC, ER, GC) 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) S.1 develop skills of critical thinking and creative thinking: S.2 develop skills of historical thinking: S.3 develop skills of geographic thinking: S.8 demonstrate skills of oral, written and visual literacy: Art: GLE: Encounters SLE: Transformation Through Time A. Works of art contain themes and images that reflect various personal and social conditions. GLE: Encounters SLE: Source of Images A. Artists simplify, exaggerate and rearrange parts of objects in their depictions of images. B. Artists select from natural forms in order to develop decorative motifs. GLE: Compositions SLE: Organization 2 B. Mood is created by tools like atmospheric perspective. |