ASSIGNMENT #1
any grade
Collaboration with Elder
PROCEDURE
1. Invite a local Elder into the classroom to share the meaning of beaded art or traditional art.
2. Elders are also invited to give guidance and advice throughout the art practice.
3. Student will create beaded/cultural art in a safe environment.
1. Invite a local Elder into the classroom to share the meaning of beaded art or traditional art.
2. Elders are also invited to give guidance and advice throughout the art practice.
3. Student will create beaded/cultural art in a safe environment.
EXAMPLE ASSIGNMENT
Students are also able to create paintings using pointillism/impasto styles of paintings.
Below are examples of beaded art.
Students are also able to create paintings using pointillism/impasto styles of paintings.
Below are examples of beaded art.
ASSIGNMENT #2
Grade 10
Nature Walk
Walking As An Art Form
KEY QUESTIONS
How can centering yourself within a space allow you to alter that space?
How did this walk provide you with a different outlook on your environment?
Describe your awareness of how we as humans alter spaces and our surroundings.
How can centering yourself within a space allow you to alter that space?
How did this walk provide you with a different outlook on your environment?
Describe your awareness of how we as humans alter spaces and our surroundings.
PROCEDURE
***Students will need to have a previous understanding of the origins of map making and European explorers who created maps to record explored land/countries. Discuss the displacement and unfair treatment to the Indigenous inhabitants of those lands and countries.
1. Encourage students to walk silently (disconnecting from technology) while they track their steps and movements on paper.
2. When the walk has concluded students will create a map of their chosen setting by drawing in specific elements of their landscape into their chosen location.
***Students will need to have a previous understanding of the origins of map making and European explorers who created maps to record explored land/countries. Discuss the displacement and unfair treatment to the Indigenous inhabitants of those lands and countries.
1. Encourage students to walk silently (disconnecting from technology) while they track their steps and movements on paper.
2. When the walk has concluded students will create a map of their chosen setting by drawing in specific elements of their landscape into their chosen location.
"Mapping is a way to locate ourselves, and our situation in the world, and act upon it. Walking is a personal yet universal experience. Therefore, it should come as no surprise that artists have long played with the concept of walking as an art form."
- Paul Klee, Swiss-German Expressionism Artist
- Paul Klee, Swiss-German Expressionism Artist
RESOURCES
The Guardian Cartography:
Examples of different maps and ways to make maps. Can be used as inspiration.
All Our Relations: Four Indigenous Lessons on Mindfulness
How to practice mindfulness.
Examples of different maps and ways to make maps. Can be used as inspiration.
All Our Relations: Four Indigenous Lessons on Mindfulness
How to practice mindfulness.
ASSIGNMENT #3
GRADE 10
Head Smashed In Buffalo Jump
Virtual field Trip experience
PROCEDURE
1. Introduce students to the UNESCO Heritage site for Head Smashed-In Buffalo Jump
2. Provide students with a question sheet and have them hunt the website for answers and inspiration for their drawing.
3. Students complete different sketches depicting movement (theme is significance of the Buffalo)
a) Figurative Drawing: a drawing of the human form in any of its various shapes and postures (expressive or anatomically correct)
b) Contour Drawing: a technique in which the artist sketches a subject that results in an outline.
1. Introduce students to the UNESCO Heritage site for Head Smashed-In Buffalo Jump
2. Provide students with a question sheet and have them hunt the website for answers and inspiration for their drawing.
3. Students complete different sketches depicting movement (theme is significance of the Buffalo)
a) Figurative Drawing: a drawing of the human form in any of its various shapes and postures (expressive or anatomically correct)
b) Contour Drawing: a technique in which the artist sketches a subject that results in an outline.
RESOURCES
Head Smashed in Buffalo Jump
UNESCO Heritage Site, online website.
UNESCO Images:
Photos of Head Smashed Buffalo Jump.
Simple Guide on Drawing Cartoon Buffalo:
(accommodation for lower grades)
UNESCO Heritage Site, online website.
UNESCO Images:
Photos of Head Smashed Buffalo Jump.
Simple Guide on Drawing Cartoon Buffalo:
(accommodation for lower grades)
LEARNING OUTCOMES
From the Grade 10 Alberta Program of Studies
Assignment #1Social Studies:
1.1 appreciate that understandings of identity, nation and nationalism continue to evolve (I, C) 1.2 appreciate the existence of alternative views on the meaning of nation (I, C) 1.4 appreciate why peoples seek to promote their identity through nationalism (I, C) 1.10 evaluate the importance of reconciling contending nationalist loyalties (Canadian nationalism, First Nations and Métis nationalism, ethnic nationalism in Canada, civic nationalism in Canada, Québécois nationalism, Inuit perspectives on nationalism) (I, TCC, C) 4.6 examine historical perspectives of Canada as a nation (Louis LaFontaine and Robert Baldwin, the Fathers of Confederation, First Nations treaties and the Indian Act, Métis and Inuit self-governance, Louis Riel, Sir Clifford Sifton, Henri Bourassa, French-Canadian nationalism, Pierre Trudeau, National Indian Brotherhood) (I, CC, TCC, LPP) S.1 develop skills of critical thinking and creative thinking: S.2 develop skills of historical thinking: S.6 develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community Art: GLE: Encounters SLE: Sources of Images Concepts: A. Different periods of history yield different interpretations of the same subject or theme. B. Artists and craftspeople use the possibilities and limitations of different materials to develop imagery. C. Different cultures exhibit different preferences for forms, colours and materials in their artifacts. GLE: Drawing SLE: Record A. Sketching and composing skills can be developed by drawing from representational sources. C. Combining mental images and representational images in drawing may provide a challenge to an individual’s drawing skills. |
Assignment #2Social Studies:
2.2 exhibit a global consciousness with respect to the human condition (GC, C) 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) 3.9 analyze multiple perspectives on sustainability and prosperity in a globalizing world (ER, LPP, GC) 4.1 recognize and appreciate the impact of globalization on the quality of life of individuals and communities (GC, C, CC) 4.11 develop strategies to demonstrate active, responsible global citizenship (C, GC, PADM, ER) S.3 develop skills of geographic thinking. 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. GLE: Drawing SLE: Record A. Sketching and composing skills can be developed by drawing from representational sources. 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. |
Assignment #3Social Studies:
1.1 acknowledge and appreciate the existence of multiple perspectives in a globalizing world (GC, CC) 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) 2.4 recognize and appreciate the validity of oral histories (TCC, CC) 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) 3.9 analyze multiple perspectives on sustainability and prosperity in a globalizing world (ER, LPP, GC) Art: 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. 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. C. Linear perspective is a representational device that gives the illusion of three-dimensional pictorial space. SLE: Communicate A. Drawings can express the artist’s concern for social conditions. |