Submitted by: Anna Moreau
Grade level: middle-years,elementary,secondary,post-secondary
Core Competencies: communication,creative-thinking,critical-thinking,positive-personal-and-cultural-identity,social-responsibility
Subject Disciplines: fine-arts,outdoor-education,language-arts,english
Lesson: Mud Art:
Be an anywhere artist!
https://www.wildaboutvancouver.com/lesson/mud-art-be-an-anywhere-artist/
https://meganzeni.com/imaginative-play-anywhere-artist/
I would certainly use this lesson but
I would adapt it for use in a high school art class and I would do this by adding
in the element of portraiture.
When I taught with St. George’s Senior
School, our school grounds were conveniently situated next to Pacific Spirit
Park. I would often take my art classes out to Pacific Spirit Park and we would
bring our classroom materials with us, for example, taking a sketch
book/brushes and pencils/charcoal/paints. This adapted lesson would differ in
that, apart from water and sketchbooks, the students are encouraged to source
their art materials from the found and the more-than-human world around them.
This lesson could be the introductory
lesson for the Portraiture Unit, or it could wait until we had already covered
the basics of portraiture, having gone over types of human portraits, basic
proportions, as well as practiced with different mediums. In fact, this is a
lesson that could be repeated throughout the Portraiture Unit.
Introduction |
1. 2. |
Make sure to have sketchbooks, and |
Design |
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Emphasize collaborative discussion |
Implementation |
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Give students a chance to explore |
Assessment |
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Encourage students to justify their |
Reflection |
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Reflection questions: · · · |
Lesson: Storytelling, Stamps and Life
Maps – An Outdoor Art Project
Inspired by:
Emme, M. (2009). Lifemaps and Dreamtime. In
Blatherwick, M. (Ed.), What works: Innovative strategies for teaching art (111-114).
Freisens.
Big Ideas:
- An artist’s intention transforms materials into art
- Traditions, perspectives, worldviews are shared
through aesthetic experiences - Visual arts offer unique ways of exploring our
identity and sense of belonging
Core Competencies:
- I can explore relationships between identity,
place, culture, society, and belonging through arts activities and experiences.
- I can reflect on works of art and creative processes
to understand artists motivation and meaning. - I can communicate ideas through art making
- I can explore First Peoples perspectives and
knowledge, other ways of knowing, and local cultural knowledge through artistic
works - I can interpret and communicate ideas using symbols
and elements to express meaning through the arts
Location: Local Park and School Grounds
Grade: 8 (but can be adapted for Pre-K-12)
Subject: Arts Education
Introduction |
1. 2. 3. If not, explain that Indigenous stories of origin form a strong bond |
Design |
Location: Local Park or Schoolyard Activity: Storytelling and Gathering Found Items 1. Students sit in circle somewhere outdoors (Ideally, Pacific Spirit 2. a. b. c. d. e. f. 3. 4. 5. 6. 7. Provide students with enough time to collect 10 different types of
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Implementation |
Location: Materials: White Activity:
1. 2. 3. 4. 5. 6. 7.
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Assessment |
1. 2. 3. |
Reflection |
In their visual diaries, students will create a one-page reflection
Opportunity |
·
Inclusive learning opportunities:
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- Use the neighbourhood walk as an opportunity to talk about places
that are important to us - Stay on school grounds and use the schoolyard to source items with
which to make stamps - Pre-make stamps or use actual stamps and a stamp-pad
- Students can communicate their preferences, even if in response to
closed questions) to an SSA who can support the student in creating their
life map - This activity can be transposed to a digital life map
- Use the neighbourhood walk as an opportunity to talk about places
·
Safety concerns
-
- The group needs to stay together, especially if the parklands are quite
large: it would be wise for another teacher or adult to accompany the
group on this trip to Pacific Spirit Park, especially for younger
students - Students need to have access to appropriate footwear and clothing
to participate in outdoor learning - Safety plan should be in place, particularly for students with
known medical conditions. - Bring a First Aid Kit, supplied by the school
- The school should be aware that you will be offsite with your
students
- The group needs to stay together, especially if the parklands are quite
·
Modifications (for age
groups/abilities)
-
- This lesson can be modified for learners of all ages and
abilities. - Creation story, Turtle Island: There are many versions of this
creation story. Your guest speaker may choose to tell a simpler version
of the story for ELL and/or younger audiences and they may supplement the
story with puppets, figurines, or images for diverse learners. - Life Map: students could create life maps at Pacific Spirit Park,
using the forest floor as the canvas and using found loose parts to
create patterns and to tell a story. Expectations can and should be
modified for younger learners. Perhaps younger learners could use fruit
and vegetable stamps, along with found items.
- This lesson can be modified for learners of all ages and
·
Social contexts
-
- Students explore First Peoples perspectives and knowledge, other
ways of knowing, and local cultural knowledge through artistic works
- Students explore First Peoples perspectives and knowledge, other
·
Sustainability
-
- This project promotes sustainability in the use of natural and
found materials.
- This project promotes sustainability in the use of natural and
·
Indigenous approaches
-
- This project is a response to Indigenous creation stories that are
part of the First Nations tradition - If possible, it is recommended to partner with an Indigenous
artist/storyteller for this project. - Students explore First Peoples perspectives and knowledge, other
ways of knowing, and local cultural knowledge through artistic works
- This project is a response to Indigenous creation stories that are