CANADIAN ART SAMPLER – Elements, Principles, Research

Students choose 9 Canadian artists and make miniature drawings that imitate their paintings using construction paper crayons or oil pastels on black foam core board.

Required Time

180 Minutes

Grade Level

Grade 4 to Grade 9

Subject

Language Arts
Social Studies
Visual Arts

Vocabulary

elements of art principles of design

Materials

Crayola Construction Paper Crayons or Crayola Oil Pastels - 16 Count Crayola Construction Paper - 30.5 cm x 45.7 cm (12" x 18") Crayola Washable Glitter Glue Crayola Washable Glue Sticks Black Foam Core Board - 5 cm x 8 cm (2" x 3") - 9 per student

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Steps

CANADIAN ART SAMPLER – Elements, Principles, Research - Step One

Step One

  1. Find images of Canadian paintings on the Internet.
  2. Select 9 that represent different elements and principles of design.
  3. Use construction paper crayons or oil pastels to draw the images on small pieces of black foam core board 5 cm x 8 cm (2" x 3").
  4. Make 9 different drawings in total.
CANADIAN ART SAMPLER – Elements, Principles, Research - Step Two

Step Two

  1. Compare your drawing with the oringinal.
CANADIAN ART SAMPLER – Elements, Principles, Research - Step Three

Step Three

  1. If you are using Construction Paper Crayone rub your fingers lightly over the crayon to polish the surface. 
  2. Decide if you want to add a small amount of glitter glue to highlight parts of the image. (You may decide to add glitter glue to all, some or none of the drawings.)
CANADIAN ART SAMPLER – Elements, Principles, Research - Step Four

Step Four

  1. Move the drawings around trying different arrangements until you find the one that you like best.
  2. There should be 3 rows of 3.
CANADIAN ART SAMPLER – Elements, Principles, Research - Step Five

Step Five

  1. Once you are satisfied with the arrangement glue the drawings to a piece of construction paper or Bristol board.
  2. Fill in the Canadian Art Sampler Guide. (Downloads – CanadianArtSamplerGuide.pdf)
    - Name of the artist
    - Title of the painting (if you found it)
    - Interesting fact about the artist
    - Dominant Element and Principle

Learning Goals

Students will:

  • research Canadian artists from the past 150 years;
  • create a sampler of 9 different Canadian paintings;
  • identify one interesting fact about each artist represented in the sampler;
  • identify the dominant element and principle in each painting;
  • demonstrate technical accomplishment; 
  • support their ideas with evidence found in the works.

Extensions

Have students:

  • do in depth research about one of the artists they have chosen;
  • create a short video about the life and works of the artist, for example, with 2 students in role, one as the artist, and the other as the interviewer;
  • share the videos in a class film festival.

Prepare

  1. Gather and make available books about Canadian art, for example, Canadian Artistsby Maxine Trottier; A First Book of Canadian Art, by Richard Rhodes; A Concise History of Canadian Painting, by Dennis Reid; The Group of Seven and Tom Thomson, by David Silcox; Tom Thomson, by Charles Hill; Emily Carr Collected, by Ian Thom; Lawren Harris: An Introduction to His Life and Art, by Joan Murray; Canadian Heritage Collection, Primary Documents of 20th Century Canada – The Visual Arts, by Heather Miller.
  2. Download and display the Elements of Art and Principles of Design posters available on this website.
  3. Review or introduce the elements of art and some or all of the principles of design. You may want to use the lesson plans available on this website.
    Elements of Design
    Principles of Design
  4. Have students browse the books to find images and artists they wish to focus on and then do an internet search for them.
  5. Have students select 9 images that highlight different key elements and principles.
  6. Photocopy the Canadian Art Sampler Guides enough for one per student. (Downloads – CanadianArtSamplerGuide.pdf)

Introduction

  1. View and discuss an image of a Canadian painting, for example, "Whales of Monterrey", by Ted Harrison.
  2. Have students decide what key element of art is dominant in the painting.
    - Point out that art uses all or most of the elements, but often some elements are more dominant than others.
  3. Have students decide what key principle of design is dominant in the painting. 
    - Point out that art uses many of the principles, but often some principles are more dominant than others.
  4. Introduce the challenge.

Activities

The Challenge

  1. Research Canadian artists from the past 150 years.
  2. Create a sampler of 9 different Canadian paintings.
  3. Identify one interesting fact about each artist represented in the sampler.
  4. Identify the dominant element and principle in each painting.
  5. Demonstrate technical accomplishment.
  6. Support your ideas with evidence found in the works.

The Process

  1. Make sure everyone understands the challenge.
  2. Establish success criteria with your students, for example,
    - effective choices of paintings to demonstrate elements and principles
    - effective use of crayon technique
    - balanced composition 
    - accurate explanation of the reasons for choices
    - included 9 interesting facts about the artists
    - attention to detail
    - paper in good condition
  3. Guide students through the steps outlined in this lesson plan.
  4. Observe students as they work. 
  5. Provide individual assistance and encouragement.
  6. When the samplers are finished have students fill out the Canadian Art Sampler Guide with the following information:
    - Name of the artist
    - Title of the painting (if you found it)
    - Interesting fact about the artist
    - Dominant Element and Principle

Sharing

  1. Place students into small groups. 
  2. Ask them to: 
    - Share their work and discuss the choices and things learned about each artist.
    - Discuss the things that are especially effective in the design of the sampler and why.

    - Talk about what they found difficult and what they found easy to do.
  3. Share ideas with the whole class. 
  4. Ask students to tell how they felt about doing this project.
  5. Display the samplers alongside the guides so students may view them over several weeks.

Assessment

  1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
  2. Observe students as they discuss their samplers – speaks with a clear voice, looks at audience while speaking, points to areas in the sampler, provides accurate information, answers questions from the audience effectively.
  3. Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artworks.
  4. Use a checklist to track progress. (Downloads – Sampler_tracking.pdf)
  5. Have students use the self-assessment form to evaluate their work. (Downloads – Sampler_self-assessment.pdf)