Find images of Canadian paintings on the Internet.
Select 9 that represent different elements and principles of design.
Use construction paper crayons to draw the images on pieces of black foam core board 5 cm x 8 cm (2" x 3").
Compare your drawing with the image.
Burnish the drawing by lightly rubbing your fingers over the surface.
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.)
Move the images around trying different arrangements until you find the one that you like best.
There should be 3 rows of 3.
Once you are satisfied with the arrangement glue the images to a piece of construction paper.
Fill in 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
Research Canadian artists from the past 150 years;
Use construction paper crayons to 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; and
Support their ideas with evidence found in the works.
Do deeper 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.
Gather and make available books about Canadian art, for example, Canadian Artists, by 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.
Have students browse the books ahead of their Internet search to find images and artists they wish to focus on.
Download and display the Elements of Art and Principles of Design posters available on this website. Posters
Have students select 9 images that highlight different key elements and principles.
Photocopy the Canadian Art Sampler Guides enough for one per student.(Downloads – CanadianSamplerGuide.pdf)
View an image of a Canadian painting, for example, "Whales of Monterrey", by Ted Harrison.
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.
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.
Introduce the challenge.
Research Canadian artists from the past 150 years.
Use construction paper crayons to 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 your ideas with evidence found in the works.
Make sure everyone understands the challenge.
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
Guide students through the steps outlined in this lesson plan.
Observe students as they work.
Provide individual assistance and encouragement.
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
Place students into small groups.
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.
Share ideas with the whole class.
Ask students to tell how they felt about doing this project.
Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting
Observe students as they discuss the art works – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience.
Use a checklist to track progress. (Downloads – Sampler_tracking.pdf)
Have students use the self-assessment form to evaluate their work. (Downloads – Sampler_self-assessment.pdf)