MY CANADA 150 – Colour, Symbolism, Balance

Students will be able to:

• use oil pastels to draw a simple design;
• create a symbolic card for a specific purpose;
• create a balanced composition;
• reflect on and write about what Canada means to them;
• set a personal goal for the future; 
• demonstrate technical accomplishment and creativity.

Have students:

• use the Exploring Oil Pastels lessons available on this website to experiment with oil pastel techniques;
• apply what they learn by drawing pictures based on a theme they are studying;
• share their work with their peers.

1. Download and display the Colour and Contrast posters  available on this website.
2. Cut overhead transparencies (the 'write on' type) into half sheets.
3. Download images of Canadian symbols from the Internet, for example,
   Maple Leaf
   Leaf Symbol
   Inuksuk
   Inuksuk Symbol
   Beaver
   Beaver Symbol
   Moose
   Moose Symbol
   Hockey
   Hockey Symbol
4. Gather and make available books about Canada and Canadian symbols, for example, A Northern Alphabet, by Ted Harrison The Inuksuk Book, by Mary Wallace; An Inuksuk Means Welcome, by Mary Wallace; Z Is For Zamboni: A Hockey Alphabet, by Matt Napier; ABC of Canada, by Kim Bellefontaine; Oh Canada!, by Per-Henrik Gürth; M Is For Moose: A Charles Pachter Alphabet, by Charles Pachter; Canada Counts: A Charles Pachter Counting Book, by Charles Pachter.
5. If possible, gather enough small mirrors for each student to have one.
6. You may want to provide students with the Proportions of the Face worksheet available on this website.
7. Prior to this lesson you may want to teach the lesson How to Draw the Face available on this website.
    

1. Read one of the picture books about Canada and discuss how the illustrator chose images to represent ideas and how they represent Canada.  
2. Explain that these are cultural symbols. Cultural symbols are found in countries all around the world. They represent something that people in that country feel is important about the country, or part of the country.
3. Brainstorm as a class, symbols that people in Canada find meaningful, for example,
   - Inuksuk
   - Beaver
   - Maple Leaf
   - Moose
   - Hockey
   - Polar Bear
   - Canadian Flag
4. Discuss why these symbols are used to represent Canada and what they mean.
5. Show students some images comparing actual objects with the way artists have changed them into symbols, for example, the maple leaf. Discuss how they are different and how they are the same, for example,
   - images of symbols are often flat, simple shapes
   - images of symbols are easy to recognize
   - images of symbols often use symmetry in the design
6. Introduce the challenge.

1. Place students into groups of about 6.
2. Ask them to share thoughts about the works.
3. During the discussion include references to: 
   -  Colour – How does the colour create contrast?
   -  Design – How does the design suit the purpose of the card?
   -  Technical Accomplishment – How does attention to detail contribute to the overall effect of the design?
4. Ask volunteers to share some ideas with the whole class.

1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
2. Observe students as they discuss their designs – speaks with a clear voice, looks at audience while speaking, points to areas in the design, 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 artwork.
4. Use a checklist to track progress. (Downloads – MyCanada_tracking.pdf)
5. Have students use the self-assessment form to evaluate their work. (Downloads – MyCanada_self-assessment.pdf)