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Subject/Class: Grade 5 : Visual Art Title: Artist Trading Cards (ATCs)

Objectives/Expectations:
Main Objective: By the end of this lesson, students will be able to create and present a variety
of works that demonstrate their understanding of the elements of design. Students will be able
to reflect on their creative process as well as respond to the work of their classmates.

Links to Ontario Arts Curriculum:

D1. Creating and Presenting: apply the creative process (see pages 1922) to produce a variety
of two- and three-dimensional art works, using elements, principles, and techniques of visual
arts to communicate feelings, ideas, and understandings;
D1.1 create two- and three-dimensional art works that express feelings and ideas
inspired by their own and others points of view
D1.4 use a variety of materials, tools, and techniques to determine solutions to design
challenges

D2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate
feelings, ideas, and understandings in response to a variety of art works and art experiences;
D2.1 interpret a variety of art works and identify the feelings, issues, themes, and social
concerns that they convey
D2.2 explain how the elements and principles of design are used in their own and
others art work to communicate meaning or understanding
D2.4 identify and explain their strengths, their interests, and areas for improvement as
creators, interpreters, and viewers of art

Introduction (20 mins)
Teacher Activity
Review the Elements of Design (Line,
Colour, Texture, Shape, Value, Space,
and Size). Invite students to explain
what they know about each element
and how it might be displayed in an
artwork. (Whole Class) (Use Quick
Reference Sheet).

Introduce Artist Trading Cards by
having students brainstorm what they
already know about trading cards and
how they can incorporate the idea
into an art context. (Discuss in groups)

Student Activity
Students explain what they know
about the elements of design make
connections between the elements
and art works

Students discuss in groups what they
know about trading cards, (links to
sports, anime, etc.), and how they can
be incorporated into art



Lesson Development (30 mins)
Teacher Activity
Formally present ATCs using the ATC
powerpoint presentation and give
Student Activity
Students actively listen to the ATC
presentation and brainstorm ideas for
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students the opportunity to see all of
the exemplars. (Individual Work).

Invite students to visit the stations
around the classroom to use various
materials to create their ATCs
(painting, printmaking, collage,
drawing, mixed media, digital media
etc.) (Individual Work &
Collaboration)

UDL Modifications: If the trading card
is too small for some children, create
one piece of artwork on a piece of
cardstock and cut into trading card
size. AND/OR Set up a
computer/tablet station where
students can utilize the computer to
zoom into the image and print out
ATCs
their own ATCs.

Students visit the various stations to
create ATCs that incorporate the
elements of design. They may make
as many ATCs as they can in the
allotted time.

On the back of the cards, students
write their names, title of the work, as
well as the elements of design they
are incorporating

Closure/Reflection (20 mins)
Teacher Activity
Ask students to reflect on the activity
as well as the artworks they created.
Have the students write a reflection
and/or conference with the teacher a
explaining their attitude towards the
activity as well as explaining what
they created.

Have the students display their works
at their desks and do a gallery walk.
During the gallery walk, student will
be able to reflect, respond, and
analyze their peers art works.

Invite the students to write things
they like about their peers work on a
sticky note to be placed next to the
artwork.
Student Activity
Students reflect on the ATC process
and the artworks they create. They
have the choice to create a written
response or to discuss with the
teacher.

Students display their works at their
seats in preparation for the gallery
walk (Exhibition).

Students participate in the gallery
walk and respond to other students
works by comments on sticky notes.

Assessment (Each Student will be assessed on)
Their ability to create artworks that utilize the elements of design as well as their ability
to communicate their ideas

Their ability to reflect, respond and analyze others artworks
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Extension (If there is extra time at the end of class or used for next class)

Have the students collaborate to create a display wall for their ATCs. Students may pin
them to the corkboard in the classroom, or display works in plastic sleeves.

Other/Tools/Materials

2.5 inch x 3.5 inch cardstock cards
Various art materials needed for ATCs (old magazines, pencils, markers, glue, glitter,
paint, scissors, cardstock, paintbrushes, stickers, tracing tools).
Computers/tablets for the digital station
Student reflection sheet
Elements of Design Quick Reference Sheet
ATCs Powerpoint Presentation
Information/Questions for Each Group

ELEMENTS OF DESIGN

Line: linear and curved hatching and cross-hatching that add a sense of depth to shape and form;
gesture drawings; chenile stick sculptures of figures in action; implied lines for movement and depth

Shape and Form: symmetrical and asymmetrical shapes and forms in font and image; positive and
negative shapes that occur in the environment; convex, concave, non-objective shapes

Space: shading and cast shadows that create the illusion of depth; atmospheric perspective;
microscopic and telescopic views

Colour: complementary colours, hue, intensity (e.g., dulling, or neutralizing, colour intensity by mixing
the colour with a small amount of its complementary hue)

Texture: textures created with a variety of tools, materials, and techniques; patterning

Value: gradations of value to create illusion of depth, shading

Teacher prompts:

How can you use size and shape in your painting to express your feelings or point of view about the
importance of the different images in your montage?

How have you used colour to create a point of emphasis and a sense of space?

How does the use of colour engage the viewer and help the product? Which colour scheme do you think
is most effective in persuading the viewer, and why?

Do you think good art needs to take a long time to make? Why or why not?