The Binder Good

Spring 2016
AGO Ed.
A manual outlining six of the Art Gallery of Ontarios educational programs

based on select current exhibitions, for Ontario students in Grades 3 & 10.
Table of Contents
Introduction.. 2
Programs:
Drawing je taime.3

Grade 3..4-8

Grade 10..9-12
SuperReal: PopAGO.13

Grade 3.14-18

Grade 10...19-23
Many things brought from one climate to another..24

Grade 3 25-29

Special Program (Teens)30-32
Evalutations:

Teachers 33
Grade 10 Students.. 34
Introduction
About the AGO
With a collection of more than 90,000 works of
art, the Art Gallery of Ontario is among the
most distinguished art museums in North
America. From the vast body of Group of Seven
and signature Canadian works to the African art
gallery, from cutting-edge contemporary art to
Peter Paul Rubens' masterpiece The Massacre
of The Innocents, the AGO oers an incredible
art experience with each visit.
In 2002, Ken Thomson's generous gift of 2,000

remarkable works of Canadian and European
art inspired Transformation AGO, an innovative
architectural expansion by world-renowned
architect Frank Gehry. Completed in 2008,
Transformation AGO resulted in one of the most
critically acclaimed architectural achievements
in North America.
Highlights include Galleria Italia, a gleaming

showcase of wood and glass running the length
of an entire city block, and the oftenphotographed spiral staircase, beckoning
visitors to explore. The AGO has an active
membership program oering great value, and
the AGO's Weston Family Learning Centre
oers engaging art and creative programs for
children, families, youth and adults.
Our Mission
We bring people together with art to see,

experience and understand the world in new
ways.
Our Vision
We will become the imaginative centre of our

city and province. We will be welcoming to our
visitors, inspiring for our audiences and
innovative in the ways we gather people
together to create community through art. We
will become a preferred cultural partner for
artistic visionaries from all over the world.
Our Values
We believe the experience of our visitor is

paramount. We commit to excellence in the
acquisition, collection, preservation and
presentation of art in our care, in our time and
for future generations. We commit to the
highest standards of scholarship while
engaging new methodologies and welcoming
new points of view. We celebrate art and artists
as central to our sense of who we are. We listen
and contribute to our communities. We foster
respect and recognition for all who visit and
work here.
Drawing, Je taime
Drawing, Je taime: Selections from the AGO Vaults
Drawing is the artist's most direct and spontaneous expression, a species of writing: it reveals
better than does painting, the artist's true personality.
Edgar Degas
Drawings are among the most personal, immediate and experimental works of art. They bring us
closer to the artist's thinking process than any other form of expression.
This special exhibition gathers together drawings from across time and place from all the AGO's
collecting areas. Drawing, Je t'aime has been curated by members of the newly formed Print &
Drawing Council (comprised of staff in the curatorial, conservation and programming departments).
Working collaboratively, they have made some surprising finds in the boxes in the Print & Drawing
vaults. Their discoveries include over 100 rarely seen drawings by Jacopo Tintoretto, Edgar Degas,
Henri Matisse, Robert Motherwell, Joyce Wieland and Annie Pootoogook; extraordinary
sketchbooks by William Cruikshank, given to the AGO by the artist in 1909; and a series of vivid
impressions of the Apollo 13 space voyage sketched by K.M. Graham in 1970.
December 19, 2015 April 27, 2016
3
Joseph Beuys, Blackboard, 1976
Drawing My Dream Home

Grade 3
Overview
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Drawing My Dream home is a program that

focuses on the practice of drawing from
memory. This program is inspired by a series
included in the Drawing Je taime exhibition by
an artist named Alex Morrison. Alex Morrisons
drawing series Every House Ive Ever Lived In
(Drawn from Memory) made from 1999 to 2002,
features 33 graphite drawings of all of the
houses the artist has ever lived in drawn from
memory.
Grade 3 students will be given the materials

and instruction needed to make a moderately
technical but generally interpretive drawing of
their dream home. The drawing will be
moderately technical because the students will
be encouraged to experiment with using
mathematical tools and measurements to make
an x-ray style, floor plan-like drawing of their
dream home, but it will also be interpretive
because there will be plenty of room for artistic

exploration and various drawing styles.
Curriculum Points
This program is an interdisciplinary activity
because it creates links between two or more
subjects in the Ontario curriculum. In this case,
the activity integrates concepts covered in
Grade 3 Visual Arts and Grade 3 Mathematics.
Grade 3 Visual Arts:

D1.2 demonstrate an understanding of
composition, using principles of design to
create narrative art works or art works on a
theme or topic
D1.4 use a variety of materials, tools, and

techniques to respond to design challenges
D2.1 express personal feelings and ideas

about art experiences and images
D2.2 explain how elements and principles of

design are used to communicate meaning
or understanding in their own and others art
work
D2.3 demonstrate an awareness of the

meaning of signs and symbols encountered
in their daily lives and in works of art
Alex Morrison, Every House Ive Ever Lived In (Drawn from Memory), 1999 to 2002
D2.4 identify and document their strengths,

their interests, and areas for improvement
as creators of art
Grade 3 Mathematics:
estimate, measure, and record length,
height, and distance, using standard units
draw items using a ruler, given specific

lengths in centimetres
estimate, measure (i.e., using centimetre

grid paper, arrays), and record area
describe, through investigation using grid

paper, the relationship between the size of a
unit of area and the number of units needed
to cover a surface
Pre-Activity
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Before the students visit the gallery, it is

recommended that teachers inform students of
the activity that will be taking place and
familiarize them with the idea of drawing floor
plans or x-ray style drawings. The term floor
plan is surrounded by quotations here
because the students will not necessarily be
making a drawing from a birds eye view, but
rather a drawing of their dream home that
shows the interior from a head-on view, which
is where the term x-ray style drawing comes
from. This can be done by having a discussion
about these ideas during Visual Arts or
Mathematics, rather than showing examples
and images which may inhibit their creativity.
The discussion should be summed up with

assigning the students the task of examining
their own living spaces or thinking about their
dream living space when they get home. This

would involve the students thinking about how
many levels would be in their dream home
including how many bathrooms, bedrooms, etc.
The teacher should give the students a handout
that records their ideas that would look like this:
My dream house has
How many floors: _______________
How many bedrooms: ___________
How many bathrooms: __________
How many closets: ______________
How many windows: ____________
People/pets (names): ____________
Kinds of furniture: _______________
Teachers will also need to tell students to come

prepared with the following materials: pencil,
eraser, sharpener, ruler and scissors. Paper and
additional drawing materials will be provided by
the gallery.
On-Site Program
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Length of On-Site Program

1 full day session
Materials Required
Student brings: pencil, eraser, sharpener, ruler
and scissors.
Gallery provides: additional supply of materials

mentioned above, roll of graph paper, markers,
pencil crayons, crayons, pastels, watercolours
and snacks.
Step-by-step instructions for on-site activity:

1) Depending on how many levels are in your
dream home, use your ruler to measure and
draw how many levels are in the home on
your piece of graph paper, starting from the
bottom up.
2) Once you have drawn the overall shape of

your house, use your scissors to neatly cut
around the edges so that your paper
becomes the shape of the house that you
drew.
3) Next, use your ruler to divide up the spaces

on each floor. Make spaces for bedrooms,
living rooms, bathrooms, play rooms,
kitchens, closets and staircases.
4) After the spaces have been divided, draw

the furniture, people and any pets that live
in this home.
5) Decorate! Use the materials provided to

decorate and colour your living spaces,
furniture, family members and any pets.
Think about what colour the walls would be
and if there would be any pictures hanging
on the walls.
6) The last step in completing this drawing is

labelling the spaces and the people/pets
who live there.
identify and document their strengths, interests,

and areas for improvement as creators of art.
This post-gallery visit activity will include an

educator from the gallery visiting the school to
assist students in curating an exhibition of their
drawings to be shown in the hallways at school.
The post-gallery visit activity will be a half-day
program and will be 4 hours in length.
There are two steps in creating the exhibition.

The first step in this activity will consist of
students creating frames for their house
drawings. The initial drawings required a
drawing made in x-ray style where the
interior of the house was depicted. The frame
for their houses will depict the exterior of the
house. Students will be given images of various
home construction building materials such as
bricks, siding, wood and aluminum which they
can reference while drawing their frames, or
they can choose their own material (clouds,
flowers, candy canes, etc) The second step
in curating their exhibitions will consist of
creating labels for their frames. The labels will
include the title of their drawings, their names
and an answer to one of the following
questions: What did you most enjoy doing
when making your drawing? What do you
think is the most important thing in your
drawing?
Materials required
Cardboard, label stickers, PVA glue and

brushes, pencil, eraser, sharpener, ruler,
markers, pencil crayons, crayons, pastels,
watercolours.
Step-by-step instructions for post-activity:

1) Each student will be given a piece of white
cardboard, slightly larger than their house
drawings.
Post-Activity
2) Trace the shape of the house onto the

cardboard.
The Grade 3 Ontario curriculum suggests that,

in regards to Creating and Presenting in Visual
Arts, by the end of Grade 3, students will be
able to express personal feelings and ideas
about art experiences and images, as well as
3) Make 10 points surrounding the outline.

Each point will be 5cm from the outline and
students will use a ruler to measure this
distance.
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4) Connect the points.
5) Students will then draw their chosen

material pattern to depict the exterior of
their house in the space surrounding the
outline of their drawings. This will be
proceeded by colouring them in using the
same materials they used at the gallery.
6) Students will use brushes to adhere their

drawings to the cardboard using a PVA glue
solution. The house will be placed in the
space inside of the frame.
7) After the frames are finished, the gallery

educator will guide the students through
creating the labels for their drawings.
8) After the frames and the labels are created,

the gallery educator, teacher and students
will work together to hang the artworks and
their labels in the hallway.
9) Have a discussion about the exhibition.
Schedule for on-site program
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9:00am
9:00am 9:45am
Students arrive at gallery.

Tour of the gallery and Drawing Je taime, ending with floor time
surrounding and discussing Alex Morrisons Every House Ive Ever Lived
In (Drawn From Memory).
9:45am 10:00am
15 minute break.
10:00am 10:30am
Students proceed to the education room where they are given their graph
paper to complete Step #1 of the drawing activity: drawing the levels in
their house and the overall shape.
10:30am 10:45am
Students complete Step #2: cutting the shapes of their houses out of the
paper.
10:45am 11:00am
Students complete Step #3: dividing up the spaces in their house.
11:00am 12:00pm
Students complete Step #4: drawing the furniture, people and any pets
that live in the home.
12:00pm 12:45pm
Lunch break.
12:45pm 2:00pm
Complete Step #5: decorating and colouring the house!
2:00pm 2:10pm
Final step, Step #6: labelling the rooms, people and any pets.
2:10pm 2:25pm
Clean up.
2:25pm 2:50pm
Museum educator and teacher will hang up the drawing so that students
can talk about their drawings and their day.
2:50pm 3:00pm
Roll up drawings and get students ready for home time.

7
Budget
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This budget is based on an average class size of 25 students. For this activity, there will be 5 tables
with 5 students at each table. There will be one set of each material for each table. For example, 5
packages of markers will be purchased so there can be one pack at each table. All materials are
purchased from Currys.
*Note: All materials from Currys are discounted 10% in this budget. Many of the supplies in this
budget can be reused and will not have to be replenished often, which means that eventually the
revenues from this program will create a surplus for the gallery.
REVENUES
MONEY LEFT OVER
Program Fees
$250 $10 per student x 25
Education Grant
$244
TOTAL INCOME
$494
Revenue minus expenses
$0
EXPENSES
Roll of graph paper
$39 Jumbo Graph Paper Roll 1cm, $38.69 each x 1
Markers
$21 Prang Classic Colour Marker Set, $4.22 each x 5
Watercolours
$22 Sargent Art Pan Watercolour Sets, $4.49 each x 5
Pencil Crayons
$43 Noris Club Coloured Pencil Set, $8.54 each x 5
Crayons
$11 Sargent Art Crayons 24pk, $2.24 each x 5
Pastels
$9 Cray-Pas Junior Oil Pastel Set of 12, $1.75 x 5
Snacks
$31 Metro Daisy Vegetable Tray, $12 + Metro Fruit and

Cheese Platter, $20
Education Instructor
Cardboard
TOTAL EXPENSES
$289 CARFAC guidelines $289 for post-museum workshop

under 4 hours by gallery educator
$29 Corrugated Cardboard Sheet 30 x 40, $2.30 x 13
$494
Sketchbook

Grade 10
Overview
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Sketchbook is a program designed in

correspondence with the Drawing, Je taime:
Selections from the AGO Vaults exhibition and
is intended to teach students how important
and exciting the drawing process is in Visual
Arts. This program is meant to express the idea
of drawing as a personal, immediate and
experimental way to make art. Students will
discover the beauty in drawings as a pre-cursor
to another work but also to appreciate them as
finished works in and of themselves.
Upon arrival at the gallery, students will receive

a brand new sketchbook on behalf of the
gallery. This sketchbook is not only meant to be
used for the on-site activity, but also to

encourage further creative drawing practices
after their gallery visit. Students will spend time

exploring the Drawing Je taime exhibition and
having discussions with a gallery educator

before being sent o to explore the AGO on
their own with their new sketchbooks in hand.
Students will also receive a handout with
artwork interpretation questions to take with
them during their excursions. The students will
be instructed to pick a favourite artwork, spend
some time making sketches of or related to that
artwork and answer the following questions
about the artwork:
1. Record the title, artist and date of this

artwork. Where do you think it was made?
2. What captured your attention about this

artwork?
3. What do you think is the theme or subject

of the work? Why?
4. What message or meaning do you think the

work communicates?
5. What was happening in society during that

time? Socially? Historically? Politically?
Students will be encouraged to record their

thoughts on these questions in their
sketchbook, and be instructed to conduct
further research at home in preparation for the
post-gallery visit. The student should research
the artwork, the artist, the time period and any
historical/social/political importance.
Curriculum Points
the activity integrates concepts from and
makes connections between Grade 10 Visual
Arts, English and Canadian and World Studies.

A1.1 use a variety of strategies, individually
and/or collaboratively, to generate ideas
and to develop plans for the creation of art
works
A1. 3 document their use of the creative

process in a portfolio (e.g., include evidence
of their conceptual, creative, and technical
skills; include thumbnail sketches,
checklists, and/or graphic organizers to
show evidence of experimentation,
reflection, and revision), and refer to this
portfolio to reflect on how eectively they
have used the creative process
B1.1 identify and describe their initial

reactions to a variety of art works, and
explain the reasons for their reactions
B1.2 identify and describe the elements and

principles of design used in their own art
works and the works of others, and
describe their eects (e.g., how line, colour,
and shape are used to create emphasis,
mood, and/or movement)
B1.3 explore and interpret a variety of art

works, both historical and contemporary, to
identify and describe their purpose and
style, the materials used, and the
meanings the works convey
B2.2 identify and describe ways in which

various art works reflect the society in which
they were created
Grade 10 English:
2.1 communicate orally for a variety of
purposes, using language appropriate for
the intended audience
2.7 use a variety of audio-visual aids

appropriately to support and enhance oral
presentations and to engage an audience
3.2 identify a variety of their skills in viewing,

representing, reading, and writing and
explain how the skills help them improve
their oral communication skills
1.4 identify, sort, and order main ideas and

supporting details for writing tasks, using a
variety of strategies and organizational
patterns suited to the content and the
purpose for writing
Grade 10 Canadian and World Studies:

A1.5 use the concepts of historical thinking
(i.e., historical significance, cause and
consequence, continuity and change, and
historical perspective) when analyzing,
evaluating evidence about, and formulating
conclusions and/or judgements regarding
historical issues, events, and/or
developments in Canada and other parts of
the world
A1.6 evaluate and synthesize their findings

to formulate conclusions and/or make
informed judgements or predictions about
the issues, events, and/or developments
they are investigating
A1.7 communicate their ideas, arguments,

and conclusions using various formats and
styles, as appropriate for the audience and
purpose
10
Pre-Activity
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Before students visit the gallery, it would be

beneficial for the teacher to simply have a
discussion about the practice of drawing and
show the following videos for inspiration:
Videos:
1. How doing a drawing a day changed my
life: David Litchfield at TEDxBedford:
https://www.youtube.com/watch?v=nclSbMlAxo
2. How Learning to Draw Has Taught Me

How to Live: Brent Eviston at TEDxEureka:
https://www.youtube.com/watch?
v=MV0Iob65Nq4
The teacher should also recommend that

students do a Google or YouTube search on the
topic of drawing and sketchbooks before the
gallery visit to locate their own resources for
inspiration.
Resource list for teacher:

AGO Website: http://www.ago.net
On-Site Program
Post-Activity
Length of On-Site Program

1 half-day session
Post-gallery visit activity:

After the gallery visit, an educator from the
gallery will visit the classroom and students will
prepare a display of their sketchbooks and
each student will prepare a presentation and
written component containing research on and
personal thoughts about their chosen artwork
and their composite sketches. The gallery
educator will have a PowerPoint presentation
prepared containing the images of all of the
artworks the students selected. The students
will set up their sketchbooks around the
classroom and have the page open at the
sketch they would like to show. As the educator
goes through the slides, the students will
present their research and their sketches when
their image appears on the PowerPoint
presentation.
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Materials Required
Student brings: pencils, erasers, sharpeners
Gallery provides: sketchbooks
8:30am
Students arrive at the gallery and

receive their sketchbooks.
8:30am
9:00am
Students explore the Drawing Je

taime exhibition and have
discussions with gallery educator.
9:00am
12:00pm
Students receive their handouts,

are given instructions and are
sent off to explore the gallery by
themselves, choose an artwork,
sketch and analyze.
12:00pm
Lunch.
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Materials required:
Sketchbooks, research, laptop, projector
11
Budget
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
This budget is based on an average class size of 25 students.
*Note: All materials from Currys are discounted 10% in this budget.
REVENUES
MONEY LEFT OVER
Program Fees
Education Grant
$297
TOTAL INCOME
$472
$1
EXPENSES
Sketchbooks
Handouts
$180 Hardcover Coilbound Sketchbook 7 x 10, $7.20 x 25
$3 Artwork Interpretation Questions

TOTAL EXPENSES
$472
12
SuperReal: PopAGO
SuperReal: Pop Art from the AGO Collection
During the 1960s, Pop artists in America responded to the consumer society that had established
itself after World War II. They analyzed the impact on the modern psyche of mass culture and the
access everyone seemed to have to a wealth of new products. As painter James Rosenquist said: I
am amazed and excited and fascinated about the way things are thrust at us...things larger than life,
the impact of things thrown at us. To emphasize this, Pop artists painted big pictures, used
everyday objects, or sometimes grossly inflated or simply reproduced things in surprising materials.
They didn't just document the popular; they confronted it. They laid bare the insatiable materialism,
gluttony and excessive visual stimulation of this new world.
Pop art employs aspects of mass culture, such as advertising, comic books and mundane cultural
objects. One of its aims is to use images of popular (as opposed to elitist) culture in art, emphasizing
the banal or kitschy elements of any culture, most often through the use of irony. Many times, Pop
Art can be thought of a critique of consumerism.
Pop art often takes imagery that is currently in use in advertising. Product labeling and logos figure
prominently in the imagery chosen by pop artists, seen in the labels of Campbell's Soup Cans, by
Andy Warhol. Even the labeling on the outside of a shipping box containing food items for retail has
been used as subject matter in pop art, as demonstrated by Warhol's Campbell's Tomato Juice Box,
1964.
On display are three of the AGO's most important works of art: Claes Oldenburg's Floor Burger
(1962), Andy Warhol's Elvis I and II (19634), and Robert Rauschenbergs Story (1964). All are gifts of
or were purchased with the assistance of the Gallery's legendary Women's Committee in the 1960s.
January 16, 2016 ongoing
13
Andy Warhol, Elvis I and Elvis II, 1963-64
Robert Rauschenberg, Canyon, 1959
Trash = Treasure

Grade 3
Overview
Trash to Treasure is an activity that will teach

Grade 3 students about Pop Art, as a reflection
of their exploration of the SuperReal: Pop Art
from the AGO Collection exhibition. This
activity will look specifically at the Robert
Rauschenberg artwork from the exhibition,
which is a mixed media piece on panel titled
Story, from 1964.
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____
Rauschenberg picked up trash and found

objects that interested him on the streets of
New York City and brought these back to his
studio where they could become integrated
into his work. He referred to these works as
combines. A combine is a mixed media
collage that integrates 2-D and 3-D elements.

He claimed that he, "wanted something other
than what I could make myself and I wanted to
use the surprise and the collectiveness and the
generosity of finding surprises. And if it wasn't a
surprise at first, by the time I got through with it,
it was. So the object itself was changed by its
context and therefore it became a new thing.

14
The story behind how Rauschenberg created

Story is told on the exhibition label. The curator
writes, Rauschenberg created this piece on
stage during four performances of Merce
Cunningham Dane Companys ballet for the
Phoenix Theatre in London, England. He used a
wide variety of objects found backstage,
including a feather, a wheel, print advertising,
rope, and pieces of wood and plywood. The
shows program notes described Cunninghams
choreography as precise but with plenty of
room for play and spontaneity. Rauschenbergs
work is equally paradoxical: although made of
fragments of things we encounter in our highly
structured everyday lives, it is full of
unexpected collisions and surprising
contrasts.
In this activity, students will be creating Robert

Rauschenberg combines, or, in other words,
collages. Trash to Treasure will explore the fun
and wacky world of pop art and pop culture
through the use of found images and objects.
This activity will create awareness about mass
production and consumerism. It will do this by
teaching students about recycling materials and
using them in your artwork which reduce your
environmental footprint. It will also teach
children that art can be anything you want it to
be.
Curriculum points:
Arts and Social Studies.

D1.1 create two- and three-dimensional
works of art that express personal feelings
and ideas inspired by the environment or
that have the community as their subject
D1.2 demonstrate an understanding of

composition, using principles of design to
create narrative art works or art works on a
theme or topic
D1.4 use a variety of materials, tools, and

techniques to respond to design challenges


or understanding in their own and others art
work

in their daily lives and in works of art (e.g.,
fonts or logos that remind them of specific
companies, messages, or moods).
D2.4 identify and document their strengths,

their interests, and areas for improvement
as creators of art
Grade 3 Social Studies:

Students learn about the impact of land and
resource use and gain perspective on the
cause and consequence of such ideas.
Students will, by the end of Grade 3,
understand that human activities aect the
environment, but the environment also aects
human activities.
B2.2 gather and organize a variety of data

and information on the environmental
eects of dierent land and/or resource use
and measures taken to reduce the negative
impact of that use
Robert Rauschenberg, Story, 1964,

mixed media on panel
15
Pre-Activity
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recommended that teachers inform students of
the activity that will be taking place. In Social
Studies, it will be beneficial to have a lesson
about recycling and human impact on the
environment, and teach how we can reduce
that impact.
Q: How can we reduce our environmental

impact?
A: We can recycle!
After that has been discussed, teachers can

explain in their Visual Arts class that students
will have the opportunity to create artwork with
recycled materials. This should be followed by
introducing the idea of Pop Art which will be
accompanied by the following video:
https://www.youtube.com/watch?
v=LsY4ihZCJL8 (YouTube search: a guide to
Pop Art, video courtesy of Gallery NSW).
Students will be required to collect the

following items and bring these items with them
when they visit the gallery:
1. 10 pieces of garbage (wrappers, cardboard

packaging, etc)
2. A small, old toy that they no longer use
3. A purchase receipt from their parents or

guardians
Teachers will also need to tell students to come

prepared with the following materials: pencil,
eraser, sharpener, and scissors. Additional
required materials will be provided by the
gallery.

Kids Pop Art Lesson: http://

www.ducksters.com/history/art/pop_art.php
MoMA on Pop Art: https://www.moma.org/

learn/moma_learning/themes/pop-art
On-Site Program
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Length of on-site program:

1 full day session
Materials required:
Student brings: items listed in pre-activity,
pencil, eraser, sharpener, scissors.
Gallery provides: masonite board, recycled

cardboard, paper, paint, brushes, pasta,
markers, magazines, glue guns

1) Each student will be given a piece of
masonite panel and a piece of cardboard.
Students paint masonite panel a colour of
their choice. After this is complete, the
panels will be left to dry.
2) Next, the student will rip the cardboard into

6 pieces and paint the pieces. 3 pieces
need to be painted light colours and 3
pieces need to be painted dark colours.
3) Students will then cut 5 images of various

sizes out of magazines.
4) While the panels and the cardboard are

drying, students will be given a chance to
look around the gallery and the Pop Art
exhibition in particular, followed by a
detailed discussion of Robert
Rauschenbergs Story.
5) The next step in this activity is pasting all of
the materials to the masonite board in
locations of their choice. First, the student
will begin with pasting 2 pieces of
cardboard: 1 light colour, 1 dark colour.
Make some pieces go o of the edge of the
masonite board.
6) Glue 3 out of 5 magazine cutouts anywhere

on the panel.
7) Glue 4 pieces of garbage to the panel.
8) Glue 2 more pieces of cardboard anywhere

on the panel: 1 light, 1 dark. Make some
16
pieces go o of the edge of the masonite

board.
9) Glue your toy in a location of your choice
10) Glue the receipt to the panel
11) Glue another 4 pieces of garbage to the

panel.
13) Glue pasta in various locations throughout

the panel.
14) Complete the activity by connecting the

elements and filling in blank spaces by
making marks with paint or marker: blobs,
lines, scribbles, dots, etc and voila! You
made a combine.
12) Glue 2 more pieces of cardboard anywhere

on the panel: 1 light, 1 dark. Make some
pieces go o of the edge of the masonite
board.
Schedule for on-site program:
9:00am
Students arrive at the gallery and proceed to the education room.
9:00am 9:15am
Introductions between students and educator, as well as introducing the

activity.
9:15am 9:45am
Step #1: Students receive and paint their masonite panels.
9:45am 10:15am
Step #2: Ripping up and painting pieces of cardboard.
10:15am 10:45am
Step #3: Cutting images from magazines.
10:45am 11:00am
15 minute break.
11:00am 12:00pm
Tour of gallery Pop Art exhibition in particular, followed by floor time

surrounding Robert Rauschenbergs Story, with discussion.
12:00pm 12:45pm
Lunch.
12:45pm 2:15pm
Students complete Steps #5-14: glue, glue, glue!
2:15pm 2:30pm
Clean up.
2:30pm 2:50 pm
Display work and talk about it and their day.
2:50pm 3:00pm
Get students ready for home time.
17
Post-Activity
Budget
This post-gallery visit activity will include an

educator from the gallery visiting the school to
continue the dialogue that occurred in the
gallery activity and assist students in creating a
box for recycling art materials. The post-gallery
visit activity will be a half-day program and will
be less than 4 hours in length.
This budget is based on an average class size

of 25 students. All materials from Currys are
discounted 10% in this budget.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The idea of this activity is to encourage

students to continue using found objects to
create artworks. Creating an art box for
recycled materials will help them collect these
materials and motivate them to be creative.
The Grade 3 Ontario Curriculum for Visual Arts

states that students in this grade should be
able to identify their strengths, their interests
and areas for improvement as creators of art.
During the post-gallery visit activity, the
educator will have a conversation with the
students which will reflect on their gallery visit
when they created their combines. The
educator will ask the following questions:
What did you most enjoy doing when making

your combine? What do you think is the
most important thing in your combine? How

can you explain to a partner why you chose to
arrange the materials in your combine the
way that you did?
Materials required:
Shoe box, pencil, markers, paint, glue,
construction paper, scissors
Step-by-step instructions for post-gallery

visit activity:
1) Have discussion about gallery activity.
2) Give students their shoe boxes and explain

what they will be used for.
3) Have the students decorate their shoe

boxes.
4) Have a discussion with students about what

types of found objects they want to collect
in their shoe boxes and any plans for
projects they would like to make.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
REVENUES
Program Fees
$300 $12 per student x

25
Education Grant
$398
TOTAL INCOME
$698
EXPENSES
Masonite
Panels
$50 12 x 16 Masonite Board,

$2.00 x 25
Paint
$71 "Sargent Washable Paint Set

of 12 (12 x 0.75 oz jars),
$7.10 x 10 = 2 sets per table
Brushes
$32 "Sargent Chubby Brush Set

of 4, $4.58 x 7
Glue
$151 Glue Gun Low

Temperature, $5.60 x 25 +
Glue Gun 4" Stick, 25
pack, $3.55 x 3
Pasta
$10 Raw macaroni, bow tie, spiral
Markers
$21 Prang Classic Colour Marker

Set, $4.22 each x 5
Shoe
Boxes
(postactivity)
$43 Corrugated Shoe Boxes (ULine), $1.75 x 25
Snacks
$31 Metro Daisy Vegetable Tray,

$12 + Metro Fruit and
Cheese Platter, $20
Education
Instructor
$289 CARFAC guidelines $289

for post-museum workshop
under 4 hours by gallery
educator
TOTAL
EXPENSES
$698
MONEY LEFT OVER

$0
18
Claes Oldenburg, Floor Burger, 1962
Pop Shop

Grade 10
Overview
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Pop Shop is an activity that will teach Grade 10

students about Pop Art, as a reflection of their
exploration of the SuperReal: Pop Art from the
AGO Collection exhibition. This activity will look
specifically at Claes Oldenburgs Floor Burger
from 1962.
Claes Oldenburg is an influential pop artist. His

Floor Burger is both real and unreal. He takes
this everyday food item that we normally handle
and eat and creates a situation in which it
imposes its physical presence upon us,
seeming to dwarf us. This reversal of the
relationship between a human and an object
urges us to reconsider who or what is in control:
commodities and sculptures, or the humans
who view and consume them.
In the winter of 1961, he opened a store on the

Lower East Side of Manhattan to sell his work,
moving away from the usual practice of selling
art through a gallery. He had created an eclectic
array of objects, from cash registers to rib eye
steak. He made them from roughly painted
plaster in the back of the store, selling them in
the front. Most of the items are strangely
proportioned or of a large scale, playing around
with the idea of commodity and art. The idea
was to create a store, or at least the functional
equivalent of one. Works were piled high,
hanging off the walls and ceiling, laid out on
counters, as though they were part of an
everything must go sale.
19
For this activity, students will be making clay

sculptures of objects from popular culture,
painting them, taking professional photos of
them and creating an Etsy store under the
name Pop Shop.

Arts, Media Arts and Business.
Curriculum points:
Arts, Media Arts and Business.
Claes Oldenburg in his Store, 1961
Claes Oldenburg, The Store, MoMA

A1.2 use experimentation, reflection, and
revision when producing a variety of art
works in each of the following areas:
drawing, sculpture, painting, printmaking,
and mixed media
A1.3 document their use of the creative

process in a portfolio
A2.2 apply elements and principles of

design as well as art-making conventions to
create art works that communicate ideas,
information, or messages, and/or that
convey a point of view on an issue
A3.1 explore and experiment with a variety

of materials/media, including alternative
media, and traditional and/or emerging
technologies, tools, and techniques, and
apply them to create art works
A3.3 demonstrate an understanding of a

variety of ways in which art works can be
presented to reach dierent audiences
B1.3 explore and interpret a variety of art

works, both historical and contemporary, to
identify and describe their purpose and
style, the materials used, and the
meanings the works convey
B2.2 identify and describe ways in which

various art works reflect the society in which
they were created
Grade 10 Business: (Etsy Shop)
A. Economic Basics
describe the concepts of, and
conditions that aect, supply and
demand;
Claes Oldenburg, The Store, MoMA
20
compare the ways in which dierent

industries, sectors, and competitors
address similar consumer needs and
wants.
B. Information and Communication

Technology
use information and communication
technology for a variety of business
purposes.
C. Accounting
describe how accounting procedures
(e.g., calculating profit, tracking
income and expenses, determining the
worth of a company or product)
contribute to the success of a
business)
D. Business Communication Standards

compare the services provided by a
variety of Internet service providers.
Grade 10 Media Arts:

A1.5 use a variety of tracking tools (e.g.,
sketchbooks, process journals, digital
collections of images and/or sounds) to
document their use of the creative process,
and use this record as a basis for reflection
on the eectiveness of their procedures
Pre-Activity
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Before students visit the gallery, it is

recommended that the teacher introduce the
Pop Art movement in a Visual Arts lesson, and
also the process of making sculptures out of
clay.
Additionally, the teacher will need to assign

students the task of thinking about and
choosing an object of pop culture that they
want to sculpt, and bringing a photo of that
object or the object itself with them when they
visit the gallery. The teacher should give
examples of objects of popular culture:
smartphones, take-out containers, certain food
items, make-up, certain toys, etc

MoMA on Pop Art: https://www.moma.org/

learn/moma_learning/themes/pop-art
On-Site Program
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2 half day sessions
Materials required:
Student brings: object or photo of object
Gallery provides: clay, modelling tools, paint,

paintbrushes

1) Model your object using clay and modelling
tools.
2) Fire your object in kiln.
3) Paint your object.
As part of that lesson, the following videos

would be beneficial to show students:
1. https://www.youtube.com/watch?
v=eB91flTprsI (The Store, MoMA)
v=wASBs16U4g0 (The Store and The
Street, Blouin ArtInfo)
v=lHBm8_ooPVo (Pop Art, Tate Modern)
After the lesson, the teacher should

recommend checking out the AGO website and
doing further research into Pop Art on the
internet as a home assignment, and also
looking at clay techniques on YouTube.
21

DAY 1
9:00am
9:00am 10:00am
Students tour the AGO by themselves.
10:00am 10:30am
Students gather around Claes Oldenburgs Floor Burger to have a

discussion about the artwork.
10:30am 11:45am
15 minute break.
10:45am 11:00am
Meet in education room for a clay modelling demonstration.
11:00am 12:45pm
Model objects using clay.
12:45pm 1:00pm
Clean up.
DAY 2
9:00am
9:00am 11:15am
Students paint their objects.
11:15am 11:30am
Clean up.
11:30am 12:00pm
Discuss objects.
12:00pm
Lunch.
Post-Activity
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
This activity will consist of students creating a

Pop Shop. The gallery educator will come to
the classroom with a light box and a
professional DSLR camera. Students will get a
lesson on how to take professional
photographs using a light box for proper
documentation of their work. The gallery
educator will assist students with
photographing all of their Pop Shop items. After
the items have all been photographed, the
educator will upload them all to the laptop.
Each student will receive a print of their object
to include in their portfolios. If students wish to
include their items, they will assign a value to
their object and create a collective Etsy shop
called the Pop Shop. The gallery educator will

manage the Etsy shop and all proceeds from
any sales will go towards arts education at their
school.
Materials required:
Student brings: clay object made at gallery
Gallery provides: light box for photography,
laptop
22
Budget
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
REVENUES
MONEY LEFT OVER
Program Fees
TOTAL INCOME
$500
$0
EXPENSES
Clay
$109 100lbs, clay-king.com, $108.88
Paint
$71 Rheotech 500ml jars r, o, y, g, b, iv, brown, black, white
Snacks
$31 Metro Daisy Vegetable Tray, $12 + Metro Fruit and

Cheese Platter, $20

TOTAL EXPENSES
$500
23
Many things brought from one climate to another

Many things brought from one climate to another
The art on the fifth floor is a selection of the AGO's recent acquisitions of contemporary art. The title
is taken from a 1981 work by American conceptual artist Lawrence Weiner. Like many other artists
from the 1960s to the present, Weiner creates art using language, resulting in artworks that have no
physical form but appear instead on gallery walls, in spoken word and in printed matter. In this
context, Weiner's statement oers a framework for this display, connecting artworks from across
vast distances to provide a snapshot of current artistic thinking. The works of art on view reveal how
these international artists navigate the complexities of contemporary life, while also asking us to
consider the diverse textures of present-day experience, the lingering eects of the past and the
challenges we face in creating more equitable societies.
November 14, 2015 June 12, 2016
24
Melanie Smith, Fordlandia, 2014, single-channel video installation, 30 minutes
Gallery Pals

Grade 3
Overview
This program is created in partnership between
the AGO and the Childrens School of
Contemporary Art (CSoCA) in Perth, Western
Australia.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The CSoCA in Perth, Western Australia is a

space for curious, creative and inquisitive
young minds that love to create and play. They
oer art and designclasses for kids aged 5
15 years, in fashion, building and design,
drawing, painting, sculpture, ceramics,
installation art and crafts. They believe that risk
free experimentation and the courage to try
new things, without fear of failure, allows
students to learn in their own way, producing
independent thinking and unexpected
outcomes.
The Gallery Pals program is inspired by the

Many things brought from one climate to
another exhibition. Students will be
communicating with pen pals from another part
of the world about their art experiences via
letters. This program is designed to expose
children to contemporary art, which is often
conceptual and can sometimes be intimidating
or confusing, in a non-intimidating way by using
imagination and focusing on the formal
qualities of artworks. This program will
encourage students to be open-minded while
looking at art and get them thinking about the
many possibilities of what art can be.
Curriculum Points
Arts and English.
25


or understanding in their own and others
art work

in their daily lives and in works of art
D3.1 identify and describe a variety of visual

art forms they see in their home, at school,
in the community, and in visual arts
experiences
D3.2 demonstrate an awareness of a variety

of works of art and artistic traditions from
diverse communities, times, and places
Grade 3 Language:
Oral Communication:
1.2 demonstrate an understanding of
appropriate listening behaviour by using
active listening strategies in order to
contribute meaningfully and work
constructively in groups
2.2 demonstrate an understanding of

appropriate speaking behaviour in a variety
of situations, including small- and largegroup discussions
2.3 communicate orally in a clear, coherent

manner, presenting ideas, opinions, and
information in a logical sequence
2.4 choose a variety of appropriate words

and phrases, including descriptive words
and some technical vocabulary, and a few
elements of style, to communicate their
meaning accurately and engage the interest
of their audience
2.5 identify some vocal eects, including

tone, pace, pitch, and volume, and use
them appropriately, and with sensitivity
towards cultural dierences, to help
communicate their meaning
Writing:
1.1 identify the topic, purpose, audience,
and form for writing
1.2 generate ideas about a potential topic,

using a variety of strategies and resources
1.5 identify and order main ideas and supporting details into units that could be used
to develop a short, simple paragraph, using
graphic organizers
2.2 establish a personal voice in their writing, with a focus on using concrete words
and images to convey their attitude or
feeling towards the subject or audience
2.3 use words and phrases that will help

convey their meaning as specifically as
possible
2.6 identify elements of their writing that

need improvement, using feedback from the
teacher and peers, with a focus on specific
features
2.8 produce revised, draft and complete

pieces of writing to meet identified criteria
based on the expectations related to
content, organization, style, and use of
conventions
Pre-Activity
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Before the students visit the gallery, it is crucial

that teachers inform them of the concept of
how pen pals work and let them know that they
will be writing letters to other students in a
dierent part of the world. Also, the teacher
should show the following videos to get
students thinking about contemporary art and
get them excited for their gallery visit:
v=pV9UTYP68fI&nohtml5=False (CSoCA)
v=Z4OhwL7WyHg&nohtml5=False (Kids
Critique Contemporary Art)
v=76vsMlx43Z4&nohtml5=False (What is
Art? Created by Phil Hansen)

1. AGO Website: http://www.ago.net
2. AGO Explore Art With Your Students:

http://www.ago.net/assets/files/pdf/AGO
%20Critical%20Analysis%20Process
%20Elementary.pdf
26
On-Site Program
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1 half-day session
To conclude, the activity will end with a

discussion around, How is contemporary art
dierent from other kinds of artwork that you
are familiar with?
Materials required:
Student brings: pencil, eraser, sharpener
Gallery provides: paper, crayons
This program will begin with navigating and

exploring the AGO while making their way to
the 5th Floor to the contemporary exhibition
Many things brought from one climate to
another. Along the way, students will have a
chance to look at and learn about the
architecture of Frank Gehry. They will also stop
along the way and have a discussion about
what is art?.
Once the students make it to the 5th Floor to

see Many things brought from one climate to
another, they will begin the activity of playing a
game of I Spy with the gallery educator and
the contemporary artworks. How the activity
works is, the gallery educator will say, I spy
with my little eye a skunk (Duane Linklater)
or, I spy with my little eye orange water
(Peter Doig) and then the students will search
for that element and have a discussion about
the corresponding artwork. The gallery
educator will ask 10 of the following questions
about each artwork:
Duane Linklater, Little Ghosts/The Marks

Left Behind/My Brother in Law, My Sister,
2014
1. What do you see?
2. What does this work bring to mind?
3. How does it make you feel?
4. What is happening in this work?
5. What do you think the artists message is?
6. What do you think the artist is like?
7. How much would you pay for this one?
8. What do you like or not like about it? Why?
9. What title would you give this artwork?
10. What makes it art?
After that activity is complete, the gallery

educator will instruct the students to pick their
favourite artwork they saw in the activity, draw
a picture about it with crayons and write down
their thoughts about the artwork and their
gallery experience for their pen pals.
Peter Doig, Cricket Painting, 2006-2012
27
Schedule:
9:00am
9:00am 9:30am

Students make their way to 5th floor and learn about Frank Gehrys
architecture and have the discussion around, What is Art?.
9:30am 10:30am
Students play I Spy with the contemporary artworks.
10:30am 10:45am
15 minute break.
10:45am 11:45am
Students pick their favourite artwork, draw a picture about it and write
down their thoughts about the artwork and their gallery experience for their
pen pals.
11:45am 12:00pm
Students have wrap-up discussion around, How is contemporary art

different from other kinds of artwork that you are familiar with?.
Post-Activity
After the gallery visit, an instructor will come to
the classroom to assist students with writing
their letters to their pen pals at CSoCA in Perth,
Australia. The session will be led in a computer
lab where the students can take their rough
draft they made at the gallery that recorded
their thoughts about their favourite artwork and
their gallery experience and make them into
good copies typed in letter format on the
computer. The students will learn about how to
write a letter (Date, Dear _____, Sincerely,
Signatures, etc) and how to format it. After
their good copies are drafted, they print them,
sign them and stu them in envelopes. In the
envelopes, they also include their picture that
they drew at the gallery of their favourite
artwork. When the envelopes have been stued
and sealed, they place stamps on them and the
gallery educator collects them and mails them.
When the mail is received in Australia, the pen
pals at CSoCA respond and create similar
letters and send them to the school in Ontario,
and the teacher can give the letters from their
pen pals to the students.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Materials required: computers, paper,

envelopes, stamps
28
Budget
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
REVENUES
MONEY LEFT OVER
Program Fees
Education Grant
$119
TOTAL INCOME
$419
$0
EXPENSES
Crayons
Paper
$42 Sargent Art Crayons 16pk, $1.70 x 25 packs

$3 Drawing Paper
Envelopes
$21 Staples, box of 500
Stamps and Postage
$62 $2.50 per stamp, international fee x 25 letters

TOTAL EXPENSES
$419
29
ArtTalk/ArtWalk

Youth (Teens)
Overview
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
ArtTalk/ArtWalk is a special program designed

for Syrian refugees who are new to Canada. The
program will have a focus on contemporary art
in Toronto. The program is for teenagers and
they are encouraged to bring their parents along
with them, too.
while also asking us to consider the diverse

textures of present-day experience, the
lingering eects of the past and the
challenges we face in creating more
equitable societies.
The program will begin at the gallery with a tour

of the contemporary exhibition Many things
brought from one climate to another. During this
tour, there will be discussion on themes of war
and displacement inherent in this exhibition that
features a number of international artists who
navigate the complexities of contemporary life,
After the gallery tour, the tour will continue

outside. The students will go on a walking
tour with a gallery instructor. The walking
tour will have a focus on the contemporary
art scene in Toronto as they will visit a
number of contemporary art galleries and
see public art, but it will also have a focus on
exploring the city and learning some of
Torontos history.
30
All students will be given a disposable camera

for the walking tour, and are instructed to
choose their shots wisely as there are only 25
photos on the film.
Pre-Activity
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

recommended that the teacher have a
discussion with the students about their
experiences with contemporary art thus far. It
would be helpful to talk about any art
experiences they had in Syria and what they
expect from Toronto. The teacher should also
give some background information on the
museum. This pre-activity should be done in a
computer lab where the students can have a
chance to look at the AGOs website and look
at maps of Toronto. The students will be
provided with a list of all of the artists featured
in this exhibition so they can do research on
them and contemporary art.
Post-Activity
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
After the gallery visit, an instructor from the

gallery will visit students in their classroom.
During the time between the gallery visit and
the post activity, the gallery will have the photos
developed that were taken with the disposable
cameras on the walking tour. The gallery
educator will also bring mini-photo albums.
During this post-gallery visit activity, the

students will create a photo album containing
all of their photos from their Toronto
contemporary art walking tour. They will also
have a chance to write labels for the
photographs. This activity is meant to create
lasting memories that signify new beginnings
and foster positive urban experiences for
refugees.
Materials required: developed photographs,

photo albums
Paul Chan, 2nd Light, 2006, digitial video

projection, 14 minutes.
On-Site Program
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1 full-day session
Materials required:
Student brings: comfy shoes, weather
appropriate clothing, parents (optional)
Gallery provides: disposable cameras
31

10:30am
10:30am 12:00pm
Tour of AGO, Frank Gehry architecture and Many things brought from one
climate to another + discussion.
12:00pm 1:00pm
Lunch.
1:00pm 3:00pm
Students receive their cameras and start the outdoor walking tour.
3:30pm 4:00pm
Half hour break, snack.
4:00pm 5:00pm
Complete walking tour and make way back to gallery.
Budget
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
REVENUES
Program Fees
MONEY LEFT OVER

$0 FREE
A very generous
individual donor
$626
TOTAL INCOME
$626
$0
EXPENSES
Disposable Cameras
$187 Fujifilm QuickSnap Outdoor Single Use Camera 800 / 27

(Amazon), $7.50 x 25
Photo Development
$100 AGO darkroom connection in-kind donation
Photo Albums
$50 Dollarama $2 each x 25

TOTAL EXPENSES
$626
32

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Spring 2016

A manual outlining six of the Art Gallery of Ontarios educational programs

Many things brought from one climate to another..24

In 2002, Ken Thomson's generous gift of 2,000

Highlights include Galleria Italia, a gleaming

We bring people together with art to see,

We will become the imaginative centre of our

We believe the experience of our visitor is

Drawing My Dream Home

Drawing My Dream home is a program that

Grade 3 students will be given the materials

because there will be plenty of room for artistic

Grade 3 Visual Arts:

D1.4 use a variety of materials, tools, and

D2.1 express personal feelings and ideas

D2.2 explain how elements and principles of

D2.3 demonstrate an awareness of the

D2.4 identify and document their strengths,

draw items using a ruler, given specific

estimate, measure (i.e., using centimetre

describe, through investigation using grid

Before the students visit the gallery, it is

The discussion should be summed up with

dream living space when they get home. This

My dream house has

How many floors: _______________

How many bedrooms: ___________

How many bathrooms: __________

How many closets: ______________

How many windows: ____________

People/pets (names): ____________

Kinds of furniture: _______________

Teachers will also need to tell students to come

Length of On-Site Program

Gallery provides: additional supply of materials

Step-by-step instructions for on-site activity:

2) Once you have drawn the overall shape of

3) Next, use your ruler to divide up the spaces

4) After the spaces have been divided, draw

5) Decorate! Use the materials provided to

6) The last step in completing this drawing is

identify and document their strengths, interests,

This post-gallery visit activity will include an

There are two steps in creating the exhibition.

Cardboard, label stickers, PVA glue and

Step-by-step instructions for post-activity:

2) Trace the shape of the house onto the

The Grade 3 Ontario curriculum suggests that,

3) Make 10 points surrounding the outline.

4) Connect the points.

5) Students will then draw their chosen

6) Students will use brushes to adhere their

7) After the frames are finished, the gallery

8) After the frames and the labels are created,

9) Have a discussion about the exhibition.

Schedule for on-site program

Students arrive at gallery.

Students complete Step #3: dividing up the spaces in their house.

Complete Step #5: decorating and colouring the house!

Roll up drawings and get students ready for home time.

MONEY LEFT OVER

$250 $10 per student x 25

Revenue minus expenses