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Lesson Plan
Lesson Title: ____Emily Carr Painting_____ Grade: ___4___ Date: __Feb. 21, 2017__
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are
the big ideas/essential/enduring understandings?)
( A brief description of the activity... enough info for another teacher, such as a supply teacher, to "get' what
the lesson is about. It indicates which Fundamental Concepts are addressed and which aspects of the
Creative Process will lead to new skills/knowledge/understanding. The first or final statement highlights what
new skills/knowledge/understanding students will have by the end of the lesson)
Students will be creating their own version of an Emily Carr clay bowl. The students will not be creating the
bowl itself but will be able to find, or purchase a bowl of their choosing to paint. Students will be asked to
supply their own bowl prior to this lesson, and will begin designing their art work once they have chosen their
canvas. Students will create paintings using acrylic paint on dishware.
Through the Creative Process Imagining and generating, students will sketch an outline of their design intentions
for their bowl painting, prior to beginning. They will make preliminary sketches to choose the placement of
their animal figure in their dish, and will then make a final, full page sketch for reference while painting. The
creation of these sketched will be used as a formative and self-assessment. Through the Creative Process
Revising/ Refining a peer review will be used during the creation process to make any needed adjustments. This
will allow students to share ideas with peer and assess the success criteria. The teacher will assess the final
work for a final evaluation/ grade. A checklist will be provided to assess the needed criteria for this
assignment. Also included in the creative process, after students finish their art pieces, they will complete a
written (or verbal for differentiation) reflection. This will focus on the use of the success criteria within their
art, and what, if anything, they would change and why. Students will be able to answer the needed criteria
with the use of a reflection worksheet.
Students are to demonstrate their ability to generate use of line, monochromatic colours, shades, contrast of
value, and emphasis on the placement and size of shapes.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and detailsrecord only the details
which relate to this task at least 2 of the 3 overalls should be noted
Also indicate:
2D or 3D project
Which aspects of the Creative Process are part of this lesson (at least 2 for a strong lesson)(see ppgs
19-21 OAC)
Which Elements or Principles (Fundamental Concepts) are addressed in this lesson
Which art techniques and/or cultural connection /art form
Will they have communicate feelings, understandings, ideas (indicate which ones)
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;
D2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 2328) to communicate feelings, ideas, and
understandings in response to a variety of art works and art experiences;
2D project on a 3D object
Creative Process:
Imagining and generating Generating ideas through sketching prior to creation of final product.
Revising/ Refining- Sharing ideas with peers in order to assess implemented success criteria, and make room for improvement.
Fundamental Concepts:
Principles of Design:
Emphasis- use of colour intensity, contrast in value, placement and size of shapes, and or weight of line to create a particular
focal point.
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from
the Ont. Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic
number of expectations (1 to 3), have expectations that match assessment
D1.1 create two- and three-dimensional works of art that express feelings and ideas inspired by their interests and experiences.
D2.4 identify and document their strengths, their interests, and areas for improvement as creators and viewers of art.
Fundamental Concepts (Note: only the Arts: Drama, Dance, Music and Visual Arts have Fundamental
Concepts. By grade, it tells you what CONTENT/KNOWLEDGE students are to acquire in this grade. In this box,
record which aspects of elements and principles of design are addressed in the lessonRecord the grade-
specific content regarding the Elements of Design: Line/Shape/Colour/Space/Texture/Value and regarding the
Principles of Design: Contrast/Rhythm and Repetition/Variety/Proportion/Harmony etcBe sure to omit
content which does not relate to this particular lesson)
Elements of Design
Line: contour lines (e.g., edges of objects); lines of various weights; repetition of lines to create visual
rhythm
* Shape and Form: changes in shapes, depending on the angle or point of view (e.g., view from the top, side, bottom)
Colour: monochromatic colour scheme; colour emphasis through variations in intensity (e.g., subdued
colours next to bright)
Texture: texture quality (e.g., matte, sheen)
Value: mixing of shades; variations in value to create emphasis (contrast in value)
Principles of Design
Emphasis: use of colour intensity, contrast in value, placement and size of shapes, and/or weight of line to
create a particular focal point.
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students
are expected to know and be able to do, in language that students can readily understandthese are big
ideas
Today I will learn
How to develop and create an animal painting using the form and shape of a dish.
How to sketch my ideas based on the shape and form of the dish before beginning my dish painting.
To use peer feedback to make appropriate adjustments to my artwork.
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn?
(Clearly identify the criteria to assess students learning, as well as what observable/measurable evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students
can readily understand).
I can: use lines of two different weights to outline shapes and my animal etc.
I can: use different organic shapes within my animal painting that can be viewed from various angles
emphasizing the shape of the bowl.
Students will demonstrate their ability to develop an artwork through the use of their imaginative process. Students must display their
ability to think of a well suited animal to the form of their dish. Students must then apply their understanding of the success criteria and
how they interpret the painting styles of Carr from her pottery paintings.
Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.)
Assessment Mode Assessment Strategy and Task Assessment Tool - Instrument used to
Written, Oral, for Students- What are the assess task and record learning e.g.,
Performance students doing to show their rubric, checklist, observation sheet, turn/talk,
(Write, Say, Do) learning? e.g. turn and talk, role role play etc.
play/individual, cooperative, etc.
Process of Art Self Assessment Not Quite Somewhat Noticeably Not Quite
Peer Assessment
Somewhat Noticeably Not Quite
Final Assessment
Somewhat Noticeably
Comments:
Reflection Handout
Write
- Writing on Written reflection on handout. Name: _____________________________ Date: ______________________
creation. What weremy strengths and weaknesses duringthecreation of my Emily Carr painting?
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How did I useline, and shape(of dish or painted shapes) to emphasizemy main figure?
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Day 1
Projection Screen/ Laptop for display for Carrs clay works.
Bowl/ Dish
Sketch paper
Writing utensils per student
Permanent markers
Assignment checklist
Printed image exemplars
Teacher exemplar
Animal images or iPads for research
Check list/ Self assessment
Success criteria easel
Demonstration desk
Day 2
Acrylic paints
Paint brushes
Paint plates
Paper towel
Water cups
Water tubs
Water
Bowl/ Dish
Sketches
Assignment checklist /Self assessment
Printed image exemplars
Teacher exemplar (dish)
Animal images or iPads for research
https://www.youtube.com/watch?v=RjqSD4QnWpA
Lap top, projector/ screen.
Success criteria easel
Demonstration desk
Drying rack
Numbers from 1-25, and bowl for number draw.
Learning Environment (grouping; transitions; physical set up) Attach floor plan with any relevant notes:
See file called Floor Plan Considerations.
Students will be seated in groups of 5 or smaller groups of 2-3 for this lesson.
Group differentiation used for students who work better in smaller groups.
They will transition through the room when their group is called to promote organization, and fluid transitions.
There will be two paint pick up stations, and two water stations.
Paint!pick!up!station!for!
group!1,2!&!5.!
2"
1"
Water!pick!
up!station!
for!group!1,2!
&!5.!
5"
6"
3" Demonstration!
table!with!
teacher!
sketches!and!
4" final!example.!
Paint!pick!up!station!for! Water!pick!up!station!for!
group!3,!4,!&!6.! group!3,!4,!&!6.!
! Legend
Water pick up station.
Two buckets, and
individual pick up containers. Garbage can, Paper and Plastic
recycling bins
Drying Rack
Teacher Desk
Student Desks
Projection screen
DAY 1 Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of
learning.
( Hands onstep by step, include a demo)
Time: ______-___30 min__ (Indicate time breakdown
of instructional elements)
Have student hand out check list, post One student will hand out the check list.
success criteria on chart paper on easel at the
front of the room. Students will receive their body of the check list
for this assignment.
Im waiting for all eyes looking forwards.
How will you be using the different shades, and I am going to use two different shades of brown on my
monochromatic colours? bears body, and then use a brighter colour for its face
and paws. And I am going to use a bright background
colour.
Lets begin todays class by talking about what the I chose ____ because it reminds me of
animal you have chosen means to you. I like.
Why did you choose to paint this animal on your
dish?
Are you finding the sketching process challenging, I like that it helps plan what you are going to paint.
or useful? I dont like it because it is harder to draw than paint.
What did you notice? I can choose an animal that has lots of different
colours.
How can you use this in your own art work? I can use very bright paints.
DAY 2 Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of
learning.
( Hands onstep by step, include a demo)
Time: ______-___65 min__ (Indicate time breakdown
of instructional elements)
Does anyone have a favorite part of their painting? I like the colours I chose. The bright yellow helps
emphasize my alligator.
Did everything go as planned, or did you have a I messed up the shape of my animal but I like the way
beautiful oops? it turned out.
Do you think your painting looks like Emily Carrs I think mine kind of looks like Carrs because...
style?
How could you improve your painting? I could have make my animal fit to the bowl better by
changing its shape.
I could have used thicker black outlines.
How could I have made my elephant painting more
like Carrs paintings? You could have made it as big as the dish.
You could have made the different parts of its body
into different shapes.
You could have changed its colour so that it wasnt all
grey.
Extension Activities/Next Steps/ (where will this lesson lead to next an opportunity for you to extend
from level 3-4 with rich links to other lesson ideas/book/web supports and inspiration
Adapting Lesson For Different Grades: How could you adjust the focus of this lesson for higher/lower
grades?
Gearing Up:
GRADE 5
ELEMENTS OF DESIGN
Students will develop understanding of all elements of design.
line:
shape and form: symmetrical and asymmetrical shapes and forms in font and image;
space: shading and cast shadows that create the illusion of depth (Would need to be adapted to
include)
colour: hue, intensity (e.g., dulling, or neutralizing, colour intensity by mixing the colour with a small
amount of its complementary hue)
texture:
value: gradations of value to create illusion of depth, shading. (Would need to be adapted to
PRINCIPLES OF DESIGN
Students will develop understanding of all principles of design (that is, contrast, repetition and rhythm,
variety, emphasis, proportion, balance, unity and harmony, and movement), but the focus in Grade 5 will be
on proportion.
proportion: the relationship of the size and shape of the parts of a figure to the whole figure; the scale of
one object compared to its surroundings, with indications of how close and how large the object is (e.g.,
figures with childlike proportions that are approximately five heads high and adult figures that are
approximately seven or eight heads high; caricature; use of improbable scale for imaginary settings and
creatures)
To gear up for grade 5, this assignment could be altered to include the use of shading under
value, and the illusion of space using shading. Although Carr does not do this in her pottery
paintings, this could be an additional expectation adapted purposefully for this grade level. A
teacher exemplar using shading can be used to demonstrate for student understanding. The
focus on use of line may be eliminated, and instead focus on the use of symmetric or asymmetric
animal focal points. Colour expectation may shift from a focus on shades, and monochromatic
colours to the use of hue, and intensity.
Gearing Down:
GRADE 3
ELEMENTS OF DESIGN
Students will develop understanding of all elements of design.
line: variety of line (e.g., thick, thin, dotted)
shape and form: symmetrical and asymmetrical shapes and forms in both the human-made environment
and the natural world (e.g., symmetrical: insects, flowers, skyscrapers; asymmetrical: windblown trees,
space:
colour: mixing of colours with white to make a range of warm and cool tints
texture: smooth surface of a ceramic work
value: mixing a range of light colours and dark colours
PRINCIPLES OF DESIGN
Students will develop understanding of all principles of design (that is, contrast, repetition and rhythm,
variety, emphasis, proportion, balance, unity and harmony, and movement), but the focus in Grade 3 will be
on variety.
variety: slight variations on a major theme; strong contrasts (e.g., use of different lines, shapes, values,
and colours to create interest [bright or light colour values, dark colour values]).
To gear down for grade 3, this assignment can be altered to add a focus on symmetry or
asymmetrical images. Using Carrs painting of the owl in the minds-on above, this image could
be used as an exemplar of a symmetrical painting. Students may still focus on different use of
lines, but the colour criteria would have to shift from shades to the creation of warm and cool
tints.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson
for this subject/topic)
The Lesson:
The Teacher:
MySelf Reflection
How did I useline, and shape(of dish or painted shapes) to emphasizemy main figure?
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