Lesson Plan

Lesson Title: Norval Morrisseau Art Activity Grade: 4 Date: February 5, 2019

Subject/Strand: The Arts - Visual Arts Unit: Norval Morrisseau Time: 2 days (60 mins each day)

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. It also indicates
input/feedback while project is still in process.
Within this lesson, students will explore Norval Morrisseau’s artwork and his Eastern
Woodland Style paintings. Through this exploration student’s will generate their own X-ray
painting based on what they have learned or find personally significant to them. Students will
be challenged to identify features of Morrisseau’s Eastern Woodland style regarding line,
shape and colour. As a class, students will brainstorm possible ways to include features of his
style in their own work which will be recorded on chart paper for reference. They will then
share their ideas and inquiries amongst their peers. As the lesson progresses, students will
choose a specific subject for their X-ray painting. The subjects can include either a human or
an animal inspired by the subjects Morrisseau uses in his paintings. Students will then produce
planning sketches by drawing an outline that includes an X-Ray and at least four of
Morrisseau’s distinguishing features. As a consolidation to the lesson, students will present
and explain their artwork to their table groups using appropriate vocabulary related to
Morrisseau’s work (X-ray, form line, spirit lines etc.). Students will then receive constructive
feedback from both their peers as well as in a conference with the teacher in their table groups.
After receiving oral feedback from their peers and the educator, their peers will fill out a peer-
assessment checklist provided with topics for reflection and present it to the artist. Students
will respond and revise their work before the final submission. The students will then proceed
to turn their preliminary sketches into a painting. They will paint using colour emphasis
inspired by Morrisseau’s work. The students will discuss their paintings again in small groups
and with the teacher to revisit anything they have left out or are planning to add in before
submitting their final product. The final painting will be assessed by the teacher using the
rubric attached.

Fundamental Concepts:
Line: lines to indicate emotion, contour lines, lines of various weights; repetition of lines to
create visual rhythm
Shape & Form: changes in shapes, positive and negative shapes; grouping of shapes; abstract
shapes
Colour: colour emphasis through variations in intensity (e.g., subdued colours next to bright,
intense colours); advancing colour
Space: positive and negative space in art work
Principle of Design: Students will develop understanding of principles of design; but the
focus in Grade 4 will be on emphasis - use of colour intensity, contrast in value, placement and
size of shapes, and/or weight of line to create a particular focal point.
CURRICULUM CONNECTIONS
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess
student 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 (or) I can see evidence of:
 3 techniques that Morrisseau uses (line, x-ray vision, colour, shape, animals)
 a sketch that incorporates at least 5 features of Morrisseau’s work
 Lines of Power
 Lines of Motion
 X-ray vision
 Lines of Prophecy
 Form Lines
 Spirit Lines
 paint of different colors for different purposes (meaning of the colors used)
appropriate vocabulary and language use when describing my artwork
Assessment – How will I know students have learned what I intended? Include attachment of your assessment
tool

Students will be able to identify at least 3 techniques that Morrisseau uses, create a sketch that incorporates at
least 5 features of Morrisseau’s work, paint using different colours for different purposes (vibrant or neutrals) and
use appropriate vocabulary when describing the techniques and elements of my artwork.
Assessment tools:
 Peer assessment emoji checklist/ ice cream checklist/ target marking rubric
 Teacher’s Success Criteria Checklist
(Assessment tools attached)

Assessment For, As, Of Learning (Complete the chart below) (Describe way(s) you and/or your students will assess.)

 Can use the same assessment AS tool you created for each grade - when doing assessment OF
1 Lesson plan and 4 assessment tools
Assessment Mode: Assessment Strategy Assessment Tool
Written, Oral, Specific task for Instrument used to
Performance (Write, students (e.g., turn and record data (i.e., rubric,
Say, Do) talk, brainstorming, mind checklist, observation
map, debate, etc.) sheet, etc.)

Assessment FOR Do - Students will explore
Learning the features of
Morrisseau’s artwork by
taking jot notes in their
journals throughout the
whole class brainstorm
Students will brainstorm
the features of
Morrisseau’s Woodland
art and identify the
specific features present
in his work; students will
also learn about the
meaning behind those
features;
Morrisseau Artwork
Features Success Criteria
Checklist: see attached
The teacher will take
anecdotal notes of the
students notes taken in
their journals, after the
lesson is complete.

Assessment AS Do - Students will make a Students will work on and Peer-Assessment

Learning rough sketch of their own complete their first draft; Checklists: see attached
artwork inspired by when completed, students
Morrisseau’s work. will conduct a small
 Students will use the peer-
assessment checklist as
self-evaluation in order to
identify which features
may be missing and need
to be added in order to
meet the expectations of
the success criteria for
final product.
Say - Students will
conduct a short small-
group presentation during
which they will talk about
the features that they
included in their final
product; students will
demonstrate an
understanding of the
meaning and significance
of those features. Once
the peer assessment is
conducted, there will be a
short debrief of what was
recorded on the peer
checklist.
group presentation during Self-Assessment
which they will speak to Checklist: see attached
the features represented in (students will be given the
their work; peers will rubric at the start of the
provide feedback though lesson so they explicitly
the peer evaluation see and can incorporate
checklist and student will the success criteria)
review and revise the
checklist, this is meant to
help the student identify
what needs to be changed
or incorporated into their
work prior to creating
their final product.
Students will use their
oral communication skills
to speak to their artwork.

Assessment OF Do - Students will Students will complete Teacher Final Checklist:

Learning complete and submit their
finished product (their
painting) inspired by
Morrisseau’s work and
incorporating features of
his art
their final product based
on the constructive
feedback of their peers.
Students will submit their
final product into the
teacher for final
assessment.
see attached (students will
be given the rubric at the
start of the lesson so they
explicitly see and can
incorporate the success
criteria)

CONSIDERATION FOR PLANNING

Prior Learning: Prior to this lesson, students will have…

THE GRADE BEFORE (GRADE 3)

 applied the creative process (see pages 19–22) 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;
 demonstrated an understanding of a variety of art forms, styles, and techniques from the past and
present, and their social and/or community contexts.
 explored the concept of composite shapes, symmetrical and asymmetrical shapes and forms in both the
human-made environment and the natural world (organic)
 filled out a peer assessment checklist
revised and changed preliminary work

Differentiation: Content, Process, Product, Environment, Assessment/Accommodations, Modifications

N/A

Learning Skills/Work Habits Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration,
initiative, self-regulation
Vocabulary (for word wall and/or to develop schema)
 Norval Morrisseau
 Eastern Woodland Art
 Form Lines
 Spirit Lines
 Lines of Power
 Lines of Prophecy
 Lines of Motion
 Shaman
 X-ray vision
 Indigenous
 Bear, turtle, serpents, thunderbirds & their significance
 Abstract forms
 Contour lines
 Weighted lines
 Visual rhythm
 Emphasis

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any
attachments of student worksheets used and teacher support material that will support communication of instruction. Include the use of
Information Technology (ICT) in your lesson plan where appropriate.

 11 x 11 paper
 Paint - various colours (in squeeze bottles)
 2 water buckets (1 full of water and 1 empty)
 1 flat bottomed Tupperware per person for personal water
 Anchor charts (see floor plan for more detail)
 Anchor chart 1,2 & 3: success criteria, learning goals, art vocabulary & steps
 Posted behind demonstration area equipped with document camera and all supplies needed for
demo & posted above each painting station.
 Anchor chart 4 & 5: clean-up steps and roles
 Permanent/Every class Anchor Charts: Creative process,
lines/shapes/colour/space/value/principles of design posters
 3 paint stations - cool colors, warm colors, pinks, vibrant, primary/secondary
 Each equipped with squeeze bottles filled with paint
 Each containing an extra pile of folded up paper towels used for wiping off paint brushes
 Each containing wax paper
 Supply stations (drawers) at each horseshoe table
 Equipped with stacks of personal water Tupperware & paint brushes
 Styrofoam plates
 Extra water containers
 Success criteria/steps on a letter size piece of paper for reference
 A handout detailing the different components of Morrisseau’s work
 Lines of Power
 Lines of Motion
 X-ray vision
 Lines of Prophecy
 Form Lines
 Spirit Lines
 Storage Unit:
 Locked door contains a container of Lysol wipes for clean-up purposes
 Table cloths
  Extra rags
Demonstration station (Kidney table) equipped with a paper, squeeze paint bottles, a paper towel,
paintbrush and personal water Tupperware for demo
Document camera to post demo final product while students work on their own projects

Learning Environment (grouping; transitions; signals; physical set up s) Attach floor plan with any relevant notes: See file called
Floor Plan Considerations.
Floor Plan & Considerations for 25 Students
(See Attached)
Cross Curricular Links
Language Arts - Oral Communication
Overall Expectations
1.listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
2.use speaking skills and strategies appropriately to communicate with different audiences for a variety of
purposes;
Specific Expectations
1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit
a variety of situations, including work in groups
2.2 demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired
sharing and small- and large-group discussions
2.3 communicate in a clear, coherent manner, presenting ideas, opinions, and information in a readily
understandable form
2.4 use appropriate words and phrases from the full range of their vocabulary, including inclusive and non-
discriminatory terms, and appropriate elements of style, to communicate their meaning accurately and engage the
interest of their audience

Social Studies - Indigenous lessons

Overall Expectations
A3. Understanding Context: demonstrate an understanding of key aspects of a few early societies
(to 1500), including at least one First Nation and one Inuit society, each from a different region and era and
representing a different culture, with reference to their political and social organization, daily life, and
relationships with the environment and with each other
Specific Expectations
A1.4 compare a few early societies, including at least one First Nation and one Inuit society, in terms of their
relationship with the environment (e.g., with reference to seasonal rhythms, use of land and resources, differences
between urban and rural communities, religious and spiritual practices/ beliefs with respect to the environment)

Three Part Lesson

Identify what the students are expected to think about or do. Write the lesson description with enough
detail that another teacher could replicate the lesson without a personal discussion.

What Teachers Do: What Students Do:

Minds on: Motivational Hook/engagement /Introduction (5-15 min)

Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
What you do to get student’s brains/hearts engaged, to spark curiosity, pique interest, or activate prior knowledge in an engaging
way?
Time: 9:30 - 9:45 am (15 minutes) Time: 9:30 - 9:45 am (15 minutes)

Day 1 Day 1

The majority of this lesson will require the teacher to 1. Students will repeat the “hand clapping”
model in order to help guide students and answer any pattern back to the teacher.
necessary inquiries throughout their learning. The 2. Students will engage in success criteria and
learning goals - they can add to it or discuss as
teacher will introduce the learning goal and success
criteria for the art activity:
During this lesson…
.. students will expand upon their previous knowledge
and understanding of basic shapes, colour, line and the
value within their own art pieces.
.. students will learn about Morrisseau’s artwork and
techniques;
.. students will learn to distinguish features of
Morrisseau’s artistic style (Eastern Woodland Style)
.. students will develop inspiration and a new
understanding of X-ray forms and how to use them
within their own art.
.. students will develop new planning skills through the
construction of their preliminary artwork, identifying
the main subject of their drawings and receiving
feedback before creating their final draft.
.. students will develop public speaking skills as they
reflect on their art with their peers and in front of table
groups.
a class to remove something - they will be part
of the learning process
3. Student will work collaboratively with a peer
4. Students will select a piece of artwork that
captures their interest and begin analyzing
Norval Morrisseau’s Woodland Style
Paintings.
5. While examining, students will analyze the
paintings based on colour, shape, design and
the lines used within the artwork.
6. Students will continue to engage is classroom
discussion and be involved as active members.
Students will also inquire about new knowledge and
understandings, adding them to the chart

I can (or) I can see evidence of:

 3 techniques that Morrisseau uses (line, x-ray
vision, colour, shape, animals)
 a sketch that incorporates at least 5 features of
Morrisseau’s work
 Lines of Power
 Lines of Motion
 X-ray vision
 Lines of Prophecy
 Form Lines
 Spirit Lines
 paint of different colors for different purposes
(meaning of the colors used)
 appropriate vocabulary and language use
when describing my artwork

1. Prior to beginning the class, the teacher will

have posted a few exemplars of Morrisseau's
artwork around the classroom.
2. The teacher will do a “clapping pattern” to
gain students attention.
3. The teacher will the provide students with
more examples of Morrisseau's artwork,
focusing solely on his Eastern Woodland
Style paintings. There will be about 3
exemplars at each table group for students to
analyze and inquire about.
4. The teacher will then give the students time to
examine and discuss the paintings with an
elbow partner.
5. While students are working with their elbow
partner, the teacher will instruct students to
 consider the colours, shapes and lines within
each piece of artwork.
6. Once students are finished analyzing the
artwork with an elbow partner, the teacher
will then begin to create a large group
discussion with the class. As students answer,
the teacher will record students answers on
chart paper. By recording students ideas, this
will offer an opportunity to create an anchor
chart with a variety of different sketching and
examples of specific features of Morrisseau's
Eastern Woodland style.

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 on…step by step, include a demo)

Time: 9:45 - 10:30 (45 minutes) Time: 9:45 - 10:30 (45 minutes)

Students will take the brainstorm that they created Day 1

during the Minds On activity and use it for reference
while they create their preliminary drawing. This 1. Students will collect exemplars and place
sketch will be used in their small group presentations them in the middle of their table group for the
and will be improved based on peer assessments teacher to collect.
following their presentation.
2. Students will clear off their desk and grab
Day 1 what they need out of the drawers in the
middle of their tables.
1. After the Minds On, students will then collect
the exemplars and place them in the middle of 3. The students will gather to partake in a demo
their table group, the person whose role it is to presented by the teacher. They will ask
collect artwork will collect them and put them questions for clarification.
in the drawers in the centre of the table.
2. Once the exemplars are collected, students
will be instructed to clear their desks except 4. The students will utilize an anchor chart that
for the art tool caddies in the middle of each the teacher uses at the beginning of demo.
table group.
3. The teacher will then have students gather
around the kidney table and sit in stadium 5. Students will critically think about their
seating (some students seated, some crouched planning, new knowledge and understandings.
behind and some standing - for all to see for
the demo).
4. The teacher will refer to anchor chart at 6. Students will listen and ask meaningful
beginning of demo and refer back to it questions to generate a discussion about their
throughout the demonstration to ensure that artwork
they have included all the expectation listed
for the lesson.
7. Once the demo is completed, students will
5. Once the teacher has gone through and
return to their desks and begin their sketches.
explained the the expectations to the students,
the teacher will then model each step of the
assignment to the students. 8. Students will think critically and implement
6. While modelling, the teacher will reveal each inspired techniques to their preliminary
step on an anchor chart as they have modelled works.
and completed it (a doc cam will be close by
 and will be used to project onto the
whiteboard).
7. Once teacher has picked their features to
model, they will state the features that they are
choosing to the class and the reasons why they
are making these decisions.
8. Demo should take about 5-10 minutes.
9. Supplies are at the students desks for the
sketches (pencils, paper etc.).
Transition – Waterfall
10. Step1: will have the student choose an animal
or person that appeals to them.
11. During Step 1 the teacher will ask the
students:
 “How do you feel about this
animal?”
 “Does this animal have a significance
to you?”
 “What does this animal represent?”
 “Why did you choose this animal?”
 During the demo the teacher will
explain the choices they make to the
students and model examples of
answers and responses to students.
12. Step 2: students will work and revise their
sketches.
13. Step 3: The teacher will remind students to
make note of any changes to the artwork they
may want to make and the reasoning behind it.

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 on…step by step, include a demo)

Time: 9:30 - 10:15 am (45 minutes) Time: 9:30 - 10:15 am (45 minutes)

Day 2 Day 2

Minds on 1. Students will repeat the “hand clapping”

1. Students will review what they learned last pattern back to the teacher.
class about Morrisseau in a chart on the board 2. 1 Student from each table group will hand
(led by students - they can write on the chart back the sketches from the last class back to
themselves). Students can share with an elbow their table group members.
partner what they have in their sketches and 3. Students will engage in a feedback session
why. with their peers, offering descriptive peer
Action: feedback to each other.
4. Students will actively participate in
1. The teacher will begin the lesson by doing a completing a peer evaluation checklist for the
“hand clapping pattern” to gain students artist.
attention. 5. Students will make jot notes from analyzing
2. The teacher will then instruct one member of the feedback they received from both their
each group to hand back the sketches from the peers and the teacher.
last class back to their table group members. 6. Students will identify areas that may be
missing within their art pieces.
 3. Once the sketches are handed back, students 7. Students will clean up their stations once their
will engage in a feedback session with their final draft has been created.
peers (See Assessment tools for examples). 8. Generate their final products and make any
4. Once peer feedback has been given, the corrections before submission.
teacher will conference and then provide
specific feedback to each student in their table
group.
5. Students will analyze the feedback they
receive from both their peers and the teacher
and make jot notes on their assessment
checklists. This is designed to help students
determine what changes should be made and
the features that the student may need to add.
6. Once feedback has been delivered, the teacher
will instruct the students to make any rough
changes that they feel are necessary. Through
these changes the students will make
adjustments where they see fit.
7. After the changes to the rough draft have been
made, students will be able to begin working
on their final product.
8. Students (assigned roles) will grab a small
clear Tupperware and fill it with clean water
from the bucket. (1 per student)
9. Teacher will send the students to get paint at
their designated paint station (paper and
supplies are at their tables) (table 1 - paint
station 1, table 2 - paint station 2 and table 3 -
paint station 3) and return to their desks to
begin their final product)
10. The teacher will then give a reminder to the
students that the amount of paint should be a
quarter size to start and students have the
opportunity to get more as needed.
11. The teacher will instruct the students to
outline in pencil first before they move onto
paining their final copies.
12. The teacher will also have the students reflect
on the previous activity from the day before,
having students remember to consider the
colours, shapes and lines that Morrisseau uses
when creating their final product.
13. Once students have finished their final
products, students will sign their names in the
bottom right hand corner and begin cleaning
up their messes.

Consolidation & Connection (Reflect and Connect) (5-15min)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. (Reflect and Connect)…How will
students show evidence of their new skills/knowledge/understanding? …directly related to success criteria and assessment tool.
Time: 10:15 - 10:30 (15 minutes) Day 2

Day 2 1. Students will stop working and have eyes on

1. The teacher will turn off the lights to gain the
student’s attention.
2. As a key part of the consolidation process, the
teacher will have students refer to the anchor
charts and determine and identify if all the
requirements were met within their artwork.
3. The teacher will provide the students with a
checklist that include topics for reflection and
present it to the students. Through the
checklist, students will be able to critically
analyze and determine any criteria that they
may be missing from their artwork.
4. After students complete their checklist the
teachers will collect the artwork and place
them around the classroom.
5. The teacher will then instruct the students to
participate in a gallery walk around the
classroom.
6. The teacher will instruct the students to use
appropriate vocabulary and descriptive words
and terms while talking about their artwork.
the teacher when they turn the light off.
2. Student will check and identify if all
requirements were met as they refer to a
checklist that has been provided by the
teacher.
3. The checklist will be provided with topics for
reflection and present it to the students.
Through the checklist, students will be able to
critically analyze and determine any criteria
that they may be missing from their artwork.
4. Students will participate in mini conference
done at the kidney table while other students
complete their work.
5. Once all students have completed the artwork,
students will participate in a gallery walk.
6. During the gallery walk, students will use
appropriate and descriptive language while
discussing their artwork with their peers.

7. Students will explain their artistic choices to

their peers as well as the rationale behind it.

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.)

 Visit AGO website and listen to other students talk about Morrisseau Paintings
I.e. http://www.ago.net/boy-with-fish

Adapting Lesson For Different Grades: Include a list of the Fundamental Concepts for each of the other
grades represented in your group. Attach any assessment tools or anchor charts you have prepared for
these other grades. Consider: How could you adjust the assessment of this lesson for one higher or lower
grades?

Gearing Up: Grade 5

Line: implied lines for movement and depth

Shape & Form: non-objective shapes
Colour: complementary colours, hue, intensity
Value: gradations of value to create illusion of depth
Principle of Design - Proportion: the relationship of the size and shape of the parts of a figure to the whole
figure

Grade 5 students would also have the opportunity to complete a peer-checklist after the first draft, offering
constructive feedback to their peers. The final draft, however will be evaluated by using a teacher-rubric that is
designed to provide students with the opportunity to meet the success criteria. Students will be assessed on
contributing the distinct features of Morrisseau's artwork, participating in small group settings and their personal
reflections on their art after they have critical thought about the decisions that they have made.
 Gearing Down: Grade 3

Line: lines in art and everyday objects (natural and human-made)

Shape & Form: geometric and organic shapes and forms of familiar objects
Colour: identification of warm and cool colours
Value: light and dark
Principle of Design - Contrast: light/dark; large/small; pure/mixed colour

Grade 3 students will require more guidance from the teacher during the peer assessment stage of this lesson. The
teacher will conference with each student during the brainstorming stage to ensure that students have a clear
understanding of what the expectations and requirements are. This process is also able to guide them in the right
direction and offer clarification if students are unsure of how to approach the lesson.

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
N/A

Appendix 1:

Student Assessment Checklist - (Grade 3/4/5)

Success Criteria Met Not Met Yet Extra Notes

I used techniques that Morrisseau uses;

examples include;
 Line
 X-ray vision
 Colour
 Shape
 Animals

I used features of Morrisseau work;

examples include;
 Lines of power
 Lines of motion
 X-ray vision
 Lines of prophecy
 Form lines
 Spirit lines

Various paint colours used for different

purposes (cool and warm colours)

Appendix 2:

Gearing Down:
Peer-assessment Checklist - (Grade 3)
 My Norval Morrisseau X-Ray Painting YES ALMOST NOT YET
Expectations
My peer’s painting has:

Thick to thin lines

(Form lines)

An X-Ray (animal or person)

Use of appropriate shapes

Warm and cool colours

A person or an animal

Is similar to Eastern Woodland Style

Appendix 3:

Teacher Checklist – (Grade 3)

Assessment Criteria – Demonstrates a Demonstrates a Demonstrates with Demonstrates with
high degree of considerable amount some evidence limited evidence
Norval Morrisseau X- evidence of evidence
ray Painting
Evidence distinct features of
Eastern Woodland style

Use of a variety of colours

(cool and warm) and shapes to
represent X-ray

Use of appropriate vocabulary

when describing the techniques
and elements of painting

Principle of Design -
Contrast: light/dark;
large/small; pure/mixed colour
 Can provide peers with useful
feedback

Can implement feedback

provided into final art piece

Additional Comments –

Appendix 4:

Best Fit:
Peer-assessment Checklist – (Grade 4)

Norval Morrisseau X-Ray Painting Comments/Next Steps

Expectations

Reflects a version of Eastern Woodland Style.

· Emphasizes outline
· X-ray views of people, animals and
plant life
· Colours are vivid
 Has as a main subject; either an animal or a
human figure.

Has as a minimum of two X-ray forms

representing either;
 Food
 Offspring
 Organs
 Spine
 Home
 Spirit guide

Appendix 5:

Teacher’s Checklist – (Grade 4)

Assessment Criteria – Demonstrates a Demonstrates a Demonstrates Demonstrates
Norval Morrisseau X-ray high degree of considerable with some with limited
Painting evidence amount of evidence evidence
evidence

Evidence of at least 5 distinct

features of Eastern Woodland style

Use of a variety of colours (cool

and warm) and shapes to represent
X-ray

Use of appropriate vocabulary

when describing the techniques and
elements of painting

Principle 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

Can provide peers with useful

feedback
 Can implement feedback provided
into final art piece

Additional Comments –

Appendix 6:

Gearing Up:
Peer-assessment Checklist – (Grade 5)
Norval Morrisseau X-Ray Expectation Requires Comments/
Painting Expectations Has Further Next Steps
Been Met Improvement (ie. “something the artist did well was…”, “the
artwork shows ___ really well” or “a next step to
improve might be …”)

Reflects a version of Eastern

Woodland Style.
· Emphasizes outline
· X-ray views of people,
animals and plant life
· Colours are vivid

Has as a main subject; either an animal

or a human figure.

Includes implied lines for movement

and depth

Appropriate use of shapes

 Appropriate use of complementary
colours, cool/warm colours and
intensity

Has as a minimum of two X-ray forms

representing either;
 Food
 Offspring
 Organs
 Spine
 Home
 Spirit guide

Appendix 7:

Teacher’s Checklist – (Grade 5)

Assessment Criteria – Demonstrates a Demonstrates a Demonstrates Demonstrates
Morrisseau Art Piece high degree of considerable amount with some with limited
evidence of evidence evidence evidence

Evidence of at least 5 distinct

features of Eastern Woodland
style

Use of a variety of colours (cool

and warm) and shapes to
represent X-ray

Use of appropriate vocabulary

when describing the techniques
and elements of painting

Principle of Design -
Proportion: the relationship of
the size and shape of the parts of
a figure to the whole figure

Can provide peers with useful

feedback
 Can implement feedback
provided into final art piece

Additional Comments –

Art Floor Plan & Considerations

Transition phrases:
 Hands in the air if you can hear me! Hands on your head if you can see me! Hands on
your lap if you are ready to be creative!
 Clap phrase
 Waterfall
 Turn lights on/off
Transitions:
 Students must hold their water and paint palettes with two hands
 Students will walk slowly from one area to the other to avoid getting hurt or spilling
 Students will use the designated paint station at the beginning of the lesson (table 1 -
paint station 1, table 2 - paint station 2 and table 3/4 - paint station 3)
 If the students need more paint, they can use whichever paint station is free and easy to
access
 Students will push in their chairs when they leave to avoid crashes
 Students will meet at the kidney table for the demonstration
Time considerations:
 Instruction for lesson (modeling) will be 10-15 mins
 Teacher-led discussion will be 10-15 mins
 Student focused painting and feedback will be 30-45 mins
  Students will be given a 10 minute warning to clean-up and finish anything they are
working on
Classroom Clean-up Procedures:
Clean-up supplies:
 Extra clean-up rags will be in their table drawers and in the storage unit
 Cleaning products (sprays/wipes) will be locked up and only used for major clean-up
 The garbage is located in two areas for easy access
 Table cloths
Students will be assigned roles (students choose per horseshoe table)
 Roles include:
o Throwing paint palettes (wax paper) into the garbage and putting the foam plates
back into the drawers in the centre of the horseshoe table
o Cleaning and replacing brushes to the drawers in the centre of the horseshoe table
o Cleaning out water containers
o Gathering paintings and putting them on the drying rack
o Wiping down the table cloth (using the clean-up rags - extra in drawers and in
storage)
o Folding and putting the table cloth away in the storage unit
The floor plan we have designed has been carefully planned to create the most efficient,

effective and enjoyable art class for every student. The layout includes seating for twenty-five

students with multiple opportunities for alternative seating. There are two quiet area seating

options as well as options for students to sit at the kidney table for extra room and to minimize

distractibility. The doors and windows are closed for safety, and the seats are fashioned so that

they are facing away from the door and towards the teacher and strategically placed anchor

charts. The teacher will be floating around the classroom so students will have easy access to

inquiry or feedback. The tables, paint stations, and water buckets are placed in areas that allow

for maximum flow and pathways. The horseshoe-shaped tables are designed to fit approximately

six students around with room in the middle for drawers or a bucket filled with related art

supplies. Each horseshoe table also has space for the educator to pull up a chair in the middle and

conduct small group conferences. The art supplies are located in three different areas to increase

accessibility and avoid supplies being carried over the carpet or close to the quiet areas. The
quiet seating area is positioned in a place away from the paint stations but in view of the educator

so that the educator can check in regularly and make sure the students are on task.

Within our floor plan, we have incorporated five anchor charts for students to observe

readily. Three of the anchor charts will include success criteria and easy to follow instructions

for students to refer to throughout the creative process. The instructional anchor charts will be

placed above the paint stations on each side of the room and the easel. The anchor charts are

essential for guiding and minimizing stress for students when performing a task involving many

steps. There will also be an anchor chart placed above the drying rack and shelving unit with

steps for easy cleanup and daily duties. There are also colour and line anchor charts permanently

displayed around the room. All of the anchor charts displayed have been placed in areas that are

easily accessible for all students to view throughout the lesson. Each table will be assigned a task

in the cleanup process. When the students are finished with their artwork, one or two students

will put them on the drying rack.

There will be two buckets placed on each side of the room next to the paint stations. One

bucket will be full of clean water, and the second bucket will be empty and used to dump dirty

water in. The buckets are an essential tool in the cleanup process, especially when in a classroom

without access to sinks. Each student will have a personal water container to utilize throughout

the lesson. Students will be required to retrieve their own personal water containers from the

water station. The pathway from the water buckets to students desks is clear of the carpet area.

This will ensure that all spills on the carpet are avoided when students are carrying their personal

water containers to their desks. The drying rack is located in an area that provides students with

the safest pathway. The rack is placed near a cleanup station, so traffic jams do not occur when

students complete their artwork. There are three paint stations placed around the room for
maximum accessibility for students. The three paint station options are conveniently located

around the room for students to easily access them without traffic jams and also gives the

students an option to walk around the desks instead of in between them. The paint stations are

located beside both of the cleanup stations and in front of the closed window.