Alberta Curriculum Lesson Overview: Art (K-12)

Grade/Subject: 5-6

Unit: 6

Lesson Duration: 20 minutes

LEARNING OBJECTIVES (2-3, clear, and measurable)

Students will:
1. Breakdown the Alberta Art Curriculum (K-12) into a general overview
2. Judge their own pre-existing values and understandings about art
3. Create a unique art piece expressing individuality
LEARNING RESOURCES CONSULTED

Resource #1:https://education.alberta.ca/media/312998/elemart.pdf
Resource #2: https://education.alberta.ca/media/313007/jhart.pdf
Resource #3: https://education.alberta.ca/media/313033/shargen.pdf
Resource #4: https://srcsartgallery.wordpress.com/category/pre-k-through-first/
Resource #5: http://fun-a-day.com/fall-hand-print-art-negative-space/
Resource #6: http://tatjanaknudsen.blogspot.dk/2013/09/kan-aboriginal-kunst-vkkeelevernes.html
OTHER RESOURCES USED

Resource #1: http://artlessonsforkids.me/2011/02/27/gorgeous-abstract-art-in-grade-seven/

Resource #2: http://misslimsclass.blogspot.ca/2013/06/cycle-4-6th-grade-one-pointperspective.html
Resource #3: http://linesdotsanddoodles.blogspot.com.au/2011/04/hamburgers-1stgrade.html
Resource #4: http://beckermiddleart.blogspot.com.au/search/label/7th%20grade
Resource #5: http://www.artsonia.com/museum/art.asp?
id=15722378&exhibit=445042&gallery=y
Resource #6: https://en.wikipedia.org/wiki/Cueva_de_las_Manos#/media/File:SantaCruzCuevaManos-P2210651b.jpg
MATERIALS/ EQUIPMENT/ SET UP
1. Brain Storming Sheet (5)
2. Two-Column Notes (5)
3. Stop watch
4. Prezi Presentation (website): https://prezi.com/2igts0ig7q0l/what-is-art/
5. Projector?
6. Laptop
7. USB
8. Ipad (backup)
9. Chalk (3 cartons)
10. Mini Blackboards (5)
11. Exemplars (1-2)
12. Hairspray/Fixative
*Note: Only spray fixative outdoors. Also, spray lightly, or it will darken artwork too much and ruin it.
Nicole Lalonde

Page 1 of 5

October 20, 2015

PROCEDURE: 20 Minutes

1.

2.

3.

4.

Introduction (7 min):
Attention Grabber: (1 min)
(1)[Start Presentation]
(2)Today we are starting off with the Question: What is Art?
i. Unfair question b/c artists/art historians/curators/
general public have been asking that question for
centuries
ii. No one agrees, though there are some strong
opinions.
(3)Barnett Newman, Voice of Fire, 1967
i) A valuable piece of abstract expressionism from
greatest colour field painters of the modernist era?
ii) Or a waste of $1.8 million in Canadian taxpayer dollars,
because some say my kid can do that.
Assessment of Prior Knowledge: (4 min)
(1)Turn to elbow partner + Brainstorm for 3 Minutes
(2)Answer the question What Is art to you?
(3)As you do this: Please jot down your ideas on a piece of
paper
(4)Begin: [Time students with stop watch]
Connection to Curriculum: (1 min)
(1)All the way from K-12, the Alberta Curriculum defines art:
valuable visual experience available to everyone
(2)Purpose of the K-12 Curriculum, then becomes to help
students learn
i) Organize Visual Materials
ii) To see, interpret, and make sense of it for themselves
iii) The values and ideas tied to different art movements
iv) Different ways to express feelings and ideas
v) Make + defend qualitative judgements about artwork
Advance Organizer/Agenda/Transition to Body: (1 min)
(1)Bear with me for the first half. Well be filling out Two-Column
Notes for the presentation
(2)Then we will move onto the fun stuff: an art activity

Nicole Lalonde

Page 2 of 5

Formative
and
Summative
Assessment

Pair Strategies:
Students will
discuss/
brainstorm their
pre-existing
knowledge and
experiences with
art - facilitating
the exploration of
different ideas,
values, and
perspectives.
Written
Assessment:
Responses will
also be written
down for me to
examine at a
later time. These
would inform
lessons in the
future.
I will also wander
the room, helping
students where I
can, and listening
in to see if they
comprehend the
subject matter.

October 20, 2015

Learning Activity 1: (4 mins)

[Distribute Handout + Continue Presentation]
1. In order to teach these ideas to Elementary School children,
instruction is constructed around 4 main components
(1)Reflection: Analyze natural & man-made forms
(2)Depiction: Use basic skills to create images by observing
real-world.
(3)Composition: Organize objects/images into a unified
artwork
(4)Expression: Use different mediums, skills,+ subjects to
express thoughts + ideas
(5)More specifically, Grades 1-2 focuses on:
i) Creating and Sharing their artworks
ii) Developing a Decorative style through Exploration.
(6)Meanwhile, in Grades 3-4 students
i) Strive to improve the quality of their work
ii) Create more realistic works through careful
observation.
(7)In Grade 5-6 students
i) look at the unique characteristic of different objects &
forms
ii) judge if they are good or not (making own ideas
about art)
iii) begin manipulating/abstracting shapes into simplified
forms
2. Junior High and High School, however, focus instruction around
(1)Drawing: Diff ways to record visual information. Involves
technical + analytical skills
(2)Compositions: applying media, techniques, and design
elements to assemble an image that creates meaning
(3)And Encounters with Art: where students meet,
investigate, + respond to visual imagery across cultures and
time.
3. For Junior High students
(1)work on thinking like artists
(2)in order to express emotions and ideas in artworks
(3)additionally, they draw, create, and explore art made by
others
(4)thereby learning to value other art forms
4. Finally, in High School students
(1)Develop artistic + technical skills
(2)By Creating art using a variety of media
Nicole Lalonde

Page 3 of 5

Observation: I
will observe
attention and
body posture to
ensure students
are still engaged
and actively
jotting down
notes. If not, I will
know I have lost
them, and may
need to consider
a new approach
in the future.

October 20, 2015

Transition to Activity 2: (1 Minute)

1. I once was here, but now Im gone. I left my mark to carry
on.
(1)I Came across in elementary; scratched into bathroom stall.
(2)Liked it so much w/e school painted over it Id write out it
again.
(3)Seemed wrong to erase remnant of someone I didnt even
know.
(4)Never met them YET felt connected through time and space.
2. I feel much the same when I look at paintings such as this one
from the Cave of Hands in Argentina.
(1)Though they lived and died long ago, something of them
remains.
Learning Activity 2: Handprints (6 Minutes)
[Distribute Materials chalk + boards]
1. Here is an example of what we will be making [Show example]
2. Activity [model it with them]
(1)Place your hand somewhere on the board (centre, off
centre, corner) that you think will make a nice composition.
(2)Trace very carefully. Take your time.
(3)Once done, you can fix up the hand
(4)Make some general shapes along the outside
(5)Create a variety of continuous lines that follow & fill in the
shapes.
3. As you are drawing, Im going to tell you about the different ways
this can be used in a classroom
(1)Positive &Negative Space: Like What Im doing here
(2)Create a composition: Bigger sheet of paper, have to
balance composition composed of more than one hand (odd
numbers preferable)
(3)Organic & Inorganic Shapes: This is organic shapes and
lines b/c were using natural forms
(4)Patterns & Textures: can be given greater emphasis than I
am doing here.
(5) Explore Line Quality: varying weight, broken, continuous,
etc.
4. Once you feel your work is balanced, we can spray it afterwards
outside, so that it wont get messed up.

Nicole Lalonde

Page 4 of 5

Observation +
Short
Conversations: I
will wander the
room, ensuring
that students are
following and
understanding
instructions.
This way I will
gain a better
understanding of
their intentions
and
comprehension.
If there are
misinterpretation
s and/or
challenges, then I
will provide
supportive and
encouraging
feedback.

October 20, 2015

Closure: (1 min.)
1. To develop our own ideas about art, we have to first listen.
(1)If we pay attention, art can tell us a lot about the people who
make it
(2)Beliefs, values, priorities, and way they view the world.
2. Once we understand why, how,+under what circumstances, art
is made = truly appreciate it
3. As weve seen, the K-12 Alberta Art Curriculum facilitates this
process by focusing on
(1)Seeing + Interpreting different artistic movements
(2)AND the values tied to them.
(3)FROM THERE: Make + defend own judgements.
(4)Applying to own work, to better communicate own thoughts
+ feelings
Consolidation/Assessment of Learning: (1 Minutes)
1. Thank you everyone for your time.
2. If everyone could, please look at your first page, and write down
any new ideas you may have about art, or any other thoughts or
questions you may have.
3. If you would like me to spray your drawings, please follow me
outside.

Nicole Lalonde

Page 5 of 5

Written
Assessment:
I will collect these
in order to
determine what
students took
away from the
class and how
effectively
content was
communicated.

October 20, 2015