Lesson Plan

Lesson Title: Exploring & Experimenting with Morrisseau Grade: 2 Date: Feb. 15, 2018.
Subject/Strand: Visual Art Unit: Aboriginal Art Location: In class Times:8:50-10:30 100mins
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.)
By the end of this lesson, students will have developed a sense of the fundamental concepts including lines, colour, and principle of
design. Today, the class will be exploring the Aboriginal art work of Canadian artist, Morrisseau. This is lesson 2 of a 3-part series. The
students will create their own piece of art using the elements of design in the curriculum that connect to Morrisseau’s images. In our
previous lesson, the students completed the Challenging/Inspiring and Imagining/Generating stages of the creative process. Today,
we will focus on Planning/Focusing of their planning sketches. Students will determine what animal they would like to portray and will
articulate the idea to be developed. The class will Explore/Experiment using a range of elements and principles, in relation to
Morrisseau’s images. Some students may be ready to begin Producing Preliminary Work by creating and committing to the
embodiment of their ideas. The images will be displayed with in our classroom. Throughout the action part of the lesson please
provide feedback to each student so they can implement any changes to maximize their work before the final submission.
Through Morrisseau’s work the students will develop their skills of: (please see the anchor chart from yesterday’s lesson)
1. Lines: formation of lines, horizontal, vertical, lines that show motion, pointy and curvy, and lines inside shapes, x-ray vision,
bolded black outlining, spirit lines
2. Colour: secondary colours (various colours made by mixing equal amounts of primary colours)
3. Principle of Design: contrast, repetition of colour, organic shapes, influences of nature, shapes within shapes.
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details…record 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 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 to produce a of two-dimensional art work, using elements, principles, and
techniques of visual arts to communicate ideas, and understandings.
D2. Reflecting, Responding and Analysing: apply the critical analysis process to ideas, and understandings in response to a variety of
artwork and art experiences.
D3. Exploring Forms and Cultural Context: demonstrate an understanding of a variety of art forms, styles, and techniques from the
past and present, and their social and /or community context.
 2D project
 Planning/ Focusing- determine what animal they would like to portray and will articulate the idea to be developed.
 Exploring /Creating- use a range of elements and principles, in relation to Morrisseau’s images.
 Producing Preliminary Work- creating and committing to the embodiment of their ideas.
 Students will explain their cultural connection to their animal and nature choice through muiti-media text.
 Students will communicate their feeling, ideas and understanding about their own work in relation to Morrisseau’s
inspiration.

Ontario Curricular Specific Expectations and Achievement Chart Categories

(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)

October 2017
D1.1 Create two-dimensional works of art that express feelings and ideas inspired by activities in their community or observations of
nature- (T) Assessment “as” learning- the visual art information is presented to the students and modelled in a structured
opportunity. Teacher guides students with opportunities to assess themselves.

D2.2 Explain how elements and principles of design are used to communicate meaning or understanding in their own and others’ art
work- (C) Assessment “as” learning- The students learn to provide feedback back to other students, and the teacher monitors their
progress toward learning goals (self-assessment).

D3.2 Demonstrate an awareness of a variety of works of art and artistic traditions from diverse communities, times, and places –their
learning approaches reflect on their learning- (K) Assessment “as” learning- Reflect on their learning and set individual goals for
learning, make adjustments in their learning.
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 lesson…Record 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 etc…Be sure to omit content which does not relate to this
particular lesson)
Lines: formation of lines, horizontal, vertical, lines that show motion, pointy and curvy, and lines inside shapes, x-ray vision, bolded
black outlining, spirit lines
Colour: secondary colours (various colours made by mixing equal amounts of primary colours)
Principle of Design: contrast, repetition of colour, organic shapes, influences of nature, geometric shapes.
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 understand.)
Today I will …
 Explore and identify traits of Morrisseau’s work that relate to my animal and nature.
 Experiment and apply Morrisseau’s features within my art work.
 Develop my mixed multi- media skills using pastels, paints, marker, and pencil crayon.
STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ * ] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
I can: Identify 3- features in Morrisseau’s art.
I can: Explore the use of lines- bolded black lines, spirit lines, x-ray lines
I can: Experiment with and identify secondary colours.
Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format
The assessment mode will be The students will record their finding in the T- I will use the attached Morrisseau
through the performance/doing of chart graphic organizer provided. They will list 5 Assessment Tool. The assessment will
student’s work from their features of Morrisseau’s work. Their learnings state various points, with the evaluation
exploration, experimentation, and will relate to Morrisseau’s work. One column being related to the success criteria.
findings. Students will provide will be titled “Morrisseau’s Art” and the other Throughout all three lessons I will be
evidence that displays understanding column of will be titled “My Art”. This will allow providing feedback so students have the
in the following area on the the students to record evidence of their opportunity to make revisions throughout.
assessment tool. Because students knowledge and understanding of Morrisseau Using the Triangular Relation of Data
are working toward the summative and also identify their own creative style. technique of observation, conversation,
piece their performance actions and student production the student will
taken within their learning process get continuous feedback. I will also have
will be observed. them-self reflect on their work through
higher order thinking questions and skill
development.
STEP 3: CONSIDERATIONS FOR PLANNING

October 2017
Prior Learning: Prior to this lesson, students will have
* (See the attached anchor chart) the student will know the information on the anchor chart from yesterday’s lesson
* Viewed multiple images of Morriseau’s work on the SMART Board.
* Experience using mixed media tools, pastels, marker and paints.
*Can identify primary colour and learning to mix secondary.
I.E.P. program implications: Accommodations, Modifications
* Student can work on the assignment in the resource room or in a quiet space. Student will complete as much of the assignment possible.
* Students can select something in nature that they connect with. It does not have to be an animal (i.e a tree, a rock, a mountain a flower) something
that maybe easier for them to draw in their opinion. If this is too difficult, student can practice drawing lines and mixing colours.
* If the student is not able to draw or write, it is possible to do a visual exercise using the SMART Board, ipad, or computer, to record their findings of
Morrisseau’s features. The students E.A. can record the evidence if the students findings are verbal.

Differentiation: Content, Process, Product, Environment, Assessment

* Content- the lesson has different approaches including visuals on the SMART board of Morriseau’s work, audio explanations and questions from the
teacher, hand written examples on the chart paper, independent instruction from the teacher will also be provided to select students.
*Process- Students can record there finding in their notebooks or on the ipad if instructed. If students need extended length of time to complete the
assignment then they are able to compete it during free time or even take it home if they choose.
*Product- Since this is mixed media- student will have the options of paint, pastel, markers, others if desired or requested.
* Environment- Student may work independently in a quiet space in the classroom or in pairs with select students.
*Assessment- Students differentiated options will be taken into consideration and noted on the assessment record.
Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [* ] independent work, [ ] collaboration, [ *] initiative, [ ] self-regulation

Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Morrisseau, secondary colours, organic shapes, x-ray vision, spirit lines, power lines, bolded lines, pastels

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.
Paints, pastels, markers, paper, pencils, water buckets, water, paint brushes, easel, SMART Board, ipads, classroom computer,
notebooks, cleaning supplies, paint shirts/smocks, pencil crayons.

The Arts Curriculum 2006, Growing Success (Assessment for, as, of- Evaluation), Guides to Effective Instruction in Literacy K-3 Volume 4, (Graphic
Organizers/T Charts).

Learning Environment (grouping; transitions; signals; physical set up s) Attach floor plan with any relevant notes: See file called Floor Plan Considerations.
 Grouping- Student will be in 4 table groups of 5.
 Transitions- Student will be instructed to move in a circular motion to prevent collisions and smooth efficiency.
 Signals- Using clapping method to capture attention, student will be directed to do different tasks to manage time accordingly
(one group will receive paper, another paints and brushes, another water)
 Physical Set Up- Student will sit on the carpet during instruction, away from the door to prevent distraction, the teacher will
be facing the students and the door. The middle of the room should be clear to help with traffic flow. During the
demonstration, the students will sit around the teacher and the paint easel so each student has a clear view of the
instruction. The teacher will use a small desk/ table for art supplies. Because the student has difficulty reaching the sink the
water buckets will be positioned on the floor half full, one empty bucket designated for dirty water.

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
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: _9:00_____-____9:15___ (Indicate time breakdown of instructional Student are competing their morning agenda message and settling
elements)
into their seats for the morning.

October 2017
Good morning class! Everyone please meet me on the carpet in The students are excited and are hustling to the carpet.
10, 9,8,7,6, eyes on me in 5,4,3,2,1.

Yesterday I left you with thinking about what animal or nature Students are excited about their ideas and are working hard not to
object you would like draw. Please do not shout out but I just shout out.
what you to think of what that you would like to create.

Good now visualize your creation and what it may look like. Students visualizing and imagining.

Excellect, and eyes opened in 3,2,1.

We are going to continue with our Morrisseau art work and we
are going to start by playing “I Spy” with the features we learned
yesterday about Morrisseau’s work.

Please closely view the Morrisseau images on the SMART board.

I will select one student at a time to come up to the front and
use the pointer to point out the features.
Most of the student excited to come up to the board.
I spy with my little eye, think bold outlining.
Medow please come up and identify the thick bold outlining. Meadow walks up to the board and uses the pointer to point out
the thick bold outlining.
Other features that can be reviewed are; spirit lines, power
lines, x-ray vision, secondary colours.
(5 mins)

What primary colour do we use to make our secondary colours Kerrin- Blue and red make purple.
again? Yellow and red make orange.
Blue and yellow make green.
Excellent!

Does anyone know what colours contrast?

(Use the easel do demonstrate contrasting colour.)
Remember contrasting colours are opposites on the colour
wheel.
Yes! And what other colour contrast? Darin- Do green and red contrast?
Yes! Very good. And is there another example?
Excellent! Jenny- Black and white?

Blake- Orange and blue?

So today we are going to make our own art pieces that include
features of Morriseau’s work. I would like you to visualize you
animal again now including some of those feature into your own
style. I will give everyone a moment to do that. See the spirit
lines, the thick bold outlinging, the primary and secondary
colours and organic shapes.

Quietly visualize please.

Eyes open in 5,4,3,2,1. Very good.
(10-15 mins)
Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.

October 2017
Time: __9:15____-___10:10__ (Indicate time breakdown of instructional
elements) 55 mins
Students- Oh wow I can’t wait to do that!
Today our learning goals are:
 Explore and identify traits of Morrisseau’s work that
relate to my animal and nature.
 Experiment and apply Morrisseau’s features within my
art work.
 Develop my mixed media skills using pastels, paints,
and marker.

Our success criteria for the day is:

(posted on the chart paper for students to see at all times at the
front of the room)
I can:
-Identify 3 features in Morrisseau’s art.
- Explore the use of lines- bolded black lines, spirit lines, x-ray
lines
-Experiment with and identify secondary colours.
(5 mins) Students observing how I demonstrate the outlining, spiritlings,
organic shapes.
We are first going to work on our rough draft.
Everyone will get a rough piece of paper to plan and focus. Rachel- Shapes that have curves.
I will do an example on the easel of my design and practice
black outlining. Notice how I add some spirit lines and organic Students are can see the difference between geometric shapes
shapes. What are organic shapes again? and organic shapes.
Yes, that’s right shapes that look more natural.
A circle a rectangle, square, and triangle are all geometric
shapes- the shapes that I’m drawing on the easel are organic.
See how the edges are have rounded? Morrisseau liked to use
organic shapes in his work. Complete your example drawing.
Students are actively listening and have noted thick black outlining
Everyone is now going to get a mini T-chart. Here we are going in Morrisseau’s column.
to record 3 features of Morrisseau’s art and 3 features of your
own style. As we experiment and explore I would also like you to
note your unique style. In “My Art” I can see that I have some
spirit line and bold lines, just like Morrisseau used, so I will make
not of that. And for my own style I also used those things.
Maybe there will be some things that are different then
Morrisseau’s. That’s good because that makes your art unique
so you will note those thing in the “My Art” column. Locate a
few examples from Morrisseau’s art so they are familiar with
what you are looking for -spirit lines, x-ray, animal, nature,
shapes, colour.
Jordan- It very colourful like in a church.
Inquiry questions that may arise depending on class interest.
1. Does Morrisseau’ work remind you of something you
have seen before? Yes, that is correct, Morrisseau’s
spent a lot of time in his youth at the catholic church
with his grandmother so stained glass did influence his Look for connections to the town murals, or First Nations cites that
art work. connect to the local community.
2. Perhaps there are some other murals you could relate
Morriseau’s work to within the community? Do his

October 2017
 paintings remind you of anything that connects to your
community or culture?
3. Yes, Morrisseaus used a technique called x-ray vision, Willow: Some of the lines look like bones!
where pieces of his art do look like bones of ribs or
other body parts and even organs to communicate his Student are excited to experiment.
message. Is this something you would like to try?

(10 mins)

When we return to our seats we are going to start on our

outlines. Everyone will need a pencil. I have put black markers
on the table to use for the thick bold outlines.

Once you have finished your outline we are going to do a gallery

walk. This will help us get feedback from our peers and see
everyone’s work. From there we can revise our ideas. We will
then have time to start our good copies. And will continue with
this for tomorrow’s morning block.

Tomorrow we can will be ready to use the paints if you wish. Students promptly return to seats to get started on their outlines.
Today we are going to focus on out outlining and you can start
with pastels, pencil crayons, and markers.
Table group number one may get started, table group number 2
may return to their desks, and table group 3 and 4 may return to
their seats.
(40 mins)

Throughout this lesson please circulate the classroom and

provide feedback. I will also provide feedback next class when I
return so students have time to implement any changes to
maximize their work before the final submission.

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

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop. ( Reflect and Connect)…How will
students show evidence of their new skills/knowledge/understanding? …directly related to success criteria and assessment tools
Time: 10:10______-__10:20____ (Indicate time breakdown of instructional
elements)
Class, everyone’s outlines look amazing and I can really hear you
all communicating your ideas and finding to one another while
discussing your T-chart observations. You are making excellent
use of your time.

I’m now going to ask you to put your pencils down and we are Class does a gallery walk and student are impressed with each
going to have the opportunity to do a gallery walk to observer other’s work. They are taking more ideas for their own drawing.
your classmates progress.
Students complementing each other.
Notice one thing you like about someone else’s work and please
share with them. When you return to your seats you may have Students return to their seats to record additional observations on
gathered some additional ideas from viewing our peers work. T-Chart and make revisions to their own work.
Please make any revisions to your work.
(10 min)

October 2017
Pencils down in 5,4,3,2,1. Students are actively participating with clean up and taking on
We are now going to begin with our clean-up process. classroom duties, sweeping, wiping tables, picking up garbage etc.
Please put away any pastels and markers you are using and
make sure the pencil crayons are returned to their cases.
We will pick up where we left off tomorrow.
Tomorrow we will experiment with paints if you wish to add to
your multi-media work.

(Clean up 10 mins)

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
Tomorrow’s lesson will be lesson 3 of 3. Please reference the anchor chart for past notes on features if Morrisseau’s work. Student
will write in their agenda message to can bring in an animal picture from google image or a picture of Morrieau’s art work that they
feel inspired by. We will discuss how visuals can help us as artists. The goal is for the pictures to help them advance with their final
draft. Tomorrow we will explore some more images of Morriseau’s and student can share their pictures, observations and findings.
Will continue to point out features of Morrisseau’s work. Student will have the opportunity to work with paints if they wish to add
paint into their multi-media art piece. Please see the attached floor plan for paint and bucket procedures. The goal is to work toward
or complete the final draft which will be used for the summative, assessment “of” learning. Next week, we will be using this piece to
cross curricular with Language Arts writing a point of view story to complement our art work.
Adapting Lesson For Different Grades: How could you adjust the assessment of this lesson for one higher or lower
grades?
Gearing Up: Grade 3- On the assessment I would adjust the expectation for principle design of variety- strong contrast, slight
variations on the major theme. Variety of lines- spirit, prophecies, lines of power. Shapes- symmetrical and asymmetrical. Colour- use
of colour for expression (warm and cool colours) colour indicating emotions.

Gearing Down: Grade 1- principle design is contrast- light and dark- large and small
Colour- Mixing of primary colours, identification of warm and cool colours
Lines- jagged, spiral, curved- Shapes- geometric shapes, organic shapes, clouds, flowers
Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of
expectations?
2. How did my lesson transform students from
“passive listeners” to “active participants”?
3. Was my behavior management technique
effective? Why?
4. Were students able to transition to the next
activity successfully?
5. How does the lesson provide a meta-
cognitive opportunity for students to address
their own learning?

October 2017
 Instructional Strategy
1. Was my motivational technique (hook)
effective? Why?
2. What will I do to improve questions? Was a
balance between teacher and student talk
evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively
demonstrating knowledge?
4. How did I provide modeling, guided &/or
independent practice?
5. Was my behavior management technique
effective? Why?
6. Were students able to transition to the next
activity successfully?

Professional Educator
1. What factors may have influenced the success of
this lesson? Did I note and respond to these elements
appropriately?
2 How might I improve the effectiveness of my
teaching for my next lesson?
3 What additional proactive management step(s)
should be considered for subsequent lessons? Why?
4 What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5 How is my growth as a professional being
demonstrated?

October 2017