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Name: Nicole Deciantis Cohort: WAO

Lesson Plan

Lesson Title: ____Emily Carr Painting_____ Grade: ___4___ Date: __Feb. 21, 2017__

Subject/Strand: __Art__Unit:__Visual Arts__ Location: __Classroom__ Time: (length in minutes):


___one 60 minute and one 100 minute period, additional 40 minute studio period___

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:

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Elements of Design:
Line- Use of contour lines, lines of various weights, repetition of lines to show 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
Value: Mixing of Shades, Variations in value to create emphasis (contrast in value)
Texture: texture quality (e.g., matte, sheen)

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.

Techniques: Colour mixing, dry brush


Cultural Connection: Looking at the influences of Emily Carr. A combination of post-impressionist, and fauvist styles focusing on bold
colour palettes and minimal detail. Use of Indigenous influence in the creation of the image itself.
Art Form: Painting, Paint on pottery/dishware
Understandings: Students will demonstrate their understanding of Emily Carrs painting styles, and will reflect this in their own works.

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.

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I can: use two monochromatic colours / shades to add emphasis and intensity to my painting.
I can: create a matte finish to my image through my paint choices.
I can: use self-assessment and peer feedback from the creation of my rough sketches and painting progress
to make needed changes to my final artwork.
I can: answer questions on my final reflection handout on my strengths and weaknesses of this assignment,
what interested me and where I could make changes for improvement.
Assessment How will I know students have learned what I intended? Include attachment of your
assessment tool
Achievement Chart Categories (highlight/circle the ones that apply):
Knowledge and Understanding; Thinking; Communication; Application

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.

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Do Students will be creating their own Assessment AS/ OF
painting on a dish of their choosing
Creation of Art work. to mimic the painting styles of Checklist
Emily Carr.
Name_______________________________________ Date______________________________

Students will self, and peer assess


PaintingPottery,EmilyCarr

Process of Art Self Assessment Not Quite Somewhat Noticeably Not Quite
Peer Assessment
Somewhat Noticeably Not Quite
Final Assessment
Somewhat Noticeably

their progress using the check list.


Creation
Elementsof Design
Line: Two different line
weights/ thickness. Useof
black outline.

-Use of Assessment Teacher will make final assessment


Shape: Shapeof dish is used
to emphasizechosen animal.
Shapes areorganic.
Colours: Two monochromatic

tools by self and peer. on art work and written reflection


colours/ shades
Texture: Paintingis Mattenot
sheen.
Principlesof Design
Emphasis: useof colour

based on quality of answers. intensity, and placement to


emphasizefocal.
Technical Skills/
Craftsmanship
Artwork is neat and
complete.
Artwork represents Carrs
paintingstyle.
Creativityand Problem
Solving
Imageis original, creative,
and not a direct copy.
Any additional technique
used:

Comments:

Reflection Handout
Write
- Writing on Written reflection on handout. Name: _____________________________ Date: ______________________

experiences of art work My Self Reflection

creation. What weremy strengths and weaknesses duringthecreation of my Emily Carr painting?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

How did I useline, and shape(of dish or painted shapes) to emphasizemy main figure?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

How did I usemonochromatic colours and shades to emphasizemy main figure?


_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

Why did I choosethis animal to paint?


_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

How is my paintingsimilar or different fromEmily Carrs examples?


_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Say What did I find most interestingabout this assignment? Would I changeanything?

- Peer discussions Verbal discussion/ feedback to and _________________________________________________________________________________________________________


_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

from elbow partners during the Turn/ Talk, peer assessment_________________________________________________________________________________________________________

sketching/ creation process.

CONSIDERATIONS FOR PLANNING


Prior Learning: Prior to this lesson, students will have
* Learned the proper terminology to understand their success criteria, including: monochromatic, shade, x-
ray lines, contour lines, lines of movement, matte/ sheen finish, organic shapes, contrast, and emphasis/
intensity.
* Students have engaged in art activities where they know the transitions for paint/ water set up and flow of
traffic.

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


Modifications
Students who are financially unable to supply their own dish for painting may be supplied with one.
Students may have modified expectations based on physical limitations.
Students with accommodated time needs may be given additional time to finish the assignment during
lunch/recesses.
Students with written accommodation or modification needs may use speech-to-text technology, or may
have a one-on-one meeting to provide oral reflection on the assignment.

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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)
Monochromatic, shades, x-ray lines, contour lines, lines of movement, matte/ sheen finish, organic shapes,
contrast, and emphasis/ intensity.
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.

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.

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!! !

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 demonstration table.


iPad docks Teacher example, sketches, and animal
photograph exemplars.

Animal image exemplars/ posters

Teacher Desk

Student Desks

Paint station instructional poster

Centre resource bucket, or standing


caddy Windows

Projection screen

Chalk/ White board


Paint pick up station
Plates, Paint squeeze bottles, and paint
brushes. Water station instructional poster

Easel with success criteria

Cross Curricular Links

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.

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What Teachers Do: What Students do:
DAY 1 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 students brains/hearts engaged, to spark curiosity, pique interest, or
activate prior knowledge in an engaging way?
Time: ______-___20 min__ (Indicate time breakdown
of instructional elements)

Today we are going to be looking at paintings made


by the artist Emily Carr. You are going to sketch
some images in the same style of hers using your
own animal of choice before you begin working on
your final project.

Emily Carr had a very interesting life where she


traveled around Canada going to different places,
meeting many different groups of people. On her
travels she went to a indigenous reserve where she
lived for quite some time. She met many different
indigenous people and learned a lot about their
culture.
She started to create art that looked very similar to
the things she saw on her travels.

Lets look at two different images, one is Emilys


and one is a traditional artwork. What do you
notice?
How are they similar, or different?
Her owl painting is the shape of a bowl.
Her owl painting is less intense.
It looks older.
It has less detail.
They use similar colours.

Thats right, her images use the size and shape of


the bowl to form the animal. The animal isnt small,
in the centre, or off to the side of the bowl, it takes
up almost the entire thing. This is Emilys use of
space. She forms her painting ideas to the size and
shape of her canvas. You will all want to consider
this style when you make your own images today.

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Im going to do an alligator because my dish is long
Before you begin anything today, start using your
and thin.
imagination, and generate some ideas for what you
Im going to do a monkey because the handles remind
might want to do for your painting.
me of monkey ears.
Look at the dish that you brought in.
What animal could you see forming to the shape of
your dish?
Where might you put the animals head?
Does it have legs, how many, where would you put
them?

Talk with an elbow buddy about what you are


thinking about doing.

What were some of the ideas?

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)

By the end of this assignment, you should be able


to show me that you can complete the following
success criteria:
I can: use lines of two different weights to outline
shapes and my animal.
I can: use different organic shapes within my animal
painting that can be viewed from various angles
emphasizing the shape of the bowl.
I can: use two monochromatic colours/shades to
add emphasis and intensity to my painting.
I can: create a matte finish to my image through my
paint choices.
I can: use self-assessment and peer feedback from
the creation of my rough sketches and painting
progress to make needed changes to my final
artwork.
I can: write a final reflection on my strengths and
weaknesses of this assignment, what interested me
and where I could make changes for improvement.

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.

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Hold up dish. Students will view the teachers dish as an
If you can see my dish, I think I am going to create exemplar.
an elephant. I chose this animal because my dish is
very big and round and reminds me of the shape of
an elephant. I want to make sure I can fit the entire
body of my animal within the dish so Im not going
to use the handles as ears, because I wont have
much room left for the rest of the body.
Carr did not only put the facial features of each
animal in her painting but incorporated the entire
body.
Im going to demonstrate to you how I would begin
sketching my elephant.
Can I please have the two nearest groups (4 & 6) Students will move to surround the
pull up their chairs around the demonstration desk, demonstration desk to see the teacher create an
and everyone else can stand around them and exemplar sketch.
watch.

If you can tell by my smaller sketches, I began by


guessing what my elephant looked like from
memory then once I did some research I was able
to draw it more realistically, and to the form of the
bowl.

I then traced the outside of my dish onto a piece of


paper. This will let me see how much room I will
have for my image. Im going to draw the centre
space, and create the handles and thickness of the
dish. Because my dish is rather deep I am going to
try to demonstrate how I would use the walls of the
dish as well as the handles and centre.

Because the centre of the dish is quite round, I am


going to use this as the main body stomach area for
my elephant. I will then use the inner side of the
dish for the head and use the shape of the handle
for the trunk on one side, and the tail on the other.

I am going to let you go back to your seats and


begin sketching what you would like your image to
look like.
Remember you are going to choose one animal and
make sure to fill your dish shape with as much body
of the animal as possible like my and Carrs
examples. It is okay to have some empty space.
After you have an idea of where you are going to
place everything, you may then work on your final,
large sketch. If you finish come and see me for
further instruction.
Are there any questions before you begin?

Allow students a few minutes to develop


ideas of how to organize their painting.

At this time you may choose to use a classroom


iPad to look up a photograph of your animal, or look
at the poster images along the windowsill. You want
your final painting to look somewhat realistic but
still in the same style as Carr. Meaning you should
be able to use different organic shapes within the

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image and bright colours to emphasize the focal
point. Also remember to use different thicknesses of
black lines around these shapes and the animal
itself.

Students may use the remainder of the work


period to work on their sketches or begin
drawing out their image on their dish with
permanent marker.

Students may ask any clarification questions.

Students work on their small and final sketches


during this time.
DAY 1 Consolidation & Connection (Reflect and Connect) (5-15 min.)
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 tools
Time: ______-___10 min__ (Indicate time breakdown
of instructional elements)

I want all eyes up here in


5, 4, 3, 2, 1.
At this time you should be nearly or completely
done your final sketch. Look at your checklist and
go through each item and self assess whether your
final sketch has the needed criteria, somewhat has
it, or not quite yet. If you have any items that are
not quite, or somewhat, make sure you add them
when working on your final product. Do this
independently for the next few minutes.

Hands on top That means stop!

Lets talk about a few ways in which you used the


different criteria in your sketch.

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How are you using the two different line widths? I used thick lines around the outline of my animal, and
the thinner ones inside my animal.

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.

Can someone show the class how you will be using


the shape of your dish to emphasize your animal Students volunteer to demonstrate their
choice? sketches.

Briefly discuss with a peer how you could


potentially change or improve your sketch to Students will discuss with an elbow partner to
benefit your final painting next class. receive some verbal peer feedback.

DAY 2 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 students brains/hearts engaged, to spark curiosity, pique interest, or
activate prior knowledge in an engaging way?
Time: ______-___15 min__ (Indicate time breakdown
of instructional elements)

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.

I am going to use this colour because

How will you be using colour within your painting?

Lets watch a short video of some of Carrs works,


https://www.youtube.com/watch?v=RjqSD4QnWpA
See if you can find some inspiration from her other
paintings especially looking at her use of colour.
Look at the way she uses bright, monochromatic,
and shades of colour to emphasize main figures in
her work. She uses a lot of bright colours

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)

Today you should begin, if you havent already,


drawing the outline of your animal on your dish
before you begin painting. If you wish to free hand
your painting, that is fine too as long as you

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remember to use contour lines to emphasize your
painting afterwards. You can do this with a fine tip
paint brush and black paint.

As you can see with my final product, I used various


kinds of lines including contour lines, lines of
movement, outlines, designs similar to Carrs use of
x-ray and creases such as wrinkles.

At each table you will find a bucket in the centre


where you can access permanent markers.
Remember to look at the success criteria posted at
the front ensure you have included each item in
your final product.
Students will wait for teacher direction before
proceeding to the various stations.
Groups 1 and 3 can proceed to the paint pick up
stations, while groups 2 and 4 can get water, and
group 5 and 6 can begin outlining their animal
shapes.

Wait for groups to gather supplies before


notifying the next group.

Group 1 and 3 can get water, group 2 and 4 can


begin outlining and group 5 and 6 can get paint.

Group 1 and 3 can now outline, while group 2 and 4


get paint and group 5 and 6 can get their water.
Students will work on their assignments for the
remaining hour.
Students will have the remaining hour
minutes to work on their paintings.
Teacher can circulate and assess student
progress and the need for a potential
additional studio period during lunch/ recess.
DAY 2 Consolidation & Connection (Reflect and Connect) (5-15 min.)
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 tools
Time: ______-___20 min__ (Indicate time breakdown
of instructional elements)

As many of you are finishing up your paintings, you


will now be peer assessing each others work. You
can do this based on what you have been able to
accomplish with your paintings so far, or include Students take out check lists.

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your sketches if you arent yet done. I will be giving
you each a number, remember your number and Students write down their number on their
write it down at the top of your checklist. check list.

You will then pick a number from 1 to 25 out of this


bowl. That number belongs to your peer who you Students pick a number from 1-25, and assess
will be assessing. their peers work that has this number.
What ever assessment you give them wont be used
as a grade, so be as honest as you can. You are
helping your peer better their final product as they
will have time to adjust it before I grade it. Let them
know what theyre missing or what they can do
better.

Students have 10 minutes to assess peer


work with their checklists.

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

How might students better connect to this process?


Allowing students to create their own clay dishes prior to the painting process.
Creating a 3D object by hand that is freestanding or in the round. These clay dishes or pottery may display
changes in shape, depending on the angle or point of view chosen by the student.

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

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include)

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:

Lakehead University Orillia, 09 02 15


!! ! !
Name_______________________________________ Legend Date______________________________
Water pick up station.
Two buckets, and
Paint!pick!up!station!for!
individual pick up containers.
group!1,2!&!5.! PaintingPottery,EmilyCarr Garbage can, Paper and Plastic
recycling bins
Drying Rack Peer Assessment Final Assessment
Self Assessment Not Quite Somewhat Noticeably Not Quite Somewhat Noticeably Not Quite Somewhat Noticeably
(Of Sketches) 2"
Elementsof Design Teacher demonstration table.
iPad docks Teacher example, sketches, and animal

Lakehead University Orillia, 09 02 15


Line: Two different line photograph exemplars.
weights/ thickness. Use of
black outline. 1"
Shape: Shape Water!pick!
of dish isAnimal
used image exemplars/ posters
to emphasizechosen animal.
up!station!
Shapes areorganic.
for!group!1,2!
Colours: Two monochromatic
&!5.!
colours/ shades 5"
Texture: Paintingis Matte not Teacher Desk
sheen. 6"
Principlesof Design Student Desks
Emphasis: use of colour
intensity, and placement to
emphasize focal. Paint station instructional poster
Technical Skills/
Craftsmanship Centre resource bucket, or standing
Artwork is neat and caddy 3" Windows Demonstration!
complete.
table!with!
Artwork represents Carrs Projection screen
paintingstyle.
teacher!
Creativity and Problem sketches!and!
Solving 4" final!example.!
Chalk/ White board
Image is original, creative,
and not a direct copy.
Paint pick up station
Any additional technique Plates, Paint squeeze bottles, and paint
used: brushes. Water station instructional poster

Paint!pick!up!station!for! success criteria


Easel withWater!pick!up!station!for!
Comments: group!3,!4,!&!6.! group!3,!4,!&!6.!
Name: _____________________________ Date: ______________________

MySelf Reflection

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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How did I usemonochromatic colours and shades to emphasizemy main figure?


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Why did I choosethis animal to paint?


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How is my paintingsimilar or different fromEmily Carrs examples?


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What did I find most interestingabout this assignment? Would I changeanything?


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Lakehead University Orillia, 09 02 15


Lakehead University Orillia, 09 02 15
Carrs Pottery Exemplars

Lakehead University Orillia, 09 02 15