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Lesson Plan

Lesson Title: Exploring Norval Morriseau Grade: 2 Date: Feb 16

Subject/Strand: Art- Visual Arts Unit: Artist Study Location: Classroom Times: 100 min
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.)
I am teaching the different elements of Norval Morriseau’s art. Students will be using oil pastels or paint. Following proper
procedure for creating and clean up. It fits into the unit, as students will study not only the artist but also the characteristics of his
style. The BI is for students to develop understanding of the fundamental concepts including line and colour.


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 (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;
D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the
past and present, and their social and/or community contexts.

It is a 2D Project.
– uses creative ideas inspired by the stimulus for creation
– uses research, takes inventory, makes choices
– participates in the development of a plan or description of criteria for evaluating success
– reflects on the process and the degree of success, and identifies further learning goals and opportunities and next steps

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)
D1.1 create two- and three-dimensional works of art that express feelings and ideas inspired by activities in their community or
observations of nature (e.g., a streetscape collage with children playing, made with paint, pastel, and various kinds of paper
[newspaper, magazines]; small glue-line prints in which a variety of curvy and pointy lines show illusory texture or represent a pattern
they have seen on insects in the schoolyard or garden)
D3.2 demonstrate an awareness of a variety of works of art and artistic traditions from diverse communities, times, and places (e.g.,
depictions of nature, of people doing things together, or of people at work; miniature paintings from India; Aboriginal textiles,
ceramics, and petroglyphs; contemporary Inuit drawings of life in the North by Annie Pootoogook)

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)

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• line: horizontal, vertical, diagonal lines; lines that show motion (e.g., pointy, curvy); lines inside shapes
• colour: secondary colours (various colours made by mixing equal amounts of primary colours, such as violet, orange, green); mixing
of colours with a limited palette
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 learn about the elements of Norval Morriseau’s paintings.
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ x] 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
I CAN: Use 2 types of lines
I CAN: Use at least 1 x-ray vision
I CAN: Use at least 2 shapes
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

Say/Do Students will be showing their learning by Assessment tool: Anecdotal chart,
recreating Norval Morriseau’s style of painting. organized by SC and student name, each
Students will variations of black lines, student will have a space per SC and will
complimentary colours and representations of be marked accordingly on their progress.
nature. Students will also be assessed on the chart
for their ability to follow direction, use of
materials and ability to create a two
dimensional piece of art.
Prior Learning: Prior to this lesson, students will have
* Brief introduction on Norval Morriseau
I.E.P. program implications: Accommodations, Modifications
* Alternative SC
* Modified Learning Goals
Differentiation: Content, Process, Product, Environment, Assessment
* Environment: Alternative Quiet Workspace
* Process: Longer completion time
* Product: Alternative Success Criteria (i.e. Including only one feature instead of 3)
Learning Skills/Work Habits: [ x ] responsibility, [ ] organization, [ x ] independent work, [ ] collaboration, [ ] initiative, [ x] self-regulation
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Norval Morriseau
Complimentary Colours

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.

PowerPoint on Norval Morriseau

Pencils per student
Oil pastels
sponge or paintbrush per student

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water containers ¼ filled with water – one per student
masking tape – one roll per 4 students
Paper towel for cleaning pastels and for tidy –up
2 buckets - one with clean water/one to collect sloppy water & cloth/towel
Colour wheel
Charts with: Learning Goals/Success Criteria/ Design Decisions/Art Vocabulary

Learning Environment (grouping; transitions; signals; physical set up s) Attach floor plan with any relevant notes: See file called Floor Plan Considerations.

This is the actual layout of my grade 2 classroom.

I would have students move around the perimeter of the classroom, not through the desks. However, there should be limited
reason for students to move around the classroom, as art supplies will be at each group.

As a result of the tight space near the sink, I would have water buckets for refill/emptying purposes on the white table beside the
closet. Sinks will be available and are easily accessed if need be. However, to avoid unnecessary traffic, supplies will be more
accessible. The success criteria will be posted on the whiteboard that is visible to the entire classroom.

To retrieve art supplies, I would have one person form each group collect the supplies. Example: one person from the group

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retrieves the paintbrushes. Teacher will have the art supplies out already., again to avoid traffic at the storage area.

*Note – colour wheel, anchor chart of possible features to include, success criteria and learning goal
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: ___5___-___15____ (Indicate time breakdown of
instructional elements)
Students will be discussing/noticing the elements of design:

Good morning Grade Two’s! What do you notice looking at this • line: horizontal, vertical, diagonal lines; lines that show motion
picture? (e.g., pointy, curvy); lines inside shapes
• colour: secondary colours (various colours made by mixing equal
amounts of primary colours, such as violet, orange, green); mixing
of colours with a limited palette

Anticipated Student Answers:

- I see a bear
- Lines
- Circles
- Lots of colours
- Black outlining

There are a lot of elements in this painting. We have noticed a

lot of black lines. What kind of lines are we seeing?

What kind of shapes? Colours?

The artist who created this painting is named Norval Morriseau.

He makes a lot of paintings that look a lot like the one we have
been looking at.

(Teacher will begin the Norval Morriseau powerpoint)

Include BIO:
Born: March 14, 1931, Greenstone

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Died: December 4, 2007, Toronto

Known as the "Picasso of the North", Morrisseau created works

depicting the legends of his people, the cultural and political
tensions between native Canadian and European traditions, his
existential struggles, and his deep spirituality and mysticism. His
style is characterized by thick black outlines and bright
colors. Etc.

Elements of Norval:
X-Ray, Lines, Shapes, Colour

Learning Goal:
Today I will learn about the elements of Norval Morriseau’s
Success Criteria:
I CAN: Use 2 types of lines
I CAN: Use at least 1 x-ray vision
I CAN: Use at least 2 shapes
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.
Time: __15____-___40____ (Indicate time breakdown of instructional elements)

Lets take a look at a few more pieces of his. What else do you Anticipated Student Answers:
notice? - They look a lot alike
- They both have black lines
- They both have bright colours etc.
Now, my friends now I am going to have you close your eyes and
listen to this traditional piece of First Nations music.
I am going to have you visualize in your mind, whatever the
music might inspire.

(As the music is playing, teacher will direct their thoughts in the
desired direction)

I want you to notice what you are seeing, are you seeing trees?
Are you seeing any nature?
Now I want you to focus on seeing any wildlife. Do you see any Students are – using pastel and/or paint
animals? Focus on the first animal that comes to mind. Follow it. Students are demonstrating understanding of expectations
Students are demonstrating understand of artists style
[Teacher will ask to make sure animals have been chosen,
perhaps circulate the room if there’s time to ask students what
they picked]

I would like one person from each group to come and grab a
canvas from

[Rotate between students until each group has all supplies they
need for the activity]
[Students high order thinking and metacognitive thinking will be
[Teacher will model proper painting etiquette, wiping paintbrush engaged by the educators open ended questions that challenge

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off on the paper towel, stomping paintbrush in water, wiping on their thinking processes]
paper towel until clear] Teacher will also model proper traffic
whilst walking around the classroom.

*Music will be on in the background

ART Questions: Tell me about your painting/drawing.

Tell me about the choices you made in your picture?

Possible Prompt Questions: (based on Blooms)

 Why did you choose these items?
 How did you figure that out?
 Tell me how you thought about that.
 What is the most important idea that was generated in
today’s discussion?

 Can you explain this concept in your own words?

 Can you draw a diagram to illustrate this idea?

 Could you elaborate on that point?

 Can you explain what you mean?

 How do you know that?

 What do you think about the idea just presented by

your classmate?

 Do you agree or do you see the issue differently?


 Can you think of another way to solve that problem?

 Would you get a different result?

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: ___5___-__15_____ (Indicate time breakdown of instructional elements)

Exit Ticket

Students will perform their assessment AS at the end of the lesson.

It will give them a good idea of where they stand in regards to
their art skills and understanding of Norval’s style.

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Grade two’s, have we reached our success criteria today?

Learning Goal:
Today I will learn about the elements of Norval Morriseau’s [Students will establish if they have met their learning goals and
paintings. success criteria today. They will walk away from the lesson with an
Success Criteria: understanding of what they have learned]
I CAN: Use 2 types of lines
I CAN: Use at least 1 x-ray vision
I CAN: Use at least 2 shapes

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

- Continuation of exploring the unique features of Norval Morriseaus’s art

- Artist Study – Picasso
Adapting Lesson For Different Grades: How could you adjust the assessment of this lesson for one higher or lower
Gearing Up: Grade 3
• line: variety of line (e.g., thick, thin, dotted)
• 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])
• colour: colour for expression (e.g., warm and cool colours); colour to indicate emotion; mixing of colours with white to make a range
of warm and cool tints
Gearing Down: Grade 1
• line: jagged, curved, broken, dashed, spiral, straight, wavy, zigzag lines; lines in art and everyday objects (natural and human-made)
• value: light, dark
• colour: mixing of primary colours (red, yellow, blue); identification of warm (e.g., red, orange) and cool (e.g., blue, green) colours

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
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?

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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
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
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

Criteria Exceeded Met Below Not Yet Rate Yourself

Expectations Expectations Expectations

Criteria 1 - Student uses 2 4 3 2 1

types of lines. Uses line and
colour expressively in their
art making.

Criteria 2- Student uses 1 or 4 3 2 1

more types of x-ray vision
in their animal. Their work
demonstrates good
understand of Norval

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Morriseau’s style.

Criteria 3- Uses at least two 4 3 2 1

shapes in their drawing.
Work is neat, not rushed
and complete.

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