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Name: Serena P., Peter, S. Sammi T., Jessica W.

Cohort: D

Lesson Plan

Lesson Title: Norval Morrisseau Grade: 5 Date: February 15, 2019

Subject/Strand: Visual Arts Unit: 1 Location: Heritage Place Public School Time: (length in minutes): 40 mins

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.

In this lesson, students will learn about the Distinguishing Features of Eastern Woodland Style of Norval Morrisseau through
his artwork. They will learn about his specific features to style that he used to portray his vision, the different line work to
express power, motion, spirit, prophesy and form. They are going to examine and deepen their understanding of
complementary colours to add more expression to his work.

During this lesson, students will develop knowledge about what each line represents in Norval Morrisseau’s paintings, they
will label them and reflect on what they have learned prior to beginning their painting.

Students will be able to add their own personal designed decision to their painting while still incorporating Norval
Morrisseau's distinguishing features. Students are referencing Norval Morrisseau's examples and creating their own
painting using the same techniques/lines he uses in his paintings.

Students will be given a break in the middle of their painting time in order to have a gallery walk around the class, reflect on
their own ideas, and regroup back to their desks to finish their painting strongly.
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)

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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

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 sociocultural and historical contexts.

Creative Process:
Challenging/Inspiring: Students will research Norval Morrisseau and other artists (Arthur Shilling) of the likes to gain
inspiration and ideas for their own work. Students will collect evidence of their research and create a scrapbook.

Producing Preliminary Work/Planning Sketches: Once student has done his or her research and generated a scrapbook of
ideas, student will begin to their preliminary drawing for their painting based on the inspiration and ideas gathered.

Reflecting/Evaluating: When student have completed their painting, they will complete a self-assessment tool to reflect
and evaluate their work. Student will connect their painting to the success criteria on the rubric and complete two stars
and a wish to distinguish between their strengths and areas to improve.

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 artworks that express feelings and ideas inspired by their own and others’ points of

D1.2 demonstrate an understanding of composition, using selected principles of design to create narrative art works or art
works on a theme or topic

D3.2 demonstrate an awareness of ways in which visual arts reflect the beliefs and traditions of a variety of peoples and of
people in different times and places
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 for your “Best Fit” grade 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: linear and curved hatching and cross-hatching that add a sense of depth to shape and form; gesture drawings; chenile
stick sculptures of figures in action; implied lines for movement and depth

Shape & Form: symmetrical and asymmetrical shapes and forms in front and image; positive and negative shapes that occur
in the environment; convex, concave, non-objective shapes

Colour: complementary colours, hue, intensity (e.g., dulling, or neutralizing, colour intensity by mixing the colour with a
small amount of its complementary hue)

Texture: textures created with a variety of tools, materials, and techniques; patterning

Space: shading and cast shadows that create the illusion of depth; atmospheric perspective; microscopic and telescopic

Value: gradations of value to create an illusion of depth, shading

Principle 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)
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…these are big ideas

Today I will learn…

● What the specific lines in Norval Morrisseau's artwork represent
● How to mix complementary colours to create a different hue or intensity
● How to add lines to my to my artwork to imply movement and depth


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, as well as what
observable/measurable evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand).

I can (or) I can see evidence of:

I can: identify the different meanings of each line
I can: create different intensities and hues of complementary colours
I can: use the 3 complementary colours in their original form, in addition to changing their hue and intensity by mixing complementary
I can: add line to my work to create movement and depth

Assessment – How will I know students have learned what I intended? Include attachment of your assessment tool
The assessment tool that is going to be used for this assignment is a rubric???

Achievement Chart Categories (highlight/circle the ones that apply):

Knowledge and Understanding; Thinking; Communication; Application

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

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Assessment Mode:
Written, Oral, Performance
(Write, Say, Do)

Assessment Strategy
Specific task for students
e.g., turn and talk, brainstorming, mind map, debate, etc. Assessment Tool
Instrument used to record data
i.e., rubric, checklist, observation sheet, etc.

Assessment FOR Learning

Performance - Do After learning about cultural artist, Norval Morrisseau, students will create their own
Assessment AS Learning

painting based on the elements of his design process. Peer Assessment Checklist

& Exit Ticket (see link below).

Assessment OF Learning


Prior Learning: Prior to this lesson, students will have
● learned what each line may represent
● learned the proper technique for carrying paint and water
● knowledge of complementary colours

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

● A quiet table will be set up in the classroom for students requiring a quiet workspace
● A Norval Morrisseau portfolio will be accessible to students requiring further inspiration
● A success criteria checklist will be provided for students to follow along during the creative process
● Extra studio hours will be available to those requiring extra time to work on their painting
● For students requiring modifications, teacher will reduce the number of expectations for painting (E.g. number of lines present,
or minimum of 2 colours required).

Learning Skills/Work Habits Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-

Vocabulary (for word wall and/or to develop schema)

Motion Lines
Form Lines
Spirit Lines
Prophesy Lines
Energy Lines

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.
● Paint - Complementary Colours
● Paint Brushes (a variety of sizes for painting techniques; enough for one per person)
● Water Buckets (one clean water: one for dirty)
● Paper plates (one per person)
● Painting paper (one per person)
● Poster of Learning goals and success criteria visible for students to see
● Art Work of Norval Morrisseau used during Minds on and Action phase of lesson
Learning Environment (grouping; transitions; signals; physical set up s) Attach floor plan with any relevant notes: See file called Floor Plan Considerations.

See attached floor plan.

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Cross Curricular Links

A1.2 analyse aspects of early contact between First Nations and Europeans in New France to determine the ways in which
different parties
A1.3 explain some of the ways in which interactions between and among First Nations and Europeans in New France are
connected to issues in present-day Canada

Three Part Lesson

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

What Teachers Do: What


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: 9:00am - 9:10 am (Indicate time breakdown of instructional elements) Students

will be
As we have been learning over the last couple days, who can remind me what the different lines in Norval responding
Morrisseau's artwork represent? Now working with the people at your table, you are going to label one image to
produced by Norval Morrisseau. discussion
(Project several examples to the class and have them discuss and label amongst their group) and
working at
Who can remind me of some of the rules when working with paint? their table
Ok, so now that everyone has their paint and supplies, we will give you some time to play around with some
colour mixing and implementing your own features. This will help you in your decision making, before the Students
demonstration and our final art works. get their
Ok so now that we have all started to work with some complimentary colours, lets reflect on our success work on a
criteria and take a look at the peer check-list. We will be using this same check-list for the final painting as sketch and
well. So you can get familiar with it, and ask any questions about what you liked, didn’t like, or what worked sample
and didn’t work in your sketch and colour samplings. Let’s discuss as a class those suggestions! colour

Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
( Hands on…step by step, include a demo)

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Time: 9:10am - 9:30 am (Indicate time breakdown of instructional elements) Students
I will demonstrate a linear and curved hatching that add a sense of depth reminding the students that this participate
method helps add shape and form, while displaying movement in artwork. This will be discussed as a reminder in
for students and will help connect to the success criteria. discussion.
They will
Can anyone give me an example of two complementary colours? listen
Fantastic! Those are some great colour combinations that really pop when they are beside one another! When attentively
working on your larger piece I would like you to keep that in mind. and work
in pairs
The main focus in our Norval Morrisseau inspired artwork is proportion. when
Does anyone remember what proportion is? instructed.
Proportion is met successfully when your drawing is created in relative size to itself and the objects or humans
surrounding it.

I am going to show you a trick. Everyone stick your arm out straight in front of yourself and stick your thumb
up to the sky. Close one eye and look at your thumb. This can help give you a rough estimate how big, small,
close or far something is in relation to the rest of the scene.
Now I would like everyone to find a partner. Extending your arm and putting your thumb and pointer finger
together find how many heads tall your partner is.
(Provide some time for students to participate)

How many heads tall are your friends? What did we come up with?
(Listen to different answers from the students)
Amazing work! Usually children are about five heads high and adults are approximately seven or eight heads
When doing your artwork, keep proportion in mind so that you are not drawing someone’s hand bigger than
their head! The same idea applies for animals, trees, objects, and distancing.
Humans are the difficult to draw in proportion, do not be discouraged, just try your best!

Now that we have learned some tools let’s get out there and put the paint to paper!
Be inspired by Morrisseau with his use of lines creating movement.
I will be calling up students table by table to get their paints.
If I tap on your table then you can collect water from your assigned station.
(Around separate parts of the classroom there will be paper, water, and paint for students.)
(I will provide a tablet for artwork references to Norval Morrisseau if students are in need of inspiration.)

I love how everyone has been working so well!

Since we are about half way through I would like everyone to put their paint brushes down and tuck their
chairs in so that we can do a gallery walk around the class.
Here we can see what our friends are doing and get a movement break, while we reflect on what we have
done so far as well as what we can do to finish up our pieces!
If you would like to mix your complimentary colours together to create naturalistic/earth tones that could help
emphasize the other colours that you have used so far.
Experiment with your mixing and creating new ideas.
We have about 10 more minutes. I will let you know in advance when we need to start packing up.
Great work everyone, keep it up!
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

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Time: 9:30am - 9:40am (Indicate time breakdown of instructional elements) Students
will do a
After students have completed their paintings, the teacher will display class paintings on class showcase board gallery
outside of the classroom. walk,
Students will each receive a t-chart titled “similarities” and “differences.” down
notes to
After everyone has filled out their t-chart, the teacher will generate his/her own chart on anchor chart paper add to
and invite the class to fill it in. their t-
The class will discuss similarities and differences altogether. based on
from the
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

The next lesson will include another artist (example: Arthur Shilling), of the students finding, that demonstrates at least 2
similar characteristics in Norval Morrisseau's art. For example, the students would find an artist that uses lines that convey
movement and paints with organic colours. The students can research the artist of their own interests, explain why they
chose that artist, and make the connection between the artist and Morrisseau. The students will be given time in class to
look further into their selected artist and try to better understand their distinguishing features through the messages
portrayed in the artwork.

D3.2 demonstrate an awareness of ways in which visual arts reflect the beliefs and traditions of
a variety of peoples and of people in different times and places

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

Gearing Up: In order to gear up to a Grade 6 level, if the students are prepared for that level of understanding, they could
work on colour or balance. To enhance their knowledge of colour they can look at tertiary/intermediate colours and
experiment with mixing colours to create new naturalistic colours. When discussing balance with students they could find
ways to make their work either symmetrical or asymmetrical by their choices of drawings or colours.

Gearing Down: Gearing down to a Grade 4 level students can focus on a monochromatic colour scheme for them to focus
on line, shape, and form. Students can also look at the emphasis principle of design by creating a main focus in their artwork
using colour or object in their composition if proportion it too challenging.

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: (TBD)

The Teacher: (TBD)

Success Criteria, Assessment Tool & Feedback

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Success Criteria for Grade 1: Norval Morrisseau

- Students will draw lines to create everyday objects

- Students will create organic shapes and forms of familiar objects
- Students will show their understanding of mixing of primary colours
- Students can identify warm and cool colours
- Students will develop understanding of contrast: light/dark; large/small; pure/mixed colour

Assessment Tool & Feedback

I would use a One-point rubric in order to easily check if the students were meeting, partially meeting, exceeding or not
meeting expectations. The column on the right would help students make the connection between their grade and what
they were doing correctly or how they can improve for the future.

Success Criteria for Grade 2: Norval Morrisseau

- Students will draw their favourite animal, then paint the animal using secondary colours.
- They will create their own secondary colours using primary colours provided.
- Are able to use equal amounts of each primary colour, forming a strong secondary colour mix.
- Students will draw their animal (in pencil) and outline the outside of the animal using a black marker.
- Students will then draw irregular shapes (smooth edged shapes) within the animal. Then using at least 3
different secondary colours will paint in those shapes.

Assessment Tool & Feedback (Grade 2)

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Grade 5 Success Criteria

- Students will use both linear and curved lines to create a sense of depth to a shape.
- Students can identify asymmetrical shapes.
- Students will mix colours to create complementary colours, and understand how to adjust the intensity.
- Students will understand the relationship of size and shape of the parts of a figure to create a whole.

Assessment Tool

Grade 6 Assessment Tool

Grade 5 ART Classroom – Floor Plan

 This Grade give classroom has 25 designated seating areas. With Groups 5 groups consisting of 5
desks. Each group is labelled by a letter (A, B, C, D, & E). Each desk is labelled with a number (1-
5). So the student sitting in group A seat 1, would be classified as A1.
 The classroom then has 3 designated “ART STATIONS”. Each station consists of their own paint
pick up station, water buckets (one with clean water and the other empty for waste/dirty used
water), garbage, drying racks and posters.
 Paint stations: each paint station will be on a on a trapezoid table, students can enter to the paint
station from either side, grabbing a Styrofoam plate, piece of wax paper, and then choice of points
from squirt bottles.
 Garbage: each garbage will be the responsibility of those assigned to ART Station. So if the
garbage gets full, someone from their group will have to change the garbage bag. By using the wav
paper and the “burrito” technique, mess’s should be minimalized, which will decrease amount of
total garbage. Garbage’s are located far enough to not get in the way of students using the paint

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 Water Buckets: every ART station will be given two water buckets, all buckets are located far
enough to not get in the way of students using the paint stations. The furthest bucket from the
paint station will be the “waste” bucket, so that in case a student forgets the method of dumping
their water closely inside the bucket, the splatter won’t come close to the poster or paint station.
 Drying Racks: each ART station has a drying rack, where each student will be able place their art
work to sit and rest to dry.
 Posters: each Art station will have one Procedural Poster and one Informative Poster. The
procedural poster will be updated per the lesson and with success criteria, learning goals and
other procedural tips for the lesson activity. The Informative Poster will be a poster of key Art
details which will include the colour wheel, shapes and lines and other key terms based on the
grade 5 curriculum.
 The teacher modeling and demonstrations will be held at the U-Shaped desk “Conference Table”,
which is also the teachers desk. Depending on what the demonstration is, it’s possible that all
students could remain at their desks. If not the students will be able gather around the Conference
table, some sitting in the chairs in front, some bringing their chairs closer and some standing to
form a stadium like viewing.
 Conference Table: the conference table is located right in the middle of the class, so the teacher
can see all the students from one location, and the u-shape table allows for the teacher to swivel
and see everyone. This also allows the teacher to keep an eye on the class when she is holding
one-on-one support or helping a larger group of people at the conference table.
 The teacher is able to teach in front of the class using the white board, smart board, projector and
chart stand. This is where the teacher can introduce the lessons learning goals, success criteria,
show videos and make notes from student participation. With the horse-show arrangement of the
groups, all groups will be able to see the teacher without having to move spots
 Each ART Station will be assigned 8/9 students. They will be divided by location of group tables
to their station. With some groups tables being split up for art stations. Groupings decisions
below will be written on the white board.
 ART station #1: A1-A5 (entire table) + B1-B3
 ART station #2: B4 + B5 + C1-C5 + D3, D4
 ART station #3: D1, D2, D5 + E1-E5
 This allows for an even number of students at each ART station, so that they do not become too
 The numbers at each table also become a great tool for signaling transitions, distribution of
materials, clean-up procedures, and conferencing.
 For example you can say that all #1’s and 2’s go to the paint station, an #3’s, 4’s and 5’s go fill their
water trays. Allowing for easy instruction to direct traffic.
 Same can go for clean-up procedurals. The 1’s, 2’s and 3’s can empty their water trays and clean
their brushes, as the 4’s and 5’s can dispose of their wax paper in the garbage and put their
paintings in the drying racks.
 You can also use the numbers to showcase fair selection of who gets to sit close during the
modeling and demonstrations, as well as calling say all #5’s to come to the conference table to do
some more direct teacher instruction. This will also allow for more student inclusion, and when
all the 5’s come back to their tables, they could lend a hand to others in their groups who might
not understand a process that they just learned from the teacher.
 The classroom has two locations for “alternative individual workspaces”, these are used by
permission from the teacher, after the student is originally assigned a group and seat number.
They will be used for students who might work better without any distractions. The seats are
pointed to towards the front of the class, so that if the teacher needs to bring up further
instruction they will be forced to have their eyes on the teacher. These locations are also within

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sightlines of posters and the chart stand to help remind them and keep them on-track of success
 The overall classroom set-up shows clear pathways for easy access to all areas of the room, with
lots of space around the ART stations. Although with this set-up the goal is to keep student
wondering to a minimum. The less students need to travel with water and paint the better! Which
is why their assigned ART stations are strategically placed close to their assigned group tables.
 The classroom lastly has four wall displays for finished art work throughout the unit.

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