SNEAK PEEK

~ Sneak peek into the Art Land Inc class rooms! ~

Some of the great things kids will be learning this season

Build a Neighborhood

This lesson plan introduces students to the theme of the city in art, using 19th- and

20th- century works by Canadian artists from various backgrounds. Through collage

and drawing, each student uses shapes to build their imaginary home to form

neighborhood.

Artful Emotions

Joe Fafard is a sculptor best known for creating objects, which pay homage to, and

take inspiration from, his community, and farm life. He is equally well know for his

intricate sculptures of individuals, be they artists, writers, theorists, politicians,

strangers or friends. In this lesson students will explore how art communicates

thoughts and feelings.

My own tree

After showing students the landscapes in the Lord Dalhousie, the work by

Charles Forrest, Exact Resemblance of the foliage of the Wood in Canada in October-

November, we will ask them to find a favorite tree in their neighborhood and to bring in a leaf from this tree. Students will then make their own special tree.

My first print with stamping

A master painter, printmaker, goldsmith, as well as art theorist, and humanist scholar, Albrecht Dürer embodied the idea of the renaissance man; constantly seeking, learning, teaching and adding to his vast repertoire of knowledge in both the arts and sciences. In this lesson, students will develop stories using artworks as the foundation for their stories; they will learn about printmaking and then create an artwork using a simple printing technique.

New Media Art: Ages 8+

An introduction to all things in the digital art medium.

Creating your own posters, cards, movies, edit photos and your own videos. Great intro to all creative suite products. Only 6 spaces available.

Thursday and Friday 3hour Drop-In

From 6:30pm – 9:30pm you can bring you kids to Art Land Inc, and they can enjoy a bit of everything! They will rotate through out our different stations doing different activities.

ARTLAND FALL SESSION 2010

Framework of Outcomes and Themes for Arts Education

Develop your Art “Tool Box”

Art Language and Tools

General Learning Outcomes

Students demonstrate understanding of the elements and principles of artistic design in

a variety of contexts. They will develop skills in observation and depiction and use

appropriate art vocabulary to explain use of art elements and principles.

Elements of Art

• use the words line, colour, texture, shape, and space.

• describe line, colour, texture, shape, and space in artworks and surroundings.

• create simple patterns in terms of repeating using art media, tools, and processes.

• practise safe and appropriate use and maintenance of various art media, tools, and

processes.

• describe and compare art materials, tools, and processes. (ie. blending chalk pastels,

painting wet on wet, hand building with clay).

• draw and paint, demonstrating lines which are observes, recalled, or imagined shapes

and forms.

• Grades 5+ - same as above with the addition to:

• Integrate knowledge of different art media to create multimedia artworks:

such as a work which combines painting and sculpture and skills in a

range of 2D and 3D.

• in a wide range of subjects (ie. depict the effects of light and shadow

with tonal charcoal drawing; mix a range of colours with tempra paint;

use of a horizon line, converging lines, depth and distance; applying

textures to a clay sculpture).

• use gesture drawing to show movement.

• accuracy in representing a wide range of observation (ie. proportion in

drawing a figure, face; overlapping forms; depth and distance; scale and

perspective in representing structures.

• representation in 2D and 3D. ( ie. exaggerated figures or faces; abstract

images or forms; impressionistic, expressionistic, cubist interpretations).

Creative Expression in Art

General Learning Outcomes

Students generate and use ideas from a variety of sources to creates original artworks;

using the art elements, principles, and media to share their artworks.

Generate and use ideas from other sources,

• Ideas in response to a given stimulus (ie. brainstorming, thumbnail sketches,

drawings, diagrams), with teacher guidance.

• search for and discover ideas through experimentation using the art elements,

principles, and media. (ie. represent texture of dragon skin).

• collect visual and other information for stimulating and developing.

• take risks and respect the risk-taking of others.

• incorporate discoveries into own artmaking.

• Contributing to the curatorial process:

• contribute ideas for creating “artist statements” to display artworks.

• contribute to group decisions about the display of artworks for audiences.

• Grades 5+ - participating creatively and constructively in preparing art displays (ie.

publication, community exhibition, ArtLand website, public installations).

• Grades 5+ - same as above with the addition to:

• personally meaningful and relevant sources (ie. feelings, memories,

imagination, observations, associations; learning in other subject areas;

cultural traditions; personal responses to current events, social and

environmental issues, media and technology).

• analyzing artworks created by others (through a critique).

• Use design strategies for solutions (ie. storyboards, planning diagrams,

preparing images).

Understanding Art in Context

General Learning Outcomes

Students develop awareness of artwork from various times, places, social groups, and

cultures, in addition to, an awareness of a variety of art forms, styles, and traditions.

To understand the role, purpose, and meaning of art in the lives of the individual and in

communities.

Experience and develop awareness of artworks

• develop an awareness of specific works of art and design from various times, places,

social groups, and cultures. Include: - past and present

- global, Canadian, and Manitoban cultures

• understand that the visual arts exist in many different forms (ie. sculpture, drawing,

painting, ceramics).

• understand that many everyday objects (ie. toys, clothes, magazines, cars, buildings)

are designed by people with artistic training.

• demonstrate awareness of the intended meanings and/or purposes of artworks

encountered in own viewing and artmaking experiences.

• explore own and others lives (e.g., feelings, values, stories, events, cultures)

• awareness for different groups of people which have their own characteristic

artmaking styles or traditions.

• Grade 3+ - same as above with the addition to:

• photography and performance art

• styles (ie. realistic, abstract).

• identifying subject categories in art (ie. landscapes,

characteristics).

• understand that visual art is an art form, along with dance, drama,

literary arts, and music.

• Grades 5+ - same as above with the addition to:

• demonstrate understanding of the multiple roles and purposes of

art and design in society (ie. personal fulfillment, social

commentary, religious expression, commercial persuasion,

status).

• demonstrate understanding of the intended meanings and/or

purposes of artworks encountered in own viewing and artmaking

experiences.

• appreciate and understand others perspectives on art.

• understand that art reflects and influences the identity of

individuals and groups.

• awareness of the impact of art (e.g., consider personal, social,

cultural, geographical/environmental, historical contexts).

Valuing Artistic Expression

General Learning Outcomes

Students analyze, reflect on, and construct meaning in response to

their own and others visual art.

Students demonstrate interest, curiosity, and engagement while experiencing art

in a variety of contexts

• participate, ask questions and contribute to discussions

Students analyze their own and others artistic compositions

• describe, with teacher guidance, own and others artworks in terms of subject matter

and art elements and media.

• analyze, with teacher guidance, the organization of art elements in artworks.

• discuss the quality and effectiveness of different artworks (ie. the criteria for analyzing

a realistic artwork would differ from those of an abstract, expressive, or

nonrepresentational artwork).

• reflect on and share ideas about meaning in own and othersʼ artworks (e.g., what an

artwork is about, what feelings it evokes, what it could be used for).

• reflect on, share, and explain ideas about meaning in own and othersʼ artworks.

• express own preferences regarding artworks and artmaking experiences, using

appropriate art vocabulary.

• respect and acknowledge that individuals may have different interpretations and

preferences

Elements of Artistic Design

Line

- line types: primary and secondary contour, gesture, line as value (hatching, crosshatching),

implied lines

- line weight (e.g., thick, thin, light , heavy, varied)

- line direction (e.g., horizontal, vertical, diagonal, spiral)

- physical characteristics (e.g., straight , curved, zigzag, undulating)

- emotive or associative characteristics (e.g., powerful, tentative, delicate, skyline,

branching lines)

Colour &Value

- colour wheel: primary, secondary and tertiary hues

- colour values: light and dark, tints and shades

- intensity: bright and dull

- colour relationships: complementary, analogous, monochromatic

- emotive, associative qualities (e.g., peaceful, energetic, angry, juicy, blah, fresh)

- warm & bright colours seem to come forward, cool colours seem to recede

Texture

- actual texture (texture that can be felt through touch as in the actual wood grain on a

plank of wood)

- visual texture (texture that is implied through line, colour, and shape, as in the image of

a wood grain on a plastic tabletop)

- physical characteristics (ie. rough, smooth, jagged, wavy, prickly)

- emotive or associative characteristics (e.g., cozy, feathery, gentle, bold, earthy,

industrial)

- objects represented with greater texture and detail may appear to be closer than

objects with less texture and visible detail

Shape &Form

- shapes are two dimensional (2D) and have length, and width

- forms (solids) are three dimensional (3D) and have volume (length, width, and depth)

- descriptors for the physical qualities of shapes and forms include: geometric, organic,

symmetrical/asymmetrical, positive/negative)

- shapes may also be described using other elements (ie. a blue shape with jagged

edges, a smooth form) or by associative characteristics (e.g., a delicate shape, a

natural form, shaped like a ….)

Space

- pictorial space: the space represented in a two dimensional image

- actual space: in three dimensional objects or in the environment, space is the

emptiness or volume between, around, above, below.