Lesson Plan

Lesson Title: Norval Morrisseau

Grade: 6
Subject/Strand: Visual Arts
Unit: Norval Morrisseau: Eastern Woodland Style
Times: 100 minutes
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.)

Today I will be teaching students about the artist Norval Morrisseau and the features of his Eastern Woodland Style. This fits into the
context of the unit because students will develop an understanding of the elements of design for visual arts (line, shape & form).

Prior Lesson Plan Description

Students will look at art pieces created by Norval Morrisseau and discuss the features of his paintings. The goal is for students to
discuss the following features:
 Lines: form, spirit, power, and motion lines, repeated lines
 Shape: circles above human, circles in the sky, divided circles, circles within the body
 Colour: bold
 X-Ray: inner human spirit and animal guide, offspring, organs, spines & ribs, food eaten

Next, they will create a mind map with words & symbols to represent the features that Norval Morrisseau has in his artwork. Before
the student begin drawing, the teacher will model a sketch. Students will begin working on their sketches.

Lesson Plan Description

Step 1: (10 minutes) Review the features of Norval Morrisseau’s paintings – refer to the mind map created last class. We will also go
through several examples of his artwork. This will be used to activate prior knowledge from the previous lesson.

Step 2: (20 minutes) Students will have time at the beginning of class to complete their preliminary sketches. During this time the
teacher will visit each table group (6 students) and conference with the students. Each student will share their sketches, why they
chose the image they did, and describe the significance of the lines & shapes they used. The teacher will take anecdotal notes while
students are sharing their sketches.

Step 3: (20 minutes) Once students have completed a sketch they will be given paper for their good copy. They will have time to draw
their new image on this piece of paper using pencil

Step 4: (5 minutes) Before students begin outlining and colouring, the teacher will model outlining in black marker and using pastels to
add colour to their drawing. I will also introduce the concept of contrasting colours.

Step 5: (30 minutes) They will have time in-class to outline in black marker and begin colouring using oil pastels.

Step 6: (10 minutes) Students will participate in a gallery walk to view their peers’ artwork. This will give them ideas for their own
artwork.

Step 7: (5 minutes) Clean up

Creative Process
The aspects of the creative process addressed in this lesson include;
 inspiring, generating
 producing preliminary work/planning sketches
 presenting/performing/sharing

STEP 1 : CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations (numbers from documents and details…record only the details which relate to this task …at least 2 of the 3
overalls should be noted
Also indicate:
 2D or 3D project
 Which aspects of the Creative Process are part of this lesson (at least 2 for a strong lesson) (see pages 19-21 OAC)
 Which art techniques and/or cultural connection /art form
 Will they have communicated feelings, understandings, ideas (indicate which ones)

Overall Expectations:
 D1. Creating and Presenting: apply the creative process to produce a variety of two-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.

Creative Process:
• Inspiring: students can be inspired by bringing in different pieces of art created by Norval Morrisseau. They can do a gallery walk
in order to gain inspiration for their own artwork. This will give students an idea of Morrisseau’s style and what he portrays in his
artwork (i.e. human or animal figures)

• Imagining/Generating: I will ask students about the defining features and elements of design that they notice when looking at
artwork by Norval Morrisseau. We will create a mind map of different elements that Morrisseau displays in his artwork. For
example, dark black form lines that outline human or animal, spirit lines, lines of power & motion; x-ray vision of human or animal
spirit, offspring, organs, ribs and spine, food eaten. Students will generate ideas for their own artwork, referring to the pictures
that classmates have brought in and the mind map for Morrisseau.

• Producing Preliminary Work/Planning Sketches: After generating ideas about what they would like to create, students will draw a
sketch of their artwork. They will experiment with different features of Norval Morrisseau.

• Presenting/Performing/Sharing: Students will partake in several gallery walks. One after sketches are complete, one during the
process (colouring), and a final gallery walk of finished artworks.

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 (Application)
 D3.2 demonstrate an awareness of a variety of works of art and artistic traditions from diverse communities, times, and places
(Communication)

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)
line: horizontal, vertical, diagonal lines; lines that show motion (e.g., pointy, curvy); lines inside shapes
shape and form: symmetrical shapes and forms (e.g., shapes and forms in buildings)

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 …

Learning goal 1: (Cultural Context) Identify distinguishing features of Morrisseau’s Eastern Woodland Style
Learning goal 2: (Creation of Planning Sketch) Plan my own personal artwork with a combination of my own and Morrisseau’s style
Learning goal 3: (Design Choice & Fundamental Concepts) Extend my understanding of lines, shapes and form

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ ] AS [ x ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.

I can…

Learning goal 1: Cultural Context

 Identify at least 3 features of Morrisseau’s Woodland Style
- Line: form, spirit, power, and motion lines, repeated lines
- X-ray: inner human spirit and animal guide, offspring, organs, spines & ribs, food eaten
- Colour: bright, stained-glass effect, earth tones (connect to nature), complementary colours
- Shape: circles above human, circles in the sky, divided circles, circles within the body
- Animals: alone, connect to humans, front or profile view

Learning goal 2: Creation of Planning Sketch

 Create a planning sketch, which includes at least three features of Morrisseau’s style
 Share my preliminary work with peers and the teacher
 Rework my art piece, building on strengths and incorporating peer & teacher feedback

Learning goal 3: Design Choice & Fundamental Concepts

 Use my new/extended art vocabulary to communicate my design choices and new understanding of lines, shape, and form

Assessment Mode- Assessment Strategy and Task for Students- Assessment Tool
 Performance: create an image  Artwork inspired by Norval Morrisseau  Rubric (artwork)
 Oral: conference  Conference with teacher: design choice &  Anecdotal notes (conference)
connection to fundamental concepts (lines,
shapes, form)

STEP 3: CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
 Created a mind map with words & symbols to represent the features that Norval Morrisseau has in his artwork. This will be used
as a reference for when students are completing their sketches.
 Students will look at art pieces created by Norval Morrisseau and discuss the features of his paintings. The goal is for students to
discuss the following features:
- Lines: form, spirit, power, and motion lines, repeated lines
- Shape: circles above human, circles in the sky, divided circles, circles within the body
 - Colour: bold
- X-Ray: inner human spirit and animal guide, offspring, organs, spines & ribs, food eaten
- Animals

I.E.P. program implications: Accommodations, Modifications

This will depend on the accommodations & modifications that have been included in an IEP:
Accommodations
- proximity
- alternative work space (i.e. quiet spaces)
- reinforcement incentives
- use of headphones
- mind maps
- scribing
- extra time for processing

Modification: adjusting the curriculum

Differentiation: Content, Process, Product, Environment, Assessment

 Whole class & small group instruction
 The teacher will model sketching, outlining, and colouring
 Alternative work space: students can choose to work in a quiet setting
 Mind map: includes all of the features of Morrisseau’s artistic style
Learning Skills/Work Habits: [ x ] responsibility, [ ] organization, [ x ] independent work, [ ] collaboration, [ ] initiative, [ ] self-regulation

Responsibility: takes responsibility for and manages own behaviour

Independent work: independently monitors, assesses, and revises plans to complete tasks and meet goals;

Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
 Eastern Woodland Style
 Indigenous
 Ojibwa
 Norval Morrisseau
 Line, Shape, Form
 X-Ray

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.

 Examples of Norval Morrisseau’s artwork

 Pencils, oil pastels, black marker
 Paper for rough & good copy
 Mind map – features of Norval Morrisseau’s art
 Visual Arts Curriculum
 Wet Wipes (clean-up)
 Anchor charts with learning goals & success criteria
 Colour wheel

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

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: What Students do:
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: 15 minutes
[Student will answer questions]
Review: 10 minutes
“Can anyone tell me what we worked on the other day in art What did we do in art class? “We looked at different paintings by
class?” [wait for students to answer] “Great! Yes, we were Norval Morrisseau and started sketching.”
looking at different painting by Norval Morrisseau and began
sketching our own image.” Who is Norval Morrisseau? “He is an Ojibwa artist that paints
using the Eastern Woodland Style.”
“Can anyone remind the class who Norval Morrisseau is?” [wait
for student to answer]. “Okay, discuss with the person beside [Student will think-pair-share with person beside them then share
you the features we had discussed last class about Norval their ideas with the class]
Morrisseau’s artwork & the Eastern Woodland Style that he uses.
We will have a class discussion afterwards for you to share your  Lines: form, spirit, power, and motion lines, repeated lines
thoughts.” [Think-pair-share: students will have 5 minutes to talk
 Shape: circles above human, circles in the sky, divided
with the person beside them]
circles, circles within the body
Get students’ attention: “hands on top, that means stop. One,  Colour: bold
two, three all eyes on me.”  X-Ray: inner human spirit and animal guide, offspring,
organs, spines & ribs, food eaten
“Okay, time to discuss your thoughts with the class” [Students  Animals
will share, they can refer to the mind map we created last art
class]

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: 75 minutes

Design Challenge: create a sketch and incorporate at least three

of Norval Morrisseau’s features (Eastern Woodland Style) – see
learning goals and success criteria

The teacher will use a timer (displayed at the front of the

classroom) for students to see how much time they have left for
each task. Aboriginal-inspired music will be played quietly while
students are working on their art
Sketching & Conferences: 20 minutes
Sketching & Conferences: 20 minutes Students will have twenty minutes to complete their preliminary
As students are working on their sketches, the teacher will visit sketches.
each table group (6 students) and conference with the students.
When they are conferencing with the teacher, each student will
The teacher will ask each student the following questions: share their sketches, why they chose the image they did, and
“Can you tell me about your image and why you chose it. Can describe the significance of the lines & shapes they used.
you describe the significance of the lines and shapes that you
used?”

The teacher will take anecdotal notes while students are sharing
their sketches.
Sketching Good Copy: 20 minutes Sketching Good Copy: 20 minutes
Once students have completed a sketch they will be given paper Students will have time to draw their new image on this piece of
for their good copy. They will have time to draw their new image paper using pencil. They can choose to make changes from their
on this piece of paper using pencil original sketch

Model: 5 minutes Model: 5 minutes

Before students begin outlining and colouring, the teacher will Students will observe as teacher is modelling
model outlining in black marker and using pastels to add colour
to their drawing

[view the colour wheel and discuss which colours are contrasting
on the colour wheel. Explain how Morrisseau’s uses contrasting
colours in his artwork. Show examples and ask students which
contrasting colours he is using in that particular piece. Example:
orange/blue, green/red, yellow/purple] Check for understanding
Check for understanding of contrasting colours: lots of contrast/
difference between colours, colours from different/opposite areas
of the colour wheel

Good Copy (black lines & colour): 30 minutes Good Copy: 30 minutes
They will have time in-class to outline in black marker and begin Students will begin outlining their image in black marker. Next,
colouring using oil pastels. they will add contrasting colours using oil pastels

During this time, students will also complete an assessment as Assessment as learning (self-assessment). Students will fill out the
learning. Teacher will read checklist aloud to students (orally). self-assessment checklist
They will fill out the self-assessment and submit it to the teacher - Lines of motion, power, or spirit
at the end of the class. - Thick and thin black outline
- X-ray
- One circle
- Animal or person
- Contrasting colours

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: 15 minutes

Gallery Walk: 10 minutes Gallery Walk: 10 minutes

Students will participate in a gallery walk to view their peers’ One table at a time will get up and walk around to view their
artwork. This will give them ideas for their own artwork. peers’ artwork.

Clean up: 5 minutes Clean up: 5 minutes

Get students’ attention: “hands on top, that means stop. One, Place oil pastels back in box, place artwork on the shelf, wipe the
two, three all eyes on me. Everyone should be sitting back at tables
their desks.”

“Okay artists, it is time to clean up. Please place the oil pastels
back in their appropriate boxes. Place your artwork on the shelf
and wipe up the tables using the wet wipes.”

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

 Students will continue to outline & colour their images

 Completed artwork will be displayed around the classroom
 Compare Morrisseau’s artwork to another artist/style: compare and contrast
Adapting Lesson For Different Grades: How could you adjust the assessment of this lesson for one higher or lower
grades?
Gearing Up: Grade 1
 line: jagged, curved, broken, dashed, spiral, straight, wavy, zigzag lines; lines in art and everyday objects (natural and human-
made)
 shape and form: geometric and organic shapes and forms of familiar objects (e.g., geometric: circles, blocks; organic: clouds,
flowers)
 colour: mixing of primary colours (red, yellow, blue); identification of warm (e.g., red, orange) and cool (e.g., blue, green) colours

Gearing Down: Grade 3

 line: horizontal, vertical, diagonal lines; lines that show motion (e.g., pointy, curvy); lines inside shapes
 shape and form: symmetrical shapes and forms (e.g., shapes and forms in buildings)