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Name: Brittany, Monica, Garrett and Colten Cohort: D

Lesson Plan
Lesson Title: Creating Unique Animals Influenced by Norval Morrisseau Grade: 3 Date: March

Subject/Strand:Visual Arts Unit: Norval Morrisseau Location: Classroom Time: 60min

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.

To begin this lesson students will be read the Animals of the Salish Sea to show them the works of Norval Morrisseau.
While reading the teacher will focus on pointing out the lines, colours, tints, and x-ray vision and use of organic shapes in
Norval Morrisseau artwork. After the book is read as a class students will discuss the techniques they noticed in Norval
Morrisseau work. If not mentioned by the class the teacher will point out and then explain the different types of lines
Morrisseau used (motion, prophecy, form, power, and spirit). Once anchor chart is complete touching on the woodland
techniques students will participate in a gallery walk identify Norval’s pictures posted in the classroom. (See attached
pictures at bottom to post around room). In pairs students will identify and label features they notice in the artwork, for
example, picture 1 is by Norval and has line of power.
Once gallery walk is complete teacher will demonstrate the art activity student will be doing. Teacher will explain that in
this lesson students will work with oil pastels to create their own animal drawing inspired by the works of Norval
Morrisseau. Students will explore a variety of primary & secondary colours, tints, organic shapes, and lines to create their
animal artwork. Students will be shown oil pastel technique during this demo to try in their own artwork.
Focusing on colour, shapes, lines, and tints, students will choose an animal and use a variety of primary and secondary
colours, organic shapes, lines (thick, thin and motion) to create their animals.

Students are familiar with the concept of the checkbric. Hand one to each student after demo and review what is expected
in their animal drawings. Using the checkbric students will plan there drawing and begin to create references the

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)

2D Project
Challenging/Inspiring: After viewing several pieces of Norval Morrisseau art work students will be challenged to create
their own animals using some of Morisseau techniques of ,line, tints colour, and organic shapes.
Planning/Focusing: Students will gather information and ideas to help them plan their pastel animal drawings. Using
pictures,books students select colours and use shapes to create their drawing. Students will communicate their
understanding of Norval Morrisseau techniques along with their understanding of line, organic shapes, and tints. They will
be expected to communicate their ideas by planning before along with after in written form.

Overall expectations:
D1. Creating and Presenting
D3. Exploring Forms and Cultural Contexts

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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

Specific expectations
D1.3 use elements of design in art works to communicate ideas, messages, and understandings
D1.4 use a variety of materials, tools, and techniques to determine solutions to design challenges
D3.2 demonstrate an awareness of a variety of works of art and artistic traditions from diverse communities, times, and

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)

Elements of Design:
Elements of Design:
Line: variety of line (e.g., thick, thin, dotted)
Shape & Form: composite shapes; 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, some contemporary additions to buildings [asymmetrical façade in Daniel
Libeskind’s design for the Royal Ontario Museum])
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
Space: foreground, middle ground, and background to give illusion of depth
Value: mixing a range of light colours and dark colours

Principles of Design:
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])

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…

● about Norval Morrisseau and his woodland techniques
● about different types of lines I can use in my art work
● about oil pastel techniques
● about primary and secondary colour
● about the use of organic shapes
● to use proper language to explain my art work choices
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 see evidence of:

● Morrisseau woodland influence within the oil pastel pictures
● Different lines influenced by Morrisseau
● knowledge of oil pastel techniques
● primary and secondary colour
● use organic shapes to create animal
● proper language to explain art choices
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
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: Assessment Strategy Assessment Tool
Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation
map, debate, etc. sheet, etc.

Assessment FOR Learning Class discussion and creation of class Class discussion and creation of anchor Students will be assessed through
made anchor chart covering Norval chart anecdotal notes during class
Morrisseau woodland techniques. discussion

Assessment AS Learning Student will partake in a gallery walk Students will work in pairs during gallery Students will be assessed by the
around the class to identify Norval walk to complete and identifying Norval competition and success of g in gallery
Morrisseau’s woodland influence Morrisseau artwork influences. activity sheet

Assessment OF Learning Students will create their own unique Creating to oil pastel picture using Students will complete checkbric and
animal pictures different learned techniques then teacher will also complete
checkbric and use as a reference in
rubric evaluation


Prior Learning: Prior to this lesson, students will have

Knowledge of primary and secondary colours

Exposure to geometric vs organic shapes
Use of checkbric and how to use it

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

● quiet spaces will be located in the classroom for students to work at if needed

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)

Woodland Influence

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.
● pencils per student
● oil pastels (1 tray per 2 students)
● oil pastel paper- cut 30cm by 30cm
● paper for rough draft (if needed)
● paper towels

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

Cross Curricular Links

Language Arts

Classifying Ideas 1.4 sort ideas and information for their writing in a variety of ways
Word Choice 2.3 use words and phrases that will help convey their meaning as specifically as possible
Producing Drafts 2.8 produce revised, draft pieces of writing to meet identified criteria based on the expectations related
to content, organization, style, and use of conventions

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
Teacher will read the story Animals of the Salish Sea and have students take note of what they notice in the artwork. do:
Once complete teacher will make anchor chart of Norval Morrisseau techniques with the class identifying, colour, line, Students
and shapes. Students will then do a paired gallery walk identifying Pictures they think are by or inspired by Norval will actively
Morrisseau. Once gallery walk is complete teacher will demo the art activity that is to be done on carpet. Once demo is engaged
complete students will begin their animal drawings. Students will be given checkbric to reference too. After clean up and
students will complete their checkbric where possible and begin their explanation sentences. practice in
In gallery
will use
class made
chart to
teacher is
will actively
listen and
working on
will use
to exceed
in drawing.

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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: 0-20 (Indicate time breakdown of instructional elements) Students
will be
0-10mins open to
Students will be learning about the woodland styles and techniques used by artist Norval Morrisseau. To learning
explore his style teacher and students will read Animals of the Salish Sea. After teacher and students will the new
discuss some of the techniques noticed in the book such as line, colours, and x-ray and make an anchor chart technique
of the techniques used by Norval Morrisseau. s of
Teacher prompts during anchor chart: Morrissea
● What did you notice about these the pictures? u and
● What do you notice about the colour choices in these pictures? practice
● What shapes do you see in the picture? identifying
● Do these pictures remind you of anything? them
10-20mins walk.
Students in groups of 2-3 will then participate in a gallery walk identify pictures around the room in which Students
they believe are Norval Morrisseau inspired. For example, painting by artist such as Picso, Van Gogh, and will
Monet will be posted around the room accompanied with works by Norval Morrisseau. Students will be participat
expected to identify the artwork of Norval Morrisseau and identify one of his techniques (line, shape, x-ray) e in the
Students will hand in there sheets identifying which artwork they believe are Norval Morrisseau inspired. (The making of
term inspired is used as some pieces of artwork are influenced by Norval Morrisseau and his techniques which the
will be explained to the students during the making of the anchor chart) Teacher will also review the checkbric anchor
to the students at this point. Each student will have a checkbric to reference as to what is expected in there chart in
animal drawing. which
they can
Teacher prompts during gallery walk: reference
● Remember you are able to reference to the anchor chart we made to when
● Brainstorm with you partner, what do you notice in each picture? creating
● Focus on the lines, what types of lines do you see? their
● What types of colours to you notice? animals.
● What types of shapes do you notice?

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)
Time: 20-50 (Indicate time breakdown of instructional elements) Students
20-30mins practice
At this point of the lesson students will watch a demo on the carpet (sitting on chair and standing behind their
chairs) of techniques using oil pastels. Teacher will start by using a pencil to draw their choice of an animal listening
and then select at least 2 primary and 2 secondary colour. Teacher will colour in only some of the picture to skills
demonstrating the techniques of using oil pastel such as colour changes based on pressure used to colour. when
Each pair will have a set of oil pastel to share. Teacher will explain the checkbric to the students and also how teacher is
much time they will have today to work on their animals before clean up (20mins). giving
Instructions to cover: demonstr
● each student is creating their own animal use Morrisseau's influence of line, colour, tints and organic ation of
shapes the art
● 2 students will share 1 pastel tray activity.
● each student will get paper towel Students
● encourage students to reference their checkbric when creating their animal will listen

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30-50mins to all
Students will now start their own animal drawings referencing the checkbric as the create their animals. instructio
Teacher will give students 10 minute warning before clean up begins. ns before
be aloud
to start
will listen
for 10min
clean 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
Time: 50-60 (Indicate time breakdown of instructional elements) Students
50-60mins complete
Most students will not be complete with their art work yet. Make it clear to the students that they will have reflection
additional time to complete their animal, checkbric and explanation regarding their artwork. In this 10 mins on what
students will reflect on what they have done so far by starting their paragraph and filling in the checkbric they have
where possible. Students will highlight the star, arrow or X on the checkbric list if they feel like they have done so
meet the criteria. Students can continue next art class to complete there Norval Morrisseau artwork. far using
or by
n piece.

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 get into partners and discuss the techniques of Norval Morrisseau they used including line, colour, tints and
organic shapes. Each student will get a sticky note so that they can write out two stars and a wish for their partner’s
artwork. This will be used as a discussion that points out what students did well and what they can improve on for next
time. The teacher can also use these sticky notes when assessing the students’ work.

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: Grade 4

Grade 4 students would be expected to use at last 4 of Morrisseau's line techniques along with his x-ray vision. They would
also be asked to use more primary and secondary colours.


● line: lines to indicate emotion (e.g., smooth, horizontal lines can give a feeling of peace and harmony); contour

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lines (e.g., edges of objects); lines of various weights; repetition of lines to create visual rhythm
● shape and form: free-standing forms “in the round” (e.g., Henry Moore’s figurative work) and “bas relief sculpture”
(e.g., masks); shapes organized in a pattern showing radial symmetry and/or in a mosaic; changes in shapes,
depending on the angle or point of view (e.g., view from the top, side, bottom); positive and negative shapes (e.g.,
closed curve with shape inside and outside); grouping of shapes; abstract shapes and forms
● space: positive and negative space in art work; diminishing perspective in various contexts (e.g., in vertical
placement, in diminishing size, and/or in overlapping shapes); variation in size to create the illusion of depth
● colour: monochromatic colour scheme; colour emphasis through variations in intensity (e.g., subdued colours next
to bright, intense colours); advancing colour
● texture: texture elaboration (e.g., embossing, piercing, pinching, pressing, scoring, scraping); texture quality (e.g.,
matte, sheen); low relief in collographs
● value: mixing of shades; variations in value to create emphasis (contrast in value)


● emphasis: use of colour intensity, contrast in value, placement and size of shapes, and/or weight of line to create a
particular focal point

Gearing Down: Grade 1 and Grade 2

Grade 1

To gear down grade 1’s would only be asked to use one type of Morrisseau's line technique and focus on 2 primary and 1
secondary colour in their picture. To fit into the grade 1 curriculum students would be asked to use cool or warm colours.


● 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)
● space: depiction of objects in the distance as smaller and closer to the top of the art paper; shapes and lines closer
together or farther apart; horizon line; spaces through, inside, and around shapes or objects
● colour: mixing of primary colours (red, yellow, blue); identification of warm (e.g., red, orange) and cool (e.g., blue,
green) colours
● texture: textures of familiar objects (e.g., fuzzy, prickly, bumpy, smooth); changes in texture; a pattern of lines to
show texture (e.g., the texture of a snake’s skin); transfer of texture (e.g., placing a piece of paper over a textured
surface and then rubbing the paper with wax crayon)
● value: light, dark

Principles of Design:

● Contrast: light/dark; large/small; pure/mixed colour

Grade 2

Grade 2’s they will be asked to used only 1 primary and one secondary as this correlates to their elements of design. They
are also asked to use 1 tint in their pictures and 3 lines influenced by Morriseau. ******

ELEMENTS OF DESIGN Students will develop understanding of all elements of design.

● 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)

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● space: overlapping of objects to show depth
● 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
● texture: textures of familiar objects (e.g., rough tree bark, smooth plastic plate, ridged corduroy fabric); illusion of
texture (e.g., a rough texture created by patterns of lines); impasto (thick, textured paint)
● value: mixing of a tint; identification of light and dark


Repetition and rhythm: repetition of colour and shape in patterns; random, alternating, and regular patterns in everyday
objects (e.g., textiles, ceramics) and in art

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:

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Picture 1

Picture 2

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Picture 3

Picture 4

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Picture 5

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Assessment Tools

Grade 1

Students will colour in the smiley face according to what they think is appropriate for their drawing.


Line I have 1 line of technique I have 2 lines of technique I have 3 or more lines of
- Prophesy technique
- Power
- Form
- Motion
- Spirit

Colour I have 1 colour I have 2 colours I have 3 or more colours

- red, blue, yellow
- orange, purple,

Shapes I have 1 shape 1 have 2 shapes I have 3 or more shapes

- irregular or
- clouds, flowers,

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Tint I added white to 1 colour I added white to 2 colours I added white to 3 or more
- added white to a colours
primary or
secondary colour

Sentence I have many I have some I have no spelling/grammar

- explanation of spelling/grammar mistakes spelling/grammar mistakes mistakes
colour choices,
shapes, and tints in
sentence form
- Proper grammar
- Spelling
- Capitals and
Grade 2

Students will complete a drawing of an animal inspired by Norval Morrisseau’s artwork. In the space below, they will
label the following: prophesy, power, form, motion, and spirit lines. When completed their drawing, students will use
the checklist to ensure they have included all important parts in their picture for the criteria.

Lines to label: prophesy lines, power lines, form lines, motion lines, spirit lines

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I have used at least 3 line techniques used by Norval Morrisseau and labelled them correctly

I have used at least 1 primary colour (red, blue, yellow) and 2 secondary colours (orange, purple, green)

I have included at least 2 organic shapes (irregular or asymmetrical) to create my animal

I have used at least 1 tint in my picture (added white to a primary or secondary colour)

I have included at least 1 sentence that has proper grammar, capitals and periods, and clear explanation

I have double-checked my work to ensure all important parts are included in my drawing

Grade 3

The students will get this checkbric to reference to see what is expected of them for this activity. Students will highlights
of check the box they feel they deserve. If they are meeting the expectation they are ‘succeeding’ meaning they are
doing what is asked. For example, if they are in grade 3 they have used at least 3 line techniques they are ‘succeeding.’
To ‘exceeding’ students will go beyond the expectations. For example, if in grade 3 and they have used 4-5 line
techniques they are ‘exceeding.’ The students will self-reflect and decide what they deserve. The teacher will reference
to this checkbric using different colour to mark with what they feel students has done.

Exceeding Succeeding Developing Success Criteria

Use of 3 line techniques used by Norval Morrisseau

● Prophesy
● Power
● Form
● Motion
● Spirit

Use of at least 2 primary and 2 secondary colours

● Red, blue, yellow
● Orange, purple, green

Use of organic shapes to create animal

● Organic shapes are are irregular or asymmetrical in
appearance and tend to have a curvy flow to them
such as cloud like shapes, flowers, etc

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Use of 1 tint in animal picture
● Tint: add white to change a primary or secondary

Explanation of colour choices, shapes and tints in proper

sentence form
● Proper grammar
● Capitals and periods
● Clear explanation using proper language related to
Norval Morrisseau techniques. For example, “In my
picture I used Morrisseau line of motion technique.”

Grade 4

Students will complete a two stars and a wish when they have finished their drawing. This is so they can assess
themselves on what they did well and what they wish to improve on for future tasks.

Two Stars and a Wish

This time, I really liked how ...

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I also liked ...

Next time, I wish ...

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