Category: Arts Education

For Remembrance Day, students participated in an art project using the Pointillism technique first developed in the late 1800’s by some famous painters. As a class community, we engaged in a discussion about peace and harmony. We then watched a video about the Pointillism technique and saw famous paintings by Georges Seurat and other painters who used this technique.  We learned how to do the points using markers in order to creatively decide how to fill our doves with colour. They all turned out so different and were all beautiful.  We also brainstormed what peace means as a group and then the students wrote what peace means to each of them.

Big Idea: People connect to the hearts and minds of others in a variety of places and times through the arts. 

First Peoples Principles of Learning:

• Learning involves patience and time.

Curricular Competencies:

• Explore elements, processes, materials, movements, technologies, tools, and techniques of the arts
• Create artistic works collaboratively using ideas inspired by imagination, inquiry, experimentation, and purposeful play

Core Competency: Creative Thinking – Profile 2

• I can use my imagination to get new ideas of my own, or build on other’s ideas, or combine other people’s ideas in new ways.
• I can usually make my ideas work within the constraints of a given form, problem, or materials if I keep playing with them.

Content:

• processes, materials, technologies, tools, and techniques to support arts activities

Learning involved:

• Students learned that in a peaceful classroom, they can all work together to each create something beautiful.
• Students learned the importance of following instructions. 
• Students developed processes and technical skills in art to refine artistic abilities.

Hello Families,

Division 14 has been learning that we are all working towards different learning goals.  There are things we all can’t do “yet”!  One of the ways we have been addressing this is through literature.  This story was about a giraffe named Gerald who believed he could not dance.  Others believed the same.  But a wise cricket helped Gerald to understand that he could dance once he found the music he loved and just tried his best.  Here are our artistic representations of this story.  First we learned how to do a directed drawing of our giraffe and made sure to show dancing movement in the arms and legs. We then used paint and learned how to blend white with blue a little at a time to make different shades. This created a moon that looked like it glowed. We also learned how to use the end of a paint brush to make our grass.

Big Idea: Inquiry through the arts creates opportunities for risk taking.

First Peoples Principles of Learning:

• Learning takes patience and time (especially on this project which was made up of many different lessons)

Curricular Competencies:

• Explore elements, processes, materials, movements, technologies, tools, and techniques of the arts
• Develop processes and technical skills in a variety of art forms to refine artistic abilities

Content:

• elements of design: line, shape, texture, colour, form
• principles of design: pattern, repetition, rhythm, colour and contrast

Core Competency: Creative Thinking

• Creative growth requires patience, readiness to take risks, and willingness to try new approaches

Learning involved:

• Students learned the significance of following step-by-step instructions, including drawing giraffe, creating the spots, and using a sharpie to outline it
• Students learned how to blend colours to create different tints and colours using white and blue
• Students learned how to create the glowing moon and layer paint to create the grass using the bottom end of the brush
• Students reflected on the creative process through self assessment following the lesson

The self-assessment asked the following:

• Did I create a giraffe that appears to have movement and is dancing?
• Did I create tints of blue around the moon?
• Did I use the scratching technique to make blades of grass?