Model Unit for Teaching Visual Art
Lessons in the Unit
The following description of a unit of study is based on
suggested activities
which appear in the grade seven curriculum. This one model unit
appears in the
curriculum for each of grades six to eight. Its purpose is:
- to provide a model so that teachers can see how the
suggested activities
can be developed into a unit of study
- to show how the three components can be integrated in a
unit of study
- to show how learning objectives for a unit can be
derived from the
foundational objectives
- to show how the Common Essential Learnings can be
developed through visual
art
- to show how slides from the Saskatchewan Art Works
kit can be used
in a unit of study.
The Unit
Although this model unit is a grade seven unit, the unit
planning
process it illustrates applies to all grades in the middle years.
The teacher should study this model unit before turning to the
suggested activities for his or her particular grade and refer to
this model when planning.
Unit One:
Mini-Unit I:
Mini-Unit II:
Mini-Unit III:
Time:
|
From Source to Expression
Observation
Where Ideas Come From
Communicating Meaning
Fourteen Weeks
|
Resources
The unit presented here makes use of the following resources:
- research material on artists and their times
- various two- and three-dimensional art materials and found
objects
- newspapers, magazines, advertising, labels, posters,
videos, etc.
- books on film-making and photography
- Expressions series, "A Road Less Travelled", Noella
Thompson
- slides of art works from the Saskatchewan Art Works
kit:
- "Shadows" by B. Anderson (#49)
- "The Gardener" by A. Herivel (#11)
- "The Dormitory" by M. Lanoo (#62)
- "Farlow" by J. Nugent (#68)
- "Kindred Spirit" by J. McNeil (#66)
- "Le Douanier" by J. Fafard (#57
)
- "Self-Portrait" by E. Lindner (#63
)
- "Consumer" by R. McLellan (#64)
Foundational Objectives for the Unit
The students will:
- examine sources of ideas for art-making, make connections
between ideas and
visual art works, and generate ideas for personal
expression
- develop an understanding of the elements of art and
principles of design
and learn to apply this understanding to their expressions and
responses to
works of art
- develop critical thought and learn to support their
interpretations and
opinions when responding to art.
Common Essential Learnings for the Unit
The following Common Essential Learnings are developed in the
model unit. The
students will:
- develop an understanding of how knowledge is created,
evaluated, refined
and changed within the field of visual art (Critical
and Creative
Thinking)
- develop both intuitive, imaginative thought and the
ability to evaluate
ideas, processes, experiences and objects within
meaningful contexts
(Critical and Creative Thinking)
- develop their abilities to meet their own learning
needs (Independent
Learning)
- use their own language to discuss and come to a better
understanding
of
visual art (Communication).
Lessons in the Unit