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