Learning Objectives	Activities
	Mini-Unit I: Observation Sample Theme: Natural Environment -- Body Lesson One Components: critical/responsive, cultural/historical
The students will: identify and explore environmental, historical and social factors that influence visual artists and their work make careful observations during active involvement in constructing knowledge and discuss their observations with others (CEL: CCT)	The teacher should show students examples of artists using portraiture in their works. Examples could be taken from a teacher's visual file and slide collection or from Saskatchewan Art Works: A Visual Art Resource for Kindergarten to Grade Eight, slides # 11, 20, 21, 31, 32, 36, 43, 57, 63. Use a process such as "Viewing Art Works" found in this curriculum guide to lead students in their discussion of particular works.
continue to develop an understanding of the ways artists acquire and transform ideas into visual form reflect on how the elements of art, principles of design, the images and techniques used convey meaning in the work of art be aware that being an artist involves having certain attitudes in addition to specific productive skills	Discuss the wide range of representational styles presented and how the artists have changed the proportions to achieve different expressive qualities. Examples of artists who change proportions include the following: J. Fafard , slide #57 Saskatchewan Art Works -- larger head than normal; R. McLellan, slide #64 Saskatchewan Art Works -- enlarged mouth; P. Mondrian -- elongated heads and necks; P. Picasso -- exaggerated and misplaced, etc. Students should become aware that many artists do not want to make a realistic likeness when presenting a portrait but would rather capture some of the essence of the subject in the portrait.
demonstrate the ability to research materials to increase their understanding of visual art use fiction, non-fiction, periodicals and periodical indexes, newspapers, pamphlets and audio-visual materials as resources (CEL: C)	For homework, have each student research an artist who has made portraits the students like. Ask the students to state what they think the artist's purpose was in creating the portrait, what they thought about the work and why they liked the work. Have the students record information, ideas, images, etc. in their journals. Present their findings to the class at a predetermined date. (See Lesson Six.) Teacher Note Refer to the"Instructional Guidelines" section found in this curriculum for more information on research.