Learning Objectives	Activities
	Lesson Two Components: creative/productive, critical/responsive
seek alternative ways of responding to activities, projects or assignments (CEL: CCT) continue to determine and explore appropriate media, technology, forms and methods for visual expression	Have the student find a portrait drawing or photograph, and exaggerate and distort it to achieve an expressive quality. Students should plan by working through a variety of different exaggerations, omissions, etc. and picking the most expressive. Teacher Note Teachers must inform students of their expectations and of each student's responsibilities for learning and behaviour. Examples would be describing procedures for evaluation, clean up at the end of the class, taking part in discussions, research assignments, etc.
investigate how visual artists use symbols and other means to convey meaning	Discuss the expressive qualities of colours. For example, red can give the feeling of hot, spicy, fast, blood, etc. and blue can be cool, depressed, unhappy, dreary, etc.
challenge themselves to take risks and develop an awareness of problem-solving as basic and essential to the creative process strengthen their perceptual abilities through concrete experiences (CEL: CCT) design and construct objects (CEL: CCT)	Paint or decorate the exaggerated drawing with a colour scheme which will enhance the image. Use a colour wheel (see Appendix B) as a guide in choosing a colour scheme which will reinforce the image. While students are working, the teacher is available to help them with any problems they may be having with colour mixing, problem- solving, finding materials, painting techniques, etc. The teacher may also take notes on anecdotal record-keeping forms and fill out assessment checklists. Teacher Note Students should be aware of health and safety hazards and procedures when using paints or any other media in the classroom.
make careful observations during active viewing experiences and discuss their observations with others (CEL: CCT) reflect on and examine the intentions, development and interpretations of their own and their peers' art work	Reflect upon the students' works when finished. If students desire to display works they may pin them on a bulletin board. (See "Adapting the Viewing Process for the Discussion of Student Works" found in this guide to aid discussion of the students' work.) Teachers should encourage students to respond sensitively to their peers' suggestions, ideas and creations.