Grade Seven Arts Education - Lesson Eleven

Learning Objectives
Activities

Lesson Eleven

Components:
critical/responsive,
creative/productive

investigate how visual artists use symbols and other means to convey meaning

make careful observations during active involvement in constructing knowledge and discuss their observations with others (CEL: CCT)

J. McNeil's "Kindred Spirit" from Saskatchewan Art Works, slide #66, is an example of an artist reflecting on her place in the world. B. Anderson's "Shadows" from Saskatchewan Art Works, slide #49, is an example of an artist reflecting upon the myth and reality of a specific situation.
Use a process like "Viewing Art Works" to discuss J. McNeil's and B. Anderson's works. Discuss that many artists reflect upon something important to them when they are developing the ideas they want to represent in their work. Find examples of other artists' works which involve reflection upon something important in their lives; for example, the works of many Indian and Métis artists.

understand and use various aspects of the creative process when developing works of art

generate and evaluate a number of alternative solutions to problems
(CEL: CCT)

Reflect upon events, ideas, objects, etc. which have had a significance in the lives of the students. Have students use the process "Transforming Ideas Into Visual Form" in this curriculum guide to develop their ideas in a visual art work.
While the students are working, the teacher should circulate and offer assistance whenever necessary. Students should be encouraged to solve their own problems, decide on their own materials and reflect upon their decision-making. Teachers should note on anecdotal record keeping forms signs of the students using the creative process in their work. They should consider the processes the students use as well as the products the students make when assessing student performance.

Learning Objectives	Activities
	Lesson Eleven Components: critical/responsive, creative/productive
investigate how visual artists use symbols and other means to convey meaning make careful observations during active involvement in constructing knowledge and discuss their observations with others (CEL: CCT)	J. McNeil's "Kindred Spirit" from Saskatchewan Art Works, slide #66, is an example of an artist reflecting on her place in the world. B. Anderson's "Shadows" from Saskatchewan Art Works, slide #49, is an example of an artist reflecting upon the myth and reality of a specific situation. Use a process like "Viewing Art Works" to discuss J. McNeil's and B. Anderson's works. Discuss that many artists reflect upon something important to them when they are developing the ideas they want to represent in their work. Find examples of other artists' works which involve reflection upon something important in their lives; for example, the works of many Indian and Métis artists.
understand and use various aspects of the creative process when developing works of art generate and evaluate a number of alternative solutions to problems (CEL: CCT)	Reflect upon events, ideas, objects, etc. which have had a significance in the lives of the students. Have students use the process "Transforming Ideas Into Visual Form" in this curriculum guide to develop their ideas in a visual art work. While the students are working, the teacher should circulate and offer assistance whenever necessary. Students should be encouraged to solve their own problems, decide on their own materials and reflect upon their decision-making. Teachers should note on anecdotal record keeping forms signs of the students using the creative process in their work. They should consider the processes the students use as well as the products the students make when assessing student performance.