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Today I will be teaching students about the artist Norval Morrisseau and the features of his Eastern Woodland Style. This fits into the
context of the unit because students will develop an understanding of the elements of design for visual arts (line, shape & form).
Next, they will create a mind map with words & symbols to represent the features that Norval Morrisseau has in his artwork. Before
the student begin drawing, the teacher will model a sketch. Students will begin working on their sketches.
Step 2: (20 minutes) Students will have time at the beginning of class to complete their preliminary sketches. During this time the
teacher will visit each table group (6 students) and conference with the students. Each student will share their sketches, why they
chose the image they did, and describe the significance of the lines & shapes they used. The teacher will take anecdotal notes while
students are sharing their sketches.
Step 3: (20 minutes) Once students have completed a sketch they will be given paper for their good copy. They will have time to draw
their new image on this piece of paper using pencil
Step 4: (5 minutes) Before students begin outlining and colouring, the teacher will model outlining in black marker and using pastels to
add colour to their drawing. I will also introduce the concept of contrasting colours.
Step 5: (30 minutes) They will have time in-class to outline in black marker and begin colouring using oil pastels.
Step 6: (10 minutes) Students will participate in a gallery walk to view their peers’ artwork. This will give them ideas for their own
artwork.
Creative Process
The aspects of the creative process addressed in this lesson include;
inspiring, generating
producing preliminary work/planning sketches
presenting/performing/sharing
Overall Expectations:
D1. Creating and Presenting: apply the creative process to produce a variety of two-dimensional art works, using elements,
principles, and techniques of visual arts to communicate feelings, ideas, and understandings;
D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from
the past and present, and their social and/or community contexts.
Creative Process:
• Inspiring: students can be inspired by bringing in different pieces of art created by Norval Morrisseau. They can do a gallery walk
in order to gain inspiration for their own artwork. This will give students an idea of Morrisseau’s style and what he portrays in his
artwork (i.e. human or animal figures)
• Imagining/Generating: I will ask students about the defining features and elements of design that they notice when looking at
artwork by Norval Morrisseau. We will create a mind map of different elements that Morrisseau displays in his artwork. For
example, dark black form lines that outline human or animal, spirit lines, lines of power & motion; x-ray vision of human or animal
spirit, offspring, organs, ribs and spine, food eaten. Students will generate ideas for their own artwork, referring to the pictures
that classmates have brought in and the mind map for Morrisseau.
• Producing Preliminary Work/Planning Sketches: After generating ideas about what they would like to create, students will draw a
sketch of their artwork. They will experiment with different features of Norval Morrisseau.
• Presenting/Performing/Sharing: Students will partake in several gallery walks. One after sketches are complete, one during the
process (colouring), and a final gallery walk of finished artworks.
D1.1 create two- and three-dimensional works of art that express feelings and ideas inspired by activities in their community or
observations of nature (Application)
D3.2 demonstrate an awareness of a variety of works of art and artistic traditions from diverse communities, times, and places
(Communication)
Fundamental Concepts (Note: only the Arts: Drama, Dance, Music and Visual Arts have Fundamental Concepts. By grade, it tells you what
CONTENT/KNOWLEDGE students are to acquire in this grade. In this box, record which aspects of elements and principles of design are addressed in
the lesson…Record the grade-specific content regarding the Elements of Design: Line/Shape/Colour/Space/Texture/Value and regarding the
Principles of Design: Contrast/Rhythm and Repetition/Variety/Proportion/Harmony etc. Be sure to omit content which does not relate to this
particular lesson)
line: horizontal, vertical, diagonal lines; lines that show motion (e.g., pointy, curvy); lines inside shapes
shape and form: symmetrical shapes and forms (e.g., shapes and forms in buildings)
Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
Today I will …
Learning goal 1: (Cultural Context) Identify distinguishing features of Morrisseau’s Eastern Woodland Style
Learning goal 2: (Creation of Planning Sketch) Plan my own personal artwork with a combination of my own and Morrisseau’s style
Learning goal 3: (Design Choice & Fundamental Concepts) Extend my understanding of lines, shapes and form
STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ ] AS [ x ] OF
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
I can…
Assessment Mode- Assessment Strategy and Task for Students- Assessment Tool
Performance: create an image Artwork inspired by Norval Morrisseau Rubric (artwork)
Oral: conference Conference with teacher: design choice & Anecdotal notes (conference)
connection to fundamental concepts (lines,
shapes, form)
This will depend on the accommodations & modifications that have been included in an IEP:
Accommodations
- proximity
- alternative work space (i.e. quiet spaces)
- reinforcement incentives
- use of headphones
- mind maps
- scribing
- extra time for processing
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Eastern Woodland Style
Indigenous
Ojibwa
Norval Morrisseau
Line, Shape, Form
X-Ray
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.
Learning Environment (grouping; transitions; signals; physical set up s) Attach floor plan with any relevant notes: See file called Floor Plan Considerations.
Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
What you do to get student’s brains/hearts engaged, to spark curiosity, pique interest, or activate prior knowledge in an engaging way?
Time: 15 minutes
[Student will answer questions]
Review: 10 minutes
“Can anyone tell me what we worked on the other day in art What did we do in art class? “We looked at different paintings by
class?” [wait for students to answer] “Great! Yes, we were Norval Morrisseau and started sketching.”
looking at different painting by Norval Morrisseau and began
sketching our own image.” Who is Norval Morrisseau? “He is an Ojibwa artist that paints
using the Eastern Woodland Style.”
“Can anyone remind the class who Norval Morrisseau is?” [wait
for student to answer]. “Okay, discuss with the person beside [Student will think-pair-share with person beside them then share
you the features we had discussed last class about Norval their ideas with the class]
Morrisseau’s artwork & the Eastern Woodland Style that he uses.
We will have a class discussion afterwards for you to share your Lines: form, spirit, power, and motion lines, repeated lines
thoughts.” [Think-pair-share: students will have 5 minutes to talk
Shape: circles above human, circles in the sky, divided
with the person beside them]
circles, circles within the body
Get students’ attention: “hands on top, that means stop. One, Colour: bold
two, three all eyes on me.” X-Ray: inner human spirit and animal guide, offspring,
organs, spines & ribs, food eaten
“Okay, time to discuss your thoughts with the class” [Students Animals
will share, they can refer to the mind map we created last art
class]
Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 75 minutes
The teacher will take anecdotal notes while students are sharing
their sketches.
Sketching Good Copy: 20 minutes Sketching Good Copy: 20 minutes
Once students have completed a sketch they will be given paper Students will have time to draw their new image on this piece of
for their good copy. They will have time to draw their new image paper using pencil. They can choose to make changes from their
on this piece of paper using pencil original sketch
[view the colour wheel and discuss which colours are contrasting Check for understanding of contrasting colours: lots of contrast/
on the colour wheel. Explain how Morrisseau’s uses contrasting difference between colours, colours from different/opposite areas
colours in his artwork. Show examples and ask students which of the colour wheel
contrasting colours he is using in that particular piece. Example:
orange/blue, green/red, yellow/purple] Check for understanding
Good Copy (black lines & colour): 30 minutes Good Copy: 30 minutes
They will have time in-class to outline in black marker and begin Students will begin outlining their image in black marker. Next,
colouring using oil pastels. they will add contrasting colours using oil pastels
During this time, students will also complete an assessment as Assessment as learning (self-assessment). Students will fill out the
learning. Teacher will read checklist aloud to students (orally). self-assessment checklist
They will fill out the self-assessment and submit it to the teacher - Lines of motion, power, or spirit
at the end of the class. - Thick and thin black outline
- X-ray
- One circle
- Animal or person
- Contrasting colours
“Okay artists, it is time to clean up. Please place the oil pastels
back in their appropriate boxes. Place your artwork on the shelf
and wipe up the tables using the wet wipes.”
Extension Activities/Next Steps (where will this lesson lead to next…an opportunity for you to extend from level 3-4 with rich links to other lesson
ideas/book/web supports and inspiration