Teachers understand that there are many layers of content, outcomes, skills, and …
Teachers understand that there are many layers of content, outcomes, skills, and experiences that our students require throughout their educational journey to become competent 21st century learners. Teachers have must dos, such as curricular outcomes and assessment, but there are also many additional elements to provide enrichment to learning for students. All of these layers can become overwhelming if only considered from the perspective of teaching these elements in silos. GAP or Grade Alike Planning in Sun West has offered opportunities to teachers to reimagine these elements by infusing them together. The GAP Infusion Poster illustrates a visual of this philosophy where many elements are blended thoughtfully together to meet many learning outcomes, provide many opportunities, and give students' voice and choice in their learning by exploring their interests and learning needs.
This activity is for upper primary or middle years students, but could …
This activity is for upper primary or middle years students, but could easily be adapted for younger students too. Students draw an African animal of their choice on watercolor paper, outline the animal with black glue, then finally paint over their project with watercolors. The final result is BEAUTIFUL!
The Grade 1-3 PLC team has created a choice board for students …
The Grade 1-3 PLC team has created a choice board for students learning from home in response to COVID-19. The areas addressed include Reading, Writing, Math, Get Moving, Get Creative, and a Project. The focus of this week is poetry and geometry.
The Grade 1-3 PLC team has created a choice boards for students …
The Grade 1-3 PLC team has created a choice boards for students learning from home in response to COVID-19. The areas addressed include Reading, Writing, Math, Get Moving, Get Active, and a subject area project.
The Grade 1-3 PLC team has created a choice boards for students …
The Grade 1-3 PLC team has created a choice boards for students learning from home in response to COVID-19. The areas addressed include Reading, Writing, Math, Get Moving, Get Active, and a subject area project.
Lesson Rationale: This lesson is important because it gets the students to …
Lesson Rationale: This lesson is important because it gets the students to explore different mediums of art. It also gets them to learn about artists that are part of Saskatchewan and what types of images they make. The students get to explore working outdoors while drawing and creating a 2D image of an object that they may have never payed much attention too until this assignment. They also get to go deeper with this, by taking a photo of a scene they come across that captures their attention, not on school property. This assignment allows for the students to be able to feel comfortable sharing their images with the rest of their peers, without feeling like they may be judged. They get to be in a safe sharing environment. This assignment also give students the confidence to believe in themselves that they can create an object or scene that they see in real-life. It gives them the confidence to see that they too can be like Saskatchewan artists and can create images that incorporate Saskatchewan.
Part One: Students are tasked with using factual information learned about an …
Part One: Students are tasked with using factual information learned about an animal species of their choice (Life Science – Diversity of Living Things). Students read and conduct research using a variety of resources, including online, textbook, and non-fiction materials.
Part Two: Students are tasked with using the writing process to prepare and present a scientific report (ELA – Compose and Create).
Part Three: Students are tasked with designing, constructing and displaying a mask of their animal species (Arts Ed – Creative/ Productive) along with a written title and caption for their display piece.
A course in Graphic Arts Technology provides students with an understanding of …
A course in Graphic Arts Technology provides students with an understanding of the processes and systems common to careers in publishing, printing, and other forms of media distribution. Representative topics include graphic design concepts; art and copy preparation; image generation and editing; desktop publishing; on-demand publishing; school yearbook and magazine layout; advertising and promotion; printing technology; binding and finishing; and screen printing.Students will be committed to lifelong learning as they grow individually, participate in groups, think analytically, create artistic products, and contribute to production of a major project. Students will learn illustration design software such as Adobe Illustrator, photo editing software such as Adobe Photoshop, and page layout software such as Adobe InDesign to create projects that will be printed in traditional and digital formats.
Students will work in groups to visually analyze a work of art …
Students will work in groups to visually analyze a work of art and then research what was happening in the time period when the work was made. Students will then discuss what impact their research had on their original perceptions. Students will finally be given background information about the work of art and will discuss how their ideas are different or similar to what they read.
Art and culture have played a central role in every successful movement …
Art and culture have played a central role in every successful movement for social change. Art can inspire, educate, and spur the imagination beyond the realm of what politics can do. Social justice posters, in particular, are powerful living reminders of the ongoing worldwide struggles for peace and justice.
In this activity, students will watch a short video by artist Favianna Rodriguez on the guiding principles of effective poster design, and then will create a poster of their own.
Students will form two groups, and each group will analyze a still …
Students will form two groups, and each group will analyze a still life. Then each student will write a three-paragraph essay describing how to draw the work of art they are studying. Each student will exchange his or her essay with someone in the other group who will draw the still life based on the essay's description. Depending on the accuracy of their peers' drawings, students will add more details to their essays.
"Human rights stories are all around us. We explore contemporary and historic …
"Human rights stories are all around us. We explore contemporary and historic human rights stories, from Canada and around the world."
This resource from The Canadian Museum for Human Rights explores numerous stories about Indigenous Perspectives (treaty education, witness blanket, UN Rights of Indigenous, Mincome, reconciliation, veterans, etc. ), Social Justice (BLM, misogyny, racism, genocide, antisemitism, Holodomor, refugees, etc.)
Each story contains information, artifacts, images, and questions to guide your thinking. It also links to related stories for further exploration.
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Copyrighted materials, available under Fair Use and the TEACH Act for US-based educators, or other custom arrangements. Go to the resource provider to see their individual restrictions.
![[Histoire de l’art] L’oeuvre d’art de la semaine – Mon école](https://img.oercommons.org/160x134/microsite-sws-prod/media/upload/materials/images/arts.JPG)
