The Incredible Art Department isn't just for teachers and artists. You can find sections just for kids. Below are sections of the site that are geared to students and children. Click on the images to be transported to the location. This website includes activities, games, art tutorials, student art galleries and cartoons and cartoon lessons.

For the 2014/2015 school year at KCS, all the Arts Ed 9 outcomes were intergraded into all the grade 9 courses. I was given 4 outcomes to cover in my Science 9 course. My ongoing goal in all my science classes is to relate science to the student’s lives and the real world as much as possible. Having to cover the specific arts outcome gave me the opportunity to teach my students about the science behind ceramics, an art form that relies heavily on chemistry, specifically the properties of the elements from the periodic table. I utilized the expertise of Devon Coles, who runs the local art gallery, the Garden Gallery, in Kindersley where he produces ceramics, to give the students insight into his ceramics process and the chemistry involved. Students then created their own ceramics pieces at the art gallery and used their knowledge of the properties of elements from the periodic table to predict which glaze Devon put on their piece before it was cured in the kiln.

Learn about the Cree Calendar and what the different months of the year mean.

Outcome: CR3.2 Respond to arts expressions that use the environment (natural, constructed, imagined) as inspiration. Indicator: E. Create an arts expression in response to, or in the same style as, a professional artists and identify connections to the original work. Assessment: For this lesson I used formative assessment. I was able to observe students strategies when completing their art work and assess them based on their knowledge of what they were producing. 1) Can the student identify the different textures within the original artwork. 2) Can the student use this knowledge to recreate these textures within their response to the original. 3) Can the student make comparisons and connections with their own response and the original art work. Based on this formative assessment I was able to supplement for students that were lacking the above criteria. I was able to put them into small groups so they were able to collaborate with each other and follow a direct step by step process to complete the artwork. Within the groups we discussed each step and identified the above criteria together.

After a mini unit on pencil sketching, have students sketch a Saskatchewan scene. Be sure students do not include a lot of detail. Next photocopy the picture and use primary colors to paint the picture. Allow the students to use the paints to create secondary colors. Paint the second picture (photocopied) using only these created secondary colors. Display these two art samples and look at and discuss the various Saskatchewan Art created and have a discussion about the colors.

This document outlines all Grade 8 Arts Ed outcomes/indicators. The specific outcomes/indicators with Treaty Connections are highlighted and support materials/treaty content are outlined.

This is a cross-curricular unit using the poem "If You're Not from the Prairie".
It includes Grade 4 outcomes for ELA, Arts Ed and Social Studies.
Created by Danielle Jamieson

Identity is a major focus of the grade 6 curriculum both in ELA and in Arts Ed. therefore I wanted to create a project that could be incorporated into both subjects.

Project: The students were given the task to create an infographic that would represent themselves – a bio that includes their personal values and opinions. I invited Arlene Low into the class to introduce the project and explain what infographics are.

Action Plan: To add an active, fun component for Arts Ed. Grade One that would be motivating
and engaging for the students.
Summary: To achieve this I have adapted the Makey Makey invention kit for use in the shop
and created a water piano. I taught basic music theory and the basic scale first before allowing
the students to play and make their own music.

My goal was to have my students use critical thinking to discover why some instruments are capable of creating more than one sound and to create a simple instrument based on what was learned. This is CP1.5 in the arts ed. Curriculum. “Create music expressions and contribute to decisions about ideas, sounds, instruments and order.” First we learned about high and low pitches and what those terms mean. After that students looked at the following instruments in small groups: autoharp, boomwhackers, recorder, bells, chimes, and slide whistle. They were given the challenge to find the highest and lowest pitches first and then to discuss how the instrument construction determined this.

A fun way for the students to learn music theory, using more than just
a pencil and paper! This gets them moving, dancing, singing, and adds a
bit of fun competition to motivate the learners. I feel that in order
for the students to be able to perform on an instrument at the end of
the year concert we have, the students need to know how to read the
notes, rests and their rhythms!
Pre work – on the floor I use black electrician tape or black hockey
tape would work as well to mark of the 5 lines on the music staff. I
have then made a big treble clef and bass clef a laminated to put on
the floor.

This is a Project-Based planner and handout that students can use to track outcomes, break up their planning step by step, and show evidence of their work. The outcomes in the booklet are specific to Middle Years Arts Ed but could be adapted for other curriculum as well.