Canadian art is a door to learning about a wide range of subjects.

The Art Canada Institute teacher resource guides presented here offer students the opportunity to study a multitude of subjects—from environmental awareness to activism, social justice to gender studies, politics to computer science (to name a few)—through the art and artists who have defined this country’s visual culture.

Following our provinces’ education curricula, the teacher resource guides provide multidisciplinary learning activities that reveal how Canadian art powerfully reflects our world so we can better understand it.

Activities for K-12!

« La chaîne éducative Cinéma autochtone vise à engager les apprenants dans des discussions sur l’histoire coloniale du Canada et son impact sur les communautés autochtones. Nous vous invitons à découvrir notre collection de films réalisés par des cinéastes autochtones et par des gens qui sont leurs alliés. »

Accédez à de ressources pédagogiques connexes en utilisant votre adresse courriel scolaire pour vous connecter à la plateforme ONF « CAMPUS » : https://www.onf.ca/campus-canada/#campus-subscription-section

**Visionnez toujours les films avant de les montrer aux élèves - cette collection n'est pas nécessairement destinée aux enfants.**

Using different writing/drawing materials (e.g., markers, color pencils, pastels, etc.), students learn how to communicate different moods and/or feelings to support their written ideas and how authors do the same through their work.

This form of painting became popular during the Cultural Revolution in China (1966-1976). Images depicting people's every day lives became a natural focus under the regime of Chairman Mao. Artists in places like Hu County in Shaanxi Province (near Xi'an), where these painting were made, were discovered and became popular. This particular series of Peasant Paintings, by a mature, female artist named Dong, were done in a studio production method.The peasant paintings depict festivals and daily routines: preparing food, doing laundry, traditional parades (lanterns, dragons), animals and fish. Some tell stories with symbolism. This curriculum resource will provide potential lesson topics and areas of discovery and a set of images for teachers of art, Chinese culture & history at elementary, middle and high school levels. The paintings may serve as supplementary visuals for K-8 teachers of science, and geography.

This art history video discussion looks at Thomas Couture's "Romans of the Decadence," 1847, oil on canvas. (Musج©e d‰غھOrsay, Paris).

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.

Graphic organizers assist the development of comparative vocabulary and generate discussions of analogy and metaphor in art as students go on a real or virtual tour of an art gallery.

In this art history video discussion Sal Khan and Steven Zucker consider Salvador Dalج_'s "The Persistence of Memory" 1931, oil on canvas. (The Museum of Modern Art).

Students will observe the painting "The Abduction of Europa" by Rembrandt Harmensz. Van Rijn. They will then form groups to create a "tableau vivant" (living picture) inspired by Rembrandt's "The Abduction of Europa." Students will choose a character in the painting and create a scenario about what they think happened and what the character said before and after the scene. Each group will then collaborate and perform their tableau vivant for the class.

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Students will examine primary sources in order to draw conclusions about the influence of Greek art and philosophy on the French Revolution. Students will compare the goals of the French Revolution to those of Neoclassical artists. Students will understand how visual language and style reflects underlying values in society by writing an analysis of the narrative in a work of art.

A cross-curricular project where students engage in a makerspace acitivity learning about electrical science, ELA script planning, and art!

In this lesson, students will discuss what identity means to them and will consider how their own identities are affected by the social and political realities of their time. They will then discuss how four artists—Otto Dix, Pablo Picasso, Dorothea Lange, and Alberto Giacometti—represent individual and universal identities in portraiture.

Students will learn the basic tools for analyzing images using description, reflection, and formal analysis.

This is a 45 minute virtual field trip.

Your class will explore human rights ideas through an artistic lens. You will use a piece of paper and your thoughts and reflections to explore various artistic ways of expressing human rights. Our program interpreters will lead you through artistic journaling and the exciting views of art and human rights at the Museum.

Students will:

Learn to identify ways that art is used to express ideas for human rights.
Experience exhibits and the inspiring Museum art as if they were at the Museum in person.
Interact with a Museum guide and art journal to better understand how they can take action with art.
Engage in discussion, critical thinking and reflection on their role in expressing human rights through art.

Students will learn about medieval manuscripts and artistic representations of fantastical creatures. They will create their own fantastical creature using complementary colors and write a paragraph describing it.

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!