Day 2 Lesson Plan EDUC 4035-Norval Morrisseau

Title: Norval Morrisseau Subject: Gr. 3 Visual Arts/Language Time: 40min

Lesson Description:

In this lesson students will work with oil pastels to begin creating an original art
piece using Morrisseaus conventions. During this lesson students will extend
their knowledge of the lines, x-ray vision, colour and shapes used by Morrisseau.
They will imagine ways to create an animal of their choice, x-ray of the animal,
shapes and motions within the animal, and colours. They will express their
imagination in a rough sketch and reflect on their design choice to help them
create a final product, which will be done in a future lesson.
Ontario Curricular Overall Expectations
D1. Creating and Presenting: apply the creative process (see pages 1922) to
produce a variety of two- and three-dimensional art works, using elements,
principles, and techniques of visual arts to communicate feelings, ideas, and
understandings;
D2. Reflecting, Responding, and Analysing: apply the critical analysis process
(see pages 2328) to communicate feelings, ideas, and understandings in
response to a variety of art works and art experiences;
Ontario Curricular Specific Expectations:
D1.3 use elements of design in art works to communicate ideas, messages, and
understanding( eg. use asymmetrical cut paper composite shapes to depict a
Canadian landscape, with a clear foreground, middle ground, and background;
use colour value and shapes in a Whats inside me? Painting in the x-ray style
of Norval Morrisseau to create contrast between the inside and outside of the
figure).
D2.4 identify and document their strengths, their interests, and areas for
improvement as creators of art (e.g., keep an art journal to record what they
think they have done well in their art works, or learned about in their artworks, as
they complete them; use the strategy of matching word and image to share their
feelings about an art work or its creation)
Fundamental Concepts Addressed/Key Vocabulary:
ELEMENTS OF DESIGN:
Line: variety of line (e.g., thick, thin, dotted)
Shape and Form: composite shapes; symmetrical and asymmetrical shapes and

forms in both the human-made environment and the natural world

Colour: colour for expression (e.g., warm and cool colours)

PRINCIPLES OF DESIGN:

variety: slight variations on a major theme; strong contrasts (e.g., use of

different lines, shapes, values, and colours to create interest [bright or light
colour values, dark colour values)

Learning Goals
I will learn to:
Identify the Distinguishing Features of Morrisseaus Artistic style: Eastern
Woodland Style (Cultural Context and Art Styles)
Plan my own personal artwork which will be inspired by, and include
aspects of Morrisseaus style.
Extend my skills in working with mixed media: markers and oil pastels
Success Criteria
Minds On Success Criteria for Identification of Features of Morrisseaus Artistic
Style (Cultural Context/Art Style):

I can:
Identify at least 3 features of Morrisseaus distinctive Eastern Woodland
Style for each of the following:
o LINE (Form lines, Spirit lines, lines of power, lines of prophecy,
lines of motion)
o X-RAY VISION( inner human spirt, inner animal guide, organs,
spines of ribs, offspring, food eaten)
o COLOUR CHOICES
o SHAPES
o ANIMALS

Locate and identify examples of these features within a display of his

artworks

Success Criteria for Planning Sketch (Creation of Artwork):

I can
Create a Planning Sketch which includes at least 5 features of Morrisseaus

style within my own work:

o E.g. Personal image could include 3 of the different types of line,
and two items visible in x-ray view of an animal which has
personal significance to you, OR you might explore an animal of
personal significance to you, also in Morrisseaus work, but the
content of the x-ray features and connections to divided circles
would connect to your own personal experienceas possibilities

Use a combination of markers and oil pastels to create stained glass effect
with bold outline and minimal smudging
Use appropriate vocabulary to describe my design choices about:
o
o
o
o
o

LINE (Form lines, Spirit lines, lines of power, lines of prophecy,

lines of motion)
X-RAY VISION( inner human spirt, inner animal guide, organs,
spines of ribs, offspring, food eaten)
COLOUR CHOICES
SHAPES
ANIMALS

Assessment ( include a copy of your assessment tool)

Assessment Mode: oral/ performance/ written AS/OF
Assessment Strategy: Performance: create image and written reflection
Assessment Tool: Summative Teacher Check List
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* Learned approaches to drawing (shape drawing, texture drawing, scribble drawing, negative
space)
*Identify features of Morrisseaus distinctive Eastern Woodland Style(Lines, X-ray, shapes, colours.

Differentiation: Content, Process, Product, Environment,

Assessment/Accommodations, Modifications
Learning Skills/Work Habits Highlight/circle ones that are assessed:

responsibility,

organization,

independent work, collaboration,

initiative,
self-regulation
Vocabulary (for word wall and/or to develop schema)

Norval Morrisseau
LINE (Form lines, Spirit lines, lines of power, lines of prophecy, lines of motion)
X-RAY VISION( inner human spirt, inner animal guide, organs, spines of ribs, offspring)

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.

2 packs of oil pastels per group (10 packs)

One Vanilla paper per student (25)
One White paper per student (25)
Black marker (Thin and Thick), One of each per student
Paper Towel
Norval Morrisseau design example (created by me)
One Pencil per student (25)
3 Erasers per table (15)
Norval Art Work (have a display of Norval Morrisseasus work on the
wall)
1 pack of Coloured Markers (for student that requires differentiation)
Charts with learning goals/success criteria/Art Vocabulary
Chart paper to record during demonstration
One pack of post it notes per group for minds on (5)

Learning Environment

(grouping; transitions; physical set upattach floor plan with notes)

Cross Curricular Links: Oral, reading, Writing, Media, Social Studies, Science, Math, Visual Arts, Drama, Music,
PE&H, (circle)
Social Studies/Visual Arts - A1.3 identify some key components of the Canadian identity (e.g., bilingualism,
multiculturalism, founding nations, religious freedom), and describe some of the ways in which communities
information can you get from period paintings and drawings about challenges in different parts of early Canada?
*students can evaluate Norval Morrisseaus work and draw inferences about the First Nations Traditions and
Beliefs.

Lesson Format
What Teachers Do/Say
What Students do:
Motivational Hook/engagement /introduction (Minds on)what you do
to get students brains/hearts engaged, to spark curiosity, pique
interest, or activate prior knowledge in an engaging way?
11:15am to 11: 25am
Minds On: Students will review
Morrisseasus distinguishing features
that we learned in the previous class.
In groups of four students will evaluate
images of Norval Morrisseaus work and
will be asked to discover Morrisseaus
distinguishing features within the work
using appropriate vocabulary. Students
will be asked to take out the worksheet
from the previous lesson that contains
the names of Morrisseaus

Students will write answers on paper or

post it notes and share with the class
once everyone is complete.

distinguishing features.
CHECK FOR UNDERSTANDING
When taking up work as a class look for
the use of appropriate vocabulary.

Allow Students to bring their picture to

the overhead projector when showing
what they found. Dont just have them
point out what they found but have
them describe how they know that they
have found the feature. (eg, my picture
shows lines of motion, I know that it is
lines of motion because of the small
lines moving outwards around it).

x-ray Vision
Inner human Spirit
Inner Animal Guide
Organs:
Spines of Ribs:
Off Spring:
What was Eaten:
Lines
Fomlines:
Spirit Lines:
Lines of Power:
Lines of Prophesy:
Lines of Motion:
Colours
Bright Colours
Neutral Colours
Shapes
Circles above a human figure
Circles within the body
Circles across the sky
Divided Circles

During/working on it/action ( Hands onstep by step, include a demo)

Demonstration 11: 25 to 11: 30
Design Challenge: Create a sketch of an Students will meet at the Horseshoe
original art piece using Morrisseaus
table to watch the demonstration.
conventions Will review Learning
Goals and Success Criteria.
On the chart paper complete the
following steps to demonstrate what is
expected.
Step One:
Choose an animal that appeals to you.
The animal could represent how you
feel today, your favourite animal, your

A: Students share their different

associations with toucans.

least favourite animal etc. Today I feel

very scattered brain, for me I associate
that with the toucan.
Q: Does anyone else have a different
association with a toucan
Step Two:
On Vanilla paper practice sketching
your animal, along with a minimum of 5
Morrisseasu s features. I will begin
drawing a toucan.
Q: What approach am I using to draw
the toucan?
Q: How do you know that I am using the
shape approach
You do not need to use the shape
approach to draw, I find it helpful when
I draw animals.
Q: What are some other approaches
you can use to draw your animal?

Q: As I add different features I will ask

them what feature I am drawing.

Step Three:
As you are sketching on your vanilla
paper make jot notes about what you
like about your design, and what you
would like to change.
You can also test colours that you may
want to use.
OIL PASTEL AND MARKER TECHNIQUE
*Do outline in black marker first

A: The shape approach

A: You are using different shapes to put
the toucan together.

A: Students will share their different

approaches to drawing. The approaches
can be what we learned in class or
other approaches that they have
experienced in the past. (Looking at a
picture, tracing a picture, memory,
texture drawing etc.)

A: Lines of motion around the food

Food eaten, seeds inside the stomach
Organ (stomach and esophagus)
Spines of Ribs
Formlines

*Apply oil pastels

*Dab paper towel to pick up dustings or
shake over garbage can
*Be aware of your palm when colouring

Step Four:
Once you have a clear idea of what you
want your final design to look like you
can now begin your outline on the
white paper.
Working On it: 11:30 to 11: 50

Instruct Students to do a gallery walk.

Activity will continue into day 3.

Once the demonstration is complete

students will gather their materials and
work independently to create their
sketches. Students will pick up their
own supplies from designated spot.
*Pick their own animal.
*Pick 5 distinguishing features found in
Morrisseasu s work.
*Work on sketch on vanilla paper.
*Once they are happy with the sketch
they can move on to the final copy,
which is completed on white paper.
*Complete a reflection of their design
choice.

CLEAN UP PROCEDURE
Class Jobs (art cleanup crew, will pick
up oil pastels/Markers and place them
by the window sill).
Students will place work on the drying
rack.

Once the room is clean students will

meet on the carpet for consolidation.
After: Consolidation (Reflect and Connect)How will students show
evidence of their new skills/knowledge/understanding? directly related
to success criteria and assessment tools
11: 50 to 11: 55
Students will complete a gallery walk
Teacher will ask students to identify
and view their peers work. Along with
using appropriate language some of the viewing their work, students will take a
features that they saw in their peers
note pad and a pencil to jot down any
work.
designs that they may want to include
in their design.
Students will share some of the features
that they have seen in their peers work.

Extension Activities/Next Steps.an opportunity for you to extend from level 3-4 with rich links
to other lesson ideas/book/web supports and inspiration

* complete design in next class

*Visit the McMichael Art Gallery to view original art work by Morrisseau
http://www.mcmichael.com/exhibitions/morrisseau/about.cfm
Special Education Notes: Include support people eg S.E.R.T. Educational Assistant Support Needed
Differentiated Instruction considerations/accommodations/ assessment
* Student A has high functioning autism and experiences tactile sensitivity. He may experience tactile
sensitivity with oil pastels, the student can request the use of markers.
* Student B has injured his writing hand. Student can orally record his reflection, give a presentation, or
present one-on-one with teacher.
Lesson Adaptations for Other Grades

Gearing Up: Grade 4

Lines: lines of various weights; repetition of lines to create visual rhythm.
Shape and Form: grouping of shapes; abstract shapes and forms
Colour: colour emphasis through variations in intensity.
Gearing Down: Grade 2
Elements of Design
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)
Principles of Design
repetition and rhythm: repetition of colour and shape in patterns; random, alternating, and
regular patterns in everyday objects (e.g., textiles, ceramics) and in art (e.g., works by M. C.
Escher)