Lesson Plan

Lesson Title: Exploring Norval Morriseau Grade: 4 Date: 02/12/2018

Subject/Strand: Arts Unit: Visual arts Location: Classroom Times: 2 X 50 min
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
(A brief description of the activity... enough info for another teacher, such as a supply teacher, to "get' what the lesson is
about. It indicates which Fundamental Concepts are addressed and which aspects of the Creative Process will lead to new
skills/knowledge/understanding. The first or final statement highlights what new skills/knowledge/understanding students
will have by the end of the lesson. It also indicates input/feedback while project is still in process.)
In this lesson students will work with mixed media (pastels, pencil crayons, crayons and markers) through the artistic lens
of Norval Morrisseau. During this lesson students will extend their understanding of Norval Morrisseau’s techniques
through shape, line, colour, and value. They will plan and imagine ways to convey their message of Norval’s artwork
through their own art pieces using colour, shape, line, and value. The students will be reflecting on their Norval works and
assessing if they have met their plans and intended learning goals. They will be introduced to Norval’s use of colour in his
artwork using complementary colours and neighbouring colours. In this lesson students will
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details…record only the details which relate to this task …at least 2 of the 3
overalls should be noted
Also indicate:
 2D or 3D project
 Which aspects of the Creative Process are part of this lesson (at least 2 for a strong lesson)(see ppgs 19-21 OAC)
 Which art techniques and/or cultural connection /art form
 Will they have communicate feelings, understandings, ideas (indicate which ones)

D1. Creating and Presenting: apply the creative process (see pages 19–22) 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 23–28) to communicate feelings,
ideas, and understandings in response to a variety of art works and art experiences
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 sociocultural and historical contexts.

 2D art project
 Creative process: Planning and focusing The students will be planning there art piece with a focus on Norval
Morrisseau - Revising and refining after some self reflection students will revise their works to create artwork -
and reflecting and evaluating on their completed works with the theme of Norval in mind.
 Art techniques line, shape, and emphasis
 Cultural understandings First Nations and Metis
 Students will communicate feelings, understanding and ideas
Ontario Curricular Specific Expectations and Achievement Chart Categories
(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
D1.2 demonstrate an understanding of composition, using selected principles of design to create narrative art works or art
works on a theme or topic (application)

D2.2 analyse the use of elements and principles of design in a variety of art works, and explain how they are used to
communicate meaning or understanding (thinking)

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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)
Elements of Design
Line: lines of various weights; repetition of lines to create visual rhythm
Shape: grouping of shapes; abstract shapes and forms, positive and negative shapes
Colour: colour emphasis through variations in intensity (e.g., subdued colours next to bright, intense colours)
Principles of Design
Emphasis: use of colour intensity, contrast in value, placement and size of shapes, and/or weight of line to create a
particular focal point

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 learn…

 To make design choice to express my understanding of Norval Morrisseau’s art work
 To use mix media to assist with design challenges
 To communicate my personal choices and Norval techniques used in artwork
STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ ] AS [ ] 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: See evidence of design choices used by Norval Morrisseau in my artwork
Lines - form lines, lines of motion, spirit lines, lines of power
X-Ray Vision – Inner human spirit, organs, inner animal guide, offspring, food eaten, spines/ribs, repeat
Shapes – circles above human, circles across the sky, divided circles, circle within body

I can: use pastels, markers, pencil crayons, crayons, to work through design challenges within my artwork (ex. Using
markers to create powerful thick and thin lines)

I can: Reflect on my artwork using self reflection and the check list provided by educator
Assessment Mode- Assessment Strategy and Task for Students- Assessment Tool –
Written – students will self reflect on Students will self reflect using a self reflection sheet Self reflection sheet/rubric
their artwork and analyse Norval’s provided by educator. Students will create a 2D piece
techniques and why he may have of artwork that will adhere to the themes of Norval
Morrisseau.
chosen it.

Performance - creating a 2D piece of

artwork that showcases the
student’s knowledge and
understanding of Norval Morriseau
and his elements of
design/techniques.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* Students have previously reflected and analysed works of arts by Picasso
* Students have created works of arts using mixed media in the past (pastels, pencil crayons, markers, crayons)
* Students have followed themes from other artists to create 2D works of art (Picasso)

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I.E.P. program implications: Accommodations, Modifications
*Consider tactile issues or allergies to oil pastels
*Consider scribe or voice recorded for students who require this accommodation
Differentiation: Content, Process, Product, Environment, Assessment
* Students who need to work in a quiet space may choose the quiet spot, hallway, and carpet
* Students who complete work early will look at other First Nations and Metis artist and reflect of some similarities and differences
* Students who require more inspiration for artwork may use the iPads, Chromebooks, and classroom computer
Learning Skills/Work Habits: [X] responsibility, [ ] organization, [X ] independent work, [ ] collaboration, [ ] initiative, [ ] self-regulation

Vocabulary: Norval Morrisseau, line, emphasis, First Nations, bold, colour

Resources and Materials /Technology Integration:
Day 1:
 Pencils
 Norval Morrisseau paintings
 Markers
 Beige paper (planning paper)
 Charts with: Learning Goals/Success Criteria/ Design Decisions/Art Vocabulary
Day 2:
 Pencils
 Norval Morrisseau paintings
 Picasso art samples
 Markers
 Oil pastels
 White paper (good copy)
 Pencil crayons
 Crayons
 Charts with: Learning Goals/Success Criteria/ Design Decisions/Art Vocabulary
 Self reflection assessment AS
 Rubric assessment

Learning Environment **see attached

Three Part Lesson
What Teachers Do: Write the lesson description with enough
detail that another teacher could replicate the lesson without a
personal discussion. Prompts and guiding questions are
required in each section.
Day 1 – of Norval Morrisseau – Introduction/rough draft
Day one minds on: (8 minutes)
(First educator will put artwork up on the whiteboard of Norval
Morrisseau)
On the board is some art work done by a First Nations artist
named Norval Morrisseau. I want you to think about how his
artwork looks and think about his art techniques. (2minutes)
I would like you to turn to an elbow partner and discuss what
your seeing in these pieces of artwork and discuss where you
might have seen this artwork elsewhere? (2 minutes)
Identify what the students are expected to think about or do.
What Students do: Identify what the students are expected to
think about or do (in terms of learning processes).
Q: What are we seeing in these pieces of art work?
- I see inside the animals to see people and in others there
is animals inside of the people.
- The lines are so bold some thick and some thin
- I see a lot of circles outside and inside the pictures
- Colours are bold, but there isn’t any tints or lighter
colours

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*Clap sequence*
Excellent grade 4’s I heard some great discussions now lets look
at this anchor chart all about Norval Morrisseau.
(Educator will now explain the following anchor chart to
students)
Q: Does this artwork to speak to you?
- Its strange but I really like how the artist uses animals
- The way he uses bold colours

Question: After looking at this anchor chart lets discuss some of

the features found in Norval’s work.
- I see the lines of motion in that art work
- The x ray vision it looks like you can see inside the animal
see bones, food, and shapes
- I see lots of shapes inside the animals and outside I
wonder why there is so many circles?

Question: After looking at this anchor chart lets discuss some of

the features found in Norval’s work.
*determine preference for figure in artwork
Day one Activation: (38 minutes)
Design challenge: Begin to plan and create a picture following CHECK FOR UNDERSTANDING
themes from Norval Morrisseau - see learning goals/success *Form lines, spirit lines, lines of power, lines of motion,
criteria *x-ray vision off spring, food, spine/ribs, food, human/animal spirit
View Norval’s artwork *shape form
*Students will pick animals/human that speaks to you and
create sketch using pencil and use marker to create black bold
lines.
(During this planning and sketching time play the following
music for students during the planning process
https://www.youtube.com/watch?v=h34MSoNUXSM)
Remember while we plan out art work to keep Norval’s themes
in mind and you can review our anchor chart when making these
choices.
*have students consider placement of animals/humans in
artwork
*have students consider of shapes and what types will they use
in their artwork. Will they place shapes inside their animals? Will
they have them outside in the background?
*have students consider the lines they will use in their artwork
such as bold lines that move into thin lines. Will they use lines to
showcase movement? Will they use spirit lines?
* have students consider the x-ray vision… organs, ribs, spine,
human spirit, animal spirit and food.

Clap sequence - tidy up

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TIDY UP PROCEDURE Q: what are some design changes you will make in your good copy
*students will return their materials to appropriate storage art?
areas and return to shelves - X-ray vision
*Planning sketch will remain on desk - Animal choices
*scraps are to be put into recycling - Shapes
- Bolder lines and lines that create power
Day One Consolidation (4 minutes) - Spirit lines
I would like us to conduct a gallery walk for a chance to see your
peers work. (galley walk 2 minutes)
After seeing your classmates work I would like you to write on
your planning piece of artwork somethings you may add to your
good copy art.

Day 2 – Exploring Norval Morrisseau – final art piece

Day two minds on: (5 minutes)
On the desks set out all Norval Morrisseau and Picasso artwork
samples.
Q: Class can we see any similarities between these two artists?
A: Yes and no because I see some things like bold lines but
Picasso used a lot of different colours.
Lets keep making some connections between these two artists
lets discuss in our table groups some similarities and differences!
(allow students 5 minutes to discuss some similarities and
differences)
Q: alright who can give us some similarities?
- I can see the bold lines in both works
- Shapes in both works a lot of circles
- X-ray vision in both
Q: What about some differences?
- Picasso used a lot of different colours and tints and Norval
used colours straight from the bottle.
- Norval does a lot of lines that look like movement and
spirit
- Norval does more animal pictures

Day two activation/working session: (40 minutes)

Design challenge: build upon/refine first Norval artwork and
create a picture following themes from Norval Morrisseau - see *determine preference for figure in artwork
learning goals/success criteria
View Norval’s artwork CHECK FOR UNDERSTANDING
(During this planning and sketching time play the following *Form lines, spirit lines, lines of power, lines of motion,
music for students during the planning process *x-ray vision off spring, food, spine/ribs, food, human/animal spirit
https://www.youtube.com/watch?v=h34MSoNUXSM) *shape form
Using your drafts grade 4’s you will now create your final piece
of artwork keeping in mind all the design considerations we
discussed during our previous work period. This time we will be Q: what are some design changes you will make in your good copy
adding colour to our artwork. art?
*have students consider placement of animals/humans in - X-ray vision
artwork - Animal choices
*have students consider of shapes and what types will they use - Shapes
in their artwork. Will they place shapes inside their animals? Will - Bolder lines and lines that create power
they have them outside in the background? - Spirit lines
*have students consider the lines they will use in their artwork CHECK FOR UNDERSTANDING
such as bold lines that move into thin lines. Will they use lines to Have students look examine the colour wheel to make colour
showcase movement? Will they use spirit lines? decisions such as neighbouring colour choices, complementary
* have students consider the x-ray vision… organs, ribs, spine, colours, warm, cool, and earthy colours
human spirit, animal spirit and food
*have students consider colour scheme of their artwork OIL PASTELS
*model proper use of pastels and what colour scheme they *when using oil pastels consider outlining around area that will be
might want to think about for artwork coloured

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TIDY UP PROCEDURE
*students will return mixed media to their appropriate storage
areas and return to shelves
*completed work will remain on desk
*scraps are to be put into recycling
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop. ( Reflect and Connect)…How will
students show evidence of their new skills/knowledge/understanding? …directly related to success criteria and assessment tools
Teacher shares an example of written record (see success
criteria for items to be discussed) Acknowledge that design
choices aren’t wrong but may have been executed in a different
way.
emphasize the personal choice and evidence
(because/why/how) statements which
strengthen their ideas.
e.g. I chose the turtle and coyote because they represent
creation and cunning in the First Nations cultures. I used the X-
ray vision to showcase the human spirit, food eaten, and
spine/bones. I used bold lines to show power, movement, spirit,
and expression. I chose colours straight from the package that
wither complemented one another or were opposite in the
colour wheel.
*oil pastels smudge easily so consider that when colouring (turning
page for easier colouring)
*when you have accumulated a lot of oil pastel shavings please
carefully carry art over to garbage to dispose of shavings
*if your pastel goes over your black lines you can use something to
scrape the pastel back
*students may use planning artwork to test oil pastels for colour
and appropriate colour scheme
Artist makes a written record, using appropriate art vocabulary, to
explain choices in detail about:
*animal/human choices
*Lines used (spirit, power, movement)
*X-ray vision (human spirit, food, offspring, spine/ribs)
*shapes inside and out
*colour scheme cool, warm, complementary
(see anchor chart for design considerations)
Artist will complete their self assessment and hand it in with
completed artwork showcasing Norval Morrisseau.

Refer to anchor charts and success criteria while completing this

self-assessment.
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
- What if we applied these techniques to other pieces of art?
- Does Norval have other artists that he shares similarities with?
- What if we were to investigate other First Nations artists such as Bill Reid (sculpture work)
- Using Norval design techniques and applying it to a 3D art creation sculpture/mask
- Linking art and the First Nations vast collection of legends and fables
Adapting Lesson For Different Grades: How could you adjust the assessment of this lesson for one higher or lower
grades?
Gearing Up: Grade 5

line: implied lines for movement and depth, shape and form: symmetrical and asymmetrical shapes, colour:
complementary colours, proportion: the relationship of the size and shape of the parts of a figure to the whole figure; the
scale of one object compared to its surroundings, with indications of how close and how large the object is, Assessment:
Consider a larger writing piece perhaps a legend or fable to go along with the artwork.

Gearing Down: Grade 3

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)

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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]
Assessment of the student’s considerations of some of Norval’s techniques 2 or 3

Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of
expectations?
2. How did my lesson transform students from
“passive listeners” to “active participants”?
3. Was my behavior management technique
effective? Why?
4. Were students able to transition to the next
activity successfully?
5. How does the lesson provide a meta-
cognitive opportunity for students to address
their own learning?

Instructional Strategy
1. Was my motivational technique (hook)
effective? Why?
2. What will I do to improve questions? Was a
balance between teacher and student talk
evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively
demonstrating knowledge?
4. How did I provide modeling, guided &/or
independent practice?
5. Was my behavior management technique
effective? Why?
6. Were students able to transition to the next
activity successfully?

Professional Educator
1. What factors may have influenced the success of
this lesson? Did I note and respond to these elements
appropriately?
2 How might I improve the effectiveness of my
teaching for my next lesson?
3 What additional proactive management step(s)
should be considered for subsequent lessons? Why?
4 What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5 How is my growth as a professional being
demonstrated?

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