Art Unit Plan

Title of Unit Elements of Art: Line, Shape, Form, Grade Level Grade 2/3
Space, Texture and Colour

16 Lessons / 1 double class a week

Teacher Melissa Gillam Number of Some lessons may need more than one
Lesson and class to complete work. Plans may need to
Classes
change from week to week.

Overview of Unit
This Art unit will incorporate the elements of art with the social studies curriculum for grade 2/3. Each month in Social studies
students will be learning about a different country, it’s culture, history and celebrations. Several art activities will incorporate the
study of these countries with corresponding activities. Students are to think and behave as artists, to experience the visual arts.
To practice being artists is intended to result in changing; the individual, the relationship among individuals, or the social–physical
environment. Art education points out the values (the elements of art) that surround creation and the value of art forms. I believe
that art needs to be taught in schools because of how it nurtures a student’s experience with; and understanding of, the world. I
believe in a learner centered approach to education. I feel that art is a perfect fit for this approach because it allows students to
better understand the world around them. For school to be enjoyable I think students need to maintain a natural curiosity. They
need to have the freedom to explore, investigate, question and consume the world around them. If we can encourage this in our
students, I believe this puts them on a path to life-long learning. Teaching our students to understand art is teaching them to
understand the world around them. Lessons that teach about the elements of art will include exposing the students to images of
fine art. The elements of art will be taught by referencing examples in artworks. I feel there are different modes of knowing, through
which an individual comes to understand the world. One way is through verbal and written language. Alternately, I believe we can
achieve an understanding of the world through the arts. Unlike other subjects, I believe that arts education can nurture creativity
in students, helping them find their own sense of identity.
 Unit Rationale
I believe that a balanced curriculum, one that includes the arts, strengthens all learning. Students should have the freedom to find
what they are passionate about and be in control of their learning. The arts can do what no other subject can. Art can help students
recognize what is personal, distinctive and unique about themselves, and their work. In my experience this is also how students
can be intrinsically motivated. If students can develop and explore what they find personally relevant, it enables them to evolve
creatively and as people. As art teachers we need to remain supportive and respectful of each student’s creative development and
explorations. When a student is motivated to investigate and explore there is no limit to what they will create and accomplish. While
I believe in a learner centered approach, I still believe that the art teacher is there to guide the students while they are learning in
art, through art, and from art. The art teacher is guiding the classroom through practices and processes as a group to ensure a
learning experience. An art teacher begins with a plan for what learning the students are to accomplish; initiating and assessing
the learning experiences, while still being open to seeing where the processes take the students and the teacher. The outcome
may not be what was intended, and students may contribute ideas that change the shape or course of the learning experiences
and outcomes. This is completely acceptable, in fact it is welcomed if the students are directing their own learning. What is
important is that they are learning.
The elementary visual arts program, through the four components of REFLECTION, DEPICTION, COMPOSITION and
EXPRESSION, provides opportunity for a variety of experiences: a chance to grow and develop as an individual; to develop
perceptual awareness; to learn visual arts skills and concepts; to interpret and communicate with the visual symbol; to create; to
value, reflect upon and appreciate the cultural aspects of art; to relate and appreciate art in everyday life. The major goal of the
program should be to give the child a complete set of experiences.
The child should have: AN INDIVIDUAL EXPERIENCE The individual is at the center of visual education. Each student is special,
with a need for recognition and a need to develop self-confidence. Each pupil may enter the program at a different stage or level
and each may progress at a different rate. Art education is ultimately for the self-realization of the individual, developing the ability
to see, understand, react, create, appreciate and reach. Opportunity should be provided for the child to experience: • pride in
achievement • valuable group activities • a sense of worth • practice in making decisions. Opportunity should be provided for
enabling the child to grow in: • independence • individuality • self-realization • self-awareness • creativity.
A VISUAL EXPERIENCE Seeing is a discipline that can be fostered. Visual education speaks to systematic instruction in
perceptual skills: how we see, interpret, discover relationships, make decisions. Opportunity should be provided for experiences
that: • contribute to the child’s development of perceptual awareness in natural and manufactured forms.
A LEARNING EXPERIENCE Art education involves skill development in the areas of drawing, painting, print making, sculpture
and fabric, photography and technographic arts to extend the child’s capabilities to express oneself—communicate through image
making. Art education is the acquisition of knowledge through the elements and principles of design from functional and fine arts
contexts. Art education is a schema of instruction. Opportunity should be provided for experiences that contribute to: • a knowledge
of the vocabulary of basic art terms and expressions appropriate to the student’s level of development • skills and techniques
necessary for meaningful self-expression by the child • an understanding of art media, materials and processes and their
appropriate use • an understanding of the expressive content inherent in visual forms.
A COMMUNICATION EXPERIENCE Visual images communicate to the individual and the individual can communicate through
visual images. In a world heavily populated by visual images, created by humankind, happened by humankind, spewed by
machines, dealt by nature, severe communication demands are placed on the individual. Art education is visual reading and
expression. Opportunity should be provided for experiences that contribute to the child’s: • ability to interpret images • ability to
express through images • ability to reflect about images.
A CREATIVE EXPERIENCE A natural outgrowth of seeing, interpreting and discovering relationships is expressing. The language
of art is available to all and can be used to express both thought and feeling. Art education provides the means and opportunity
for creative activities of a wide nature; encourages the use of the imagination, inventiveness and a spirit of inquiry; and provides
decision-making opportunities. Opportunity should be provided for: • a wide range of experiences with various media and art
materials • drawing from the total curriculum for the purpose of creating • examining and exploring a variety of visual communication
forms and purposes • contemplating possibilities and exploring the imagination as a source of images and as problem-solving
devices • expressing feelings and individual messages.
A CULTURAL EXPERIENCE Art speaks a universal language of culture, spanning history and peoples. Art is part of humankind’s
heritage. Art education is concerned with valuing, reflecting and appreciating this legacy. Opportunity should be provided for: •
awareness of and appreciation for the ethnic and cultural aspects of the visual arts in our society • an understanding of art as a
common or universal means of expression among all peoples • an appreciation of artistic accomplishments, past and present.
AN ENVIRONMENTAL EXPERIENCE Environment—natural and human-made—affects the individual. Visual images and
decisions happen continually in today’s world from choices of clothing to television programs, from choices of where to live to what
to do with the front lawn, to the look of hubcaps on one’s car. Art education is concerned with informed choices of manufactured
items and quality environment. Opportunity should be provided for: • making aesthetic judgments about things in the environment
• noting that the visual arts are an integral part of daily life.
DBAE Elements Statement of Inquiry/Unit Question

How does learning about Art impact how we perceive the

Students are learning in the four areas of DBAE (Discipline
world?
Based Art Education):
How does knowing the contexts, histories, and traditions of
Art forms help us create works of Art?
Creative production - students will have a chance to create their
own personal works.
What conditions, attitudes, and behaviours support creativity
Art Criticism - Looking at the artists’ work as well as their peers
and innovative thinking?
work they will be engaging in art criticism.
Art History - Students will be inquiring into the historical, social,
and cultural contexts of art
Aesthetics - In looking at examples of art students are given
criteria to begin judging and evaluating works of art.
 Alberta Program of Study
Goals and Objectives
LEVEL ONE (Grades 1 and 2)
REFLECTION
Component 1 ANALYSIS: Students will notice commonalities within classes of natural objects or forms. Concepts A. Natural
forms have common physical attributes according to the class in which they belong. B. Natural forms are related to the
environment from which they originate. C. Natural forms have different surface qualities in colour, texture and tone. D. Natural
forms display patterns and make patterns.
Component 2 ASSESSMENT: Students will assess the use or function of objects. Concepts A. Designed objects serve specific
purposes. B. Designed objects serve people. C. Designed objects are made by people or machines. D. Designed objects must
function well to be valuable.
Component 3 APPRECIATION: Students will interpret artworks literally. Concepts A. Art takes different forms depending on the
materials and techniques used. B. An art form dictates the way it is experienced.
C. An artwork tells something about its subject matter and the artist who made it. D. Colour variation is built on three basic
colours. E. Tints and shades of colours or hues affect the contrast of a composition. F. All aspects of an artwork contribute to the
story it tells.
DEPICTION
Component 4 MAIN FORMS AND PROPORTIONS: Students will learn the shapes of things as well as develop decorative
styles. Concepts A. All shapes can be reduced to basic shapes; i.e., circular, triangular, rectangular. B. Shapes can be depicted
as organic or geometric. C. Shapes can be made using different procedures; e.g., cutting, drawing, tearing, stitching. D. Animals
and plants can be represented in terms of their proportions. E. A horizontal line can be used to divide a picture plane into
interesting and varied proportions of sky and ground.
Component 5 ACTIONS AND VIEWPOINTS: Students will increase the range of actions and viewpoints depicted. Concepts A.
Movement of figures and objects can be shown in different ways. B. An X-ray view shows the inside of something. C. Forms can
be overlapping to show depth or distance.
Component 6 QUALITIES AND DETAILS: Students will represent surface qualities of objects and forms. Concepts A. Texture is
a surface quality that can be captured by rubbings or markings. B. Textures form patterns. C. Primary colours can be mixed to
produce new hues. D. Colour can be lightened to make tints or darkened to make shades. These tints or shades are also
referred to as tone or value. E. Images are stronger when contrasts of light and dark are used. F. Details enrich forms.
COMPOSITION
Component 7 EMPHASIS: Students will create emphasis based on personal choices. Concepts A. An active, interesting part of a
theme can become the main part of a composition. B. The main part of a composition can be treated thoroughly before adding
related parts. C. Contrast subject matter with the ground for emphasis. D. Forms can run off the edges of the picture space in a
composition.
Component 8 UNITY: Students will create unity through density and rhythm. Concepts A. Families of shapes, and shapes inside
or beside shapes, create harmony. B. Overlapping forms help to unify a composition. C. Repetition of qualities such as colour,
texture and tone produce rhythm and balance. D. A composition should develop the setting or supporting forms, as well as the
subject matter.
Component 9 CRAFTSMANSHIP: Students will add finishing touches. Concepts A. Finishing touches (accents, contrasts,
outlines) can be added to make a work more powerful. B. Stepping back from a work helps in judging how it can be improved.
EXPRESSION
Component 10 (i)
PURPOSE 1: Students will record or document activities, people and discoveries. Concepts A. Everyday activities can be
documented visually. B. Special events, such as field trips, visits and festive occasions can be recorded visually. C. Family
groups and people relationships can be recorded visually. D. Knowledge gained from study or experimentation can be recorded
visually.
PURPOSE 2: Students will illustrate or tell a story. Concepts A. A narrative can be retold or interpreted visually. B. An original
story can be created visually.
PURPOSE 3: Students will decorate items personally created. Concepts A. Details, patterns or textures can be added to two-
dimensional works. B. Details, patterns or textures can be added to the surface of three-dimensional works
PURPOSE 4: Students will express a feeling or a message. Concepts A. Feelings and moods can be interpreted visually. B.
Specific messages, beliefs and interests can be interpreted visually, or symbolized.
PURPOSE 5: Students will create an original composition, object or space based on supplied motivation. Concepts A. Outside
stimulation from sources such as music, literature, photographs, film, creative movement, drama, television and computers can
be interpreted visually.
Component 10 (ii)
SUBJECT MATTER: Students will develop themes, with an emphasis on personal concerns, based on: A. Plants and animals B.
Environment and places C. Manufactured or human-made things D. Fantasy E. People
Component 10 (iii) MEDIA AND TECHNIQUES: Students will use media and techniques, with an emphasis on exploration and
direct methods in drawing, painting, print making, sculpture, fabric arts, photography and technographic arts.
LEVEL TWO (Grades 3 and 4)
REFLECTION
Component 1
ANALYSIS: Students will make distinctions within classes of natural objects or forms. Concepts A. Each class of natural forms
has distinguishing characteristics. B. Natural forms are related functionally to their environment. C. Earth and water forms reveal
many variations. D. Environments are altered by natural forces. E. Change in natural forms occurs over time.
Component 2
ASSESSMENT: Students will assess the visual qualities of objects. Concepts A. Form should follow function. B. Durability
influences the function of an object. C. Materials should be used honestly. D. Materials influence the form and function of an
object. E. Useful objects can be derived from designs in nature. F. Surface treatments should harmonize with and not detract
from the main form.
Component 3
APPRECIATION: Students will interpret artworks by examining their context and less visible characteristics. Concepts A.
Contextual information (geographical, historical, biographical, cultural) may be needed to understand works of art. B. Artistic
style is largely the product of an age. C. Technological change affects types of art. D. Our associations influence the way we
experience a work of art. E. Art is valued for different reasons; e.g., aesthetic, economic, symbolic, associative. F. Art serves
societal as well as personal needs.
DEPICTION
Component 4 MAIN FORMS AND PROPORTIONS: Students will perfect forms and develop more realistic treatments. Concepts
A. Shapes can suggest movement or stability. B. Many shapes are symmetrical. C. Images can be portrayed in varying degrees
of realism. D. Internal as well as external proportions can be depicted. E. Landscapes can show middle ground, background and
foreground. F. Size variations among objects give the illusion of depth.
Component 5 ACTIONS AND VIEWPOINTS: Students will select appropriate references for depicting. Concepts A. Looking at
negative shapes helps create a different view of something. B. Drawing strategies, such as gesture to capture action, contour to
study important edges and massing to show bulk or weight, are helpful in depicting animate forms. C. Actions among things in a
setting create a dynamic interest. D. Objects can be depicted selectively from a broad range of viewpoints.
Component 6 QUALITIES AND DETAILS: Students will refine surface qualities of objects and forms. Concepts A. Texture can
be represented from a range of different studio techniques. B. Colour can be made to appear dull or bright. C. Gradations of tone
are useful to show depth or the effect of light on objects. D. By increasing details in the foreground the illusion of depth and
reality can be enhanced.
COMPOSITION
Component 7 EMPHASIS: Students will create emphasis by the treatment of forms and qualities. Concepts A. The centre of
interest can be made prominent by contrasting its size, shape, colour or texture from the other parts of the composition. B.
Format can be adjusted and composition tightened by editing or cropping the unnecessary areas from the edges of a work, after
it is completed. C. Details, accents and outlines will enhance the dominant area or thing.
Component 8 UNITY: Students will create unity by interrelating the parts of a composition. Concepts A. The parts can be
arranged so that movement in the picture space leads the eye around and not out of the picture area. B. Parallel edges induce
harmony within a composition. C. Every major area of a composition should be interesting in itself. D. Limited colours and
materials tighten a composition.
Component 9 CRAFTSMANSHIP : Students will improve compositions by refining, rehearsing and critiquing. Concepts A.
Refinement of forms and surface qualities is necessary to give a finished appearance to a composition. B. Rehearsals and
ongoing critiques should be scheduled to improve composing skills.
EXPRESSION
Component 10 (i) PURPOSE 1: Students will record or document activities, people and discoveries. Concepts A. Everyday
activities can be documented visually. B. Special events, such as field trips, visits and festive occasions can be recorded visually.
C. Family groups and people relationships can be recorded visually. D. Knowledge gained from study or experimentation can be
recorded visually. E. Local and provincial events can be recorded visually.
PURPOSE 2: Students will illustrate or tell a story. Concepts A. A narrative can be retold or interpreted visually. B. An original
story can be created visually. C. Material from any subject discipline can be illustrated visually. PURPOSE 3: Students will
decorate items personally created. Concepts A. Details, patterns or textures can be added to two-dimensional works. B. Details,
patterns or textures can be added to the surface of three-dimensional works. PURPOSE 4: Students will express a feeling or a
message. Concepts A. Feelings and moods can be interpreted visually. B. Specific messages, beliefs and interests can be
interpreted visually, or symbolized. PURPOSE 5: Students will create an original composition, object or space based on supplied
motivation. Concepts A. Outside stimulation from sources such as music, literature, photographs, film, creative movement,
drama, television and computers can be interpreted visually.
Component 10 (ii) SUBJECT MATTER: Students will develop themes, with an emphasis on social concerns, based on: A. Plants
and animals B. Environments and places C. Manufactured or human-made things D. Fantasy E. People Component 10 (iii)
MEDIA AND TECHNIQUES: Students will use media and techniques, with an emphasis on mixing media and perfecting
techniques in drawing, painting, print making, sculpture, fabric arts, photography and technographic arts.

Concepts: A. Drawing B. Painting C. Printmaking D. Sculpture E. Fabric Arts F. Photography and Technographic Arts

Summary of Lessons Learning Experiences

September (Ukraine) Students will:

LESSON 1 – Sept. 4 - Super heroes bulletin board project
LESSON 2 – Sept. 6 - Make Sketchbooks
LESSON 3 – Sept. 13 - Line: Pysanky Egg Design
LESSON 4 – Sept. 20 - Texture – Grain Weaving
LESSON 5 – Sept. 27 – Shape – Bookmarks
October (Tunisia)
 Be exposed to art and encouraged to explore all the
experiences related to art education.
 Learn about the elements of art.
 Create artwork that relates to their social studies
curriculum.
 View examples of fine art
 (Sketch, sculpt, paint, draw, use colour, create

LESSON 6 – Oct. 4 - Form – Clay/Plasticine forms

LESSON 7 – Oct.11 – Doors of Tunisia (Sculpt or paper?)
LESSON 8 – Oct. 18 - Space – Positive/Negative Pumpkins
LESSON 9 – Oct. 25 - Colour and Composition (Space) –
Recycled Box Compositions

November (India)

LESSON 10 – November 1 - Diya for Diwali Remembrance Day

Craft instead (Legion idea or something else?)
LESSON 11 – November 8 - Rangoli Art (Diwali activity)
LESSON 12 – November 15 - Henna Hands
LESSON 13 – November 29 - Peruvian Masks

DECEMBER (Peru) – Christmas Craft

LESSON 14 – December 6 – Cubist Christmas / Llamas

LESSON 15 – December 13 – Christmas Craft – Felt Stockings
or craft to take home as a gift?
LESSON 16 – December 20 – Combined Four Class World Map
Collage (if feasible?)

Teaching Strategies Assessment Methods

 Focused exploration Formative: Observation and conversations, sketchbooks

 Guided Exploration
 Guided Activities Summative: Products, competency-based assessment
 Art appreciation
 Direct instruction
 Modelling
 Oral Explanation
 Sketching and visualization
 Teacher led discussion
 Independent exploration and development
 Conference if needed

Resources Required

Materials needed: photocopies of templates for superheroes, super me! Photocopies, cardboard/cardstock, white paper, book
binding stapler, pysanky design sheets, markers, crayons, rulers, wheat for weaving, twine and ribbon, coloured cardstock,
shape punches, plasticine, air dry clay, construction paper, salt, contact paper, coloured chalk, watercolour paints, black
markers, rulers, cubist Christmas templates printed out, supplies for felt stockings, cardboard, pencil crayons, pencils.
Resources consulted:
Resources for lesson 1: https://www.teacherspayteachers.com/Product/Super-Hero-Craftivity-and-Writing-Templates-1409772
https://www.teacherspayteachers.com/Product/All-About-SUPER-Me-Poster-Freebie-Back-to-School-1940953
Resource for lesson 2: https://www.theartofed.com/2017/12/26/3-inexpensive-ways-make-sketchbooks/
Resources for lesson 3: http://www.learnpysanky.com/designs.html
https://www.teacherspayteachers.com/Product/Take-a-Trip-With-Us-to-Ukraine-3332250
Resources for lesson 4: https://youtu.be/QIKQ38pFYtM and The Book of Wheat Weaving and Straw Craft

From Simple Plaits to Exquisite Designs by Morgyn Geoffry Owens-Ceili

Resource for lesson 5: p. 70 Christmas in Ukraine by World Book
Resource for lesson 6: https://www.theclassroomkey.com/2014/08/sculpting-3d-shapes.html
Resources for lesson 7: http://artgalleryofstalbert.ca/programs/clay-tunisian-doors/
https://engagingcultures.com/the-blue-doors-of-sidi-bou-said/
https://www.sidi-bou-said.com/en/things-to-see/architecture/98-the-decorated-doors-of-sidi-bou-said.html
Resource for lesson 8: http://splishsplashsplatterart.blogspot.com/2010/10/positivenegative-pumpkins.html
Resource for lesson 9: http://kids-finelines.blogspot.com/2015/01/color-matching-and-composition.html
Resource for lesson 10: https://www.littlepassports.com/blog/craft-diy/diya-for-diwali/
Resources for lesson 11:http://www.cbc.ca/parents/play/view/how-to-make-rangoli-art
http://education.asianart.org/explore-resources/lesson-or-activity/making-rangoli-celebration-color-lesson
https://vimeo.com/12410841
http://education.asianart.org/sites/asianart.org/files/resource-downloads/Four_Points_Forming_a_Rhomboid.pdf
Resource for lesson 12: https://www.art-is-fun.com/henna-hand-designs/
Resource for lesson 13: http://www.thatartistwoman.org/2014/02/peruvian-masks.html
Resource for lesson 14: http://kidsartists.blogspot.com/2009/12/benodigdheden-white-drawing-sheet-a4.html

Lesson Overviews

Lesson 1: September 4 – Super Heroes for bulletin board

Focus Question: What can we learn about each other?
Learning Activity: This lesson serves a few purposes. The finished products will be for bulletin board. This is also an ice
breaker/getting to know you activity for the students, teachers, and the people who will be viewing the bulletin board. Super Heroes
were chosen because it ties in with the first reading unit which is Super Powers: Reading with print strategies by Lucy Calkins.
Student Learning:
Outcomes: Art: Reflection 3. C, F Expression 2. B, 3. A, 7. A ELA GLO 1: 1.1, 4.3
Assessment: Formative: Observations, Discussion, Activity
Evidence: Finished product

Lesson 2: September 6 - Make Sketchbooks

Focus Question: Can we make inexpensive and useful sketchbooks for our art classes?
Learning Activity: Students will make and bind their own inexpensive sketchbooks to use in art class. These will be used
to record learning for the elements of art, to work through ideas and sketch for projects, and as an early finisher activity. If students
complete their projects within class time they will be given drawing prompts and time to work in their sketchbooks.
Student Learning:
Outcomes: Expression 3 A, 7 A
Assessment: Formative: Observations, Discussion, Activity
Evidence: Finished product
Lesson 3: September 13 - Line: Pysanky Egg Design
Focus Question: Incorporating what we have learned about Ukrainian Pysanky, can we design our own eggs?
Learning Activity: Students will be given a lesson on the designs and colours used in traditional Pysanky and then they
will be designing their own Pysanky. Discussion can be focused around reasoning for choosing certain designs, what the designs
and colour mean to them.
Student Learning:
Outcomes: Reflection 3. A,B,C,D,F Depiction 3.F Composition 1. Expression 2. B, 3. A, 4. A,B 7. A Social 3.1.2
Assessment: Formative: Observations, Discussion, Activity
Evidence: Finished product

Lesson 4: Sept. 20 - Texture – Grain Weaving

Focus Question: Can students participate in the folk-art form of wheat weaving?
Learning Activity: Students will get to weave wheat into braids. There will be a brief lesson on the history of the art from
and a video to demonstrate the process.
Student Learning:
Outcomes: Reflection 1. A,B,C,D 3. B,F Depiction 1. C Expression 3. A 5. A 7. D Social 3.1.2
Assessment: Formative: Observations, Discussion, Activity
Evidence: Finished product

Lesson 5: Sept. 27 – Shape – Bookmarks – Christmas in Ukraine book, p. 70.

Focus Question: What is shape as an element of art? Can we use shape to design a bookmark?
Learning Activity: These bookmarks are inspired by the intricate designs found on Ukrainian eggs and wooden inlay
boxes. Students will bring the shapes together to form designs. A mini-lesson on shape as an element of art will be given before
the activity is explained. Examples of fine art will be used to illustrate the element of art. Cardstock will be cut out and glue in
shapes to a book mark. They can be shown images of intricate designs from Ukrainian cultural items for inspiration.
Student Learning:
Outcomes: Depiction 1. A.B.C. Composition 2. A,C Expression 3. A 5. A 7. D Social 3.1.2
Assessment: Formative: Observations, Discussion, Activity
Evidence: Finished product

Lesson 6: October 4 – Form – Clay/Plasticine forms – 3D forms, exploratory of form

Focus Question: What is form as an element of art? Can we sculpt forms?
Learning Activity: Using plasticine or playdough students will make 3-dimensional forms. This lesson will teach them
about form as an element of art. A mini-lesson on form as an element of art will be given before the activity is explained. Examples
of fine art will be used to illustrate the element of art.
Student Learning:
Outcomes: Expression 3. B 5. A 7. D
Assessment: Formative: Observations, Discussion, Activity
Evidence: Finished product

Lesson 7: October 11 – Air Dry Clay Tunisian Blue Doors

Focus Question: What significance do these doors and their designs have in Tunisian culture? Can we design our own
versions?
Learning Activity: The blue doors are a special feature of the village of Sidi Bou Said; ancient, huge and heavy, they're
studded with traditional motifs of crescents, minarets and stars. Doors are one of the major elements composing the urban
landscape in Tunisian cities’ medinas. Other than their main function, which is to separate the private space from the outdoors,
traditional doors play an aesthetic part. The traditional door is large and made of solid wood. It contains a smaller door. The latter
allows a chicane entrance to preserve home privacy. The door is a combination of two doorjambs installed in a stone wall. Nails
are used to assemble the ties and the doorjambs. These iron nails usually have a quite large size and their heads have a half
spherical shape. The patterns depicted on the doors are used to conceal the assembly system, generally between two ties. The
most common patterns that can be found in the medinas are the eye, the fir tree and the star shape. The doors are mainly blue
or yellow, however other colors, such as green or black, are used. The framing is generally made of grey Kadhel (Tunisian
marble). Students will design and make their own doors; either with air dry clay or construction paper.
Student Learning:
Outcomes: Reflection 2. A,B,C,D 3. A,B,C Depiction 1. A,B,C Composition 2. A,C,D 3. A Expression 3. B 5. A 7. D
Social 3.1.2
Assessment: Formative: Observations, Discussion, Activity
Evidence: Finished product

Lesson 8: October 18 – Positive/Negative Pumpkins – Halloween

Focus Question: What is positive and negative space? What is symmetry?
Learning Activity: This jack-o-lantern lesson gets students thinking about what types of shapes they could cut-out to
make the most interesting jack-o-lanterns. We will discuss positive and negative space, symmetry, and reversed images. First,
we start with the orange paper, folded it and draw half of a pumpkin, add features and cut them out with the paper folded. Next,
the students cut all the pieces of paper that had a folded edge in half. Then, students put their jack-o-lanterns back together using
only half of the pieces. To add some artistic flair to their work, students can add line and shape designs to the orange paper with
a black marker, and green or yellow designs to the black paper with a gel pen; silver, white or gold.
Student Learning:
Outcomes: Depiction 1. A,B,C 3. E,F Composition 1. D 2. A,B,C,D 3. A Expression 2. B 3. A 7. A
Assessment: Formative: Observations, Discussion, Activity
Evidence: Finished product
Lesson 9 – October 25 – Colour Matching and Composition Project
Focus Question: What is space as an element of art? Can we build a composition in space?
Learning Activity: This project incorporates a lot of artistic elements: composition, color matching, line, balance,
repetition, mixing colors, brush techniques. It will serve as a lesson to teach and have students use a lot of the elements of art.
Starting with a piece of cardboard from a cereal box or some packaging, students will make a composition that works off of the
colour, lines and shapes on their piece of cardboard. Everywhere that two colors meet provides a line to extend onto the
background. Students will make choices their compositions. They can stay with the direction the line has in the original drawing,
or let their imagination go as they extend their lines in whole new directions.
Student Learning:
Outcomes: Depiction 1. A,B,C Composition 1. D 2. A,B,C 3. A Expression 2. B 3. A 7. A
Assessment: Formative: Observations, Discussion, Activity
Evidence: Finished product

Lesson 10 – November 8 – Diya for Diwali

Focus Question: What is a Diya and what cultural significance do they have in India?
Learning Activity: Diwali is the five-day Indian Festival of Lights. Homes are cleaned and decorated with diyas, strings
of lights, flower garlands and paper chains, and doorstep designs are made for good luck with colored powders called Rangolis.
Students will make their own Diyas for Diwali to go with the Rangolis in the next lesson. Diyas are a small type of lamp, lit on
Diwali for worship and decorative purposes. Diyas come in a variety of options: they can be plain, colorful, simple, fancy, big or
small! Traditionally they are made of clay and then filled with oil to be lit. They are lined up on building edges and windowsills
and illuminated during Diwali. Battery operated tea light or tea lights can be put in them.
Student Learning:
Outcomes: Reflection 2 A,B,C,D 3. B Composition 3. A Expression 3. B 7. D Social 3.1.2
 Assessment: Formative: Observations, Discussion, Activity
Evidence: Finished product

Lesson 11 – November 15 – Rangoli Art

Focus Question: What are Rangolis and what cultural significance do they have in India?
Learning Activity: Rangolis are colourful folk art from India typically using coloured rice, flour, sand, salt or even flower
petals to create patterns on the ground. These patterns are created year-round for good luck, but they are especially popular for
festivals and holidays such as Diwali. Using printed pattern sheets, contact paper, and coloured salt students will make their own
Rangoli. The salt is spooned to fill the design and then is encapsulated in contact paper.
Student Learning:
Outcomes: Reflection 2 A,B,C,D 3. B Composition 3. A Expression 3. B 7. D Social 3.1.2
Assessment: Formative: Observations, Discussion, Activity
Evidence: Finished product

Lesson 12 – November 22 – Henna Hands

Focus Question: What is the cultural significance of Mehndi in India? What designs and patterns can we use to design
our own henna hands?
Learning Activity: This Henna Hand Designs Art Lesson shows you how to create a unique and unusual self-
portrait of your hands! It's a great art project for kids, because it allows them to learn about Indian culture, the role of
pattern in abstract art, how to create abstract patterns, and how to express themselves in a symbolic way. In India, henna
designs on skin are called mehndi. First students trace an outline of their hand onto paper and then decorate them with
henna designs. This is less messy than trying to apply actual henna and it allows you to create something that you can
keep forever. The lesson will start by showing students photos of hands decorated with henna. They will be given a bit of
background info about the origins of henna, as well as how and why it's used today.
 Student Learning:
Outcomes: Depiction 1. A,B,C Composition 2. A,C Expression 2. B 7. A Social 3.1.2
Assessment: Formative: Observations, Discussion, Activity
Evidence: Finished product

Lesson 13 – November 29 – Peruvian Masks

Focus Question:
Learning Activity: People who lived in Peru thousands of years ago didn’t have a couple of things that you might think
would be essential: a written language and a money system. What they did have was gold. The Incas; a group of people who
lived in Peru starting around 1400 are known for a city called Machu Picchu, made golden masks. Students will make their own
gold masks with cardboard or construction paper and cardstock. They will be shown examples of masks, explaining how to
compose and build their own.
Student Learning:
Outcomes: Reflection 2 A,B,C,D 3. B Composition 3. A Expression 3. B 7. D Social 3.1.2
Assessment: Formative: Observations, Discussion, Activity
Evidence: Finished product

Lesson 14 – December 6 – Cubist Christmas

Focus Question: What is cubism? What are warm and cool colours? What are complimentary colours?
Learning Activity: Students will be given a Christmas shape template to make their cubist Christmas art work. Tree,
stars, various shapes will then be broken into “cubist” shapes using a pencil and a ruler. Instruction will be given to encourage
students to break up the space, keeping in mind they will be colouring the individual sections after. When colouring students will
need to make a distinction between the Christmas shape and the background and colour it in a way that the two can be
differentiated. Ie. warm colours for the background, cool colours for the shape. Or complimentary colours for the different parts.
 Student Learning:
Outcomes: Reflection 3. C,D Depiction 1. A,B,C 3. C,F Composition 1. C 2. A,C Expression 2. B 3. A 7. A
Assessment: Formative: Observations, Discussion, Activity
Evidence: Finished product

Lesson 15 – December 13 – Christmas Craft – Felt Stockings or craft to take home as a gift?
Focus Question: What can we make as a gift for Christmas?
Learning Activity: This lesson will be used to complete a gift for the students to give to their families for Christmas. Felt
stockings or some type of ornament are possible.
Student Learning:
Outcomes: Will depend on the activity chosen
Assessment: Formative: Observations, Discussion, Activity
Evidence: Finished product

Lesson 16 – December 20 – Combined Four Class World Map Collage (if feasible?)
Focus Question:
Learning Activity: For this lesson we would like to try to have all four social classes collaborate on a world map. Each
student would be responsible for filling in a design and colouring a portion of a world map. We would take a world map and blow it
up so that each of the approximately 70 students get a section of the larger world map on a piece of paper. Once they are completed
they can be assembled and displayed as one large world map.
Student Learning:
Outcomes: Composition 1. D 3. A Expression 1. D 2. B 5. A 7. ASocial 3.1.2
Assessment: Formative: Observations, Discussion, Activity
Evidence: Finished product
Professional Reflections
Ideas and Images:

Lesson 1 and 2
Lesson 3
Lesson 4 and 5
Lesson 6
Lesson 7
Lesson 8 and 9
Lesson 10 and 11
Lesson 12 and 13
Lesson 14 and 16