In-Gallery Teaching Modules and Curriculum Connections Visual Literacy Modules: All of these modules directly correspond to the Elementary and Secondary School Visual Arts Curriculum (updated 2009 and 2010 respectively). Listed below are the elements of the programs and the corresponding curriculum.
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Looking at Art: JK-3, 4-8 Visual Arts Curriculum o An introduction to various mediums of art and how different media are used to create an artwork
ABC- Art Basic Concepts: JK-3, 4-8 Visual Arts Curriculum o Introduces students to the Elements of Design: line, shape and form, colour, space, texture, and value o Gradually introduces the principles of design o Is an appropriate module for students who have not yet covered the elements of art in detail in the classroom
Checking Your Principles: 4-8, 9-12 Visual Arts Curriculum o Introduces the Principles of Design: contrast, repetition and rhythm, variety, emphasis, proportion, balance, unity and harmony, and movement o For students who have a basic understanding of the elements and can use that knowledge to explore the principles of design o Students will learn how an artist uses the principles within an artwork to create a visual language and express ideas and emotions.
Art Debate: 4-8: Visual Arts, Language 9-12: Visual Arts, English o For students who have a good understanding of both the elements and principles of design o Students will draw on their knowledge of the elements and principles of design to critically analyse an artwork o Students will engage in debate based on: opinions formed during the analysis, their personal response, and how the artwork relates to their community o Links directly to the grade 4-8 Language curriculum where students are asked to: listen to discussions and ask questions to clarify meaning, view media works that convey messages, talk about what they have learned, follow up on others’ ideas and recognize the validity of different points of view in group discussions o High school students will practise expressing feelings and ideas and to support their opinions with sound arguments and evidence from artworks in the gallery. o Students can employ the formal language used for debates and learn how language is an important medium in communicating ideas, expressing world views and artistic vision o Oral communication will be enhanced during the debate as students listen to each other’s ideas and practice their speaking skills
Art Interpretation Modules: The focus of these modules is on cross-curricular connections, especially within the Elememtary Language and Social Studies, History and Geography curricula well as Canadian and World studies, and English Secondary curriculum. The Visual Arts curriculum is always present as each discussion is based on artworks viewed in the gallery.
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My Space/Our Place: JK-3, 4-8, Social Studies, History and Geography o Students examine how they can relate to artworks on a personal level as well as to the wider community and cultures of Canada o Direct connections to the curriculum are Heritage and Identity: looking at connections between the past and present, interaction within diverse communities, including students’ own communities and an understating of personal and cultural identity o Students will look at local and global communities, their roles and responsibilities within the communities and the changing family within the community o Older grades could focus on the past and present communities in Canada and Canada’s interaction with the Global Community
Artist and the Wilderness: JK-3, 4-8: Social Studies, History and Geography 9-12: Canadian and Global Studies (Geography, History and Politics) o Focuses on the relationship between society and the natural environment as examined through works of art o Canadian artists’ (the Group of Seven and contemporaries or Aboriginal artists) passion for depicting the wilderness, and the idea of “wilderness,” will be examined o Elementary school students will examine living and working in Ontario, physical and political regions of Canada, investigate Canadian environmental issues from various perspectives and look at the inter-relationships between natural environments, the way they are portrayed and how this contributes to Canadian identity o For high school students Canadian and World studies (Geography, History and Politics) can be addressed. Students can discuss the connection between the natural and human environment and understand past societies and various developments, such as urbanization, and cultural developments
Art Subject Matters: 4-8: Visual Arts, Language 9-12: Visual Arts, Canadian and World Studies and English o Encourages students to discuss how artist respond through art to society o The importance of various art genres will be discussed in a Canadian and global context o For elementary students there is a direct connection to the Visual Arts Curriculum which encourages students to discuss a variety of art works, forms, styles and techniques from the past and present and describe how they reflect diverse cultures, times and places in which they were made. o There is also a connection to the Language curriculum where students are encouraged to communicate a main idea about a topic and describe a sequence of events
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For high school students, art reflects historical, social, and cultural contexts. Students taking History, Geography, and Social Sciences can gain insights into other cultures and periods through studying the arts of those cultures and times There is also a connection to the English curriculum where students make meaningful connections between the art they encounter and the world around them Media studies is also relevant in this module. Students will be encouraged to question various kinds of artwork and this skill can be applied to images in the media. The critical analysis process will help support and further the goal of media literacy
Art Questions: 4-8 Social Studies, History, Language 9-12 Visual Arts, Canadian and World Studies, English o Students will examine how art functions to change and challenge society. o For elementary students there is a connection to the Social Studies and History curricula which explores citizenship and government in Canada, conflict and change, migration and Canada as a changing society o Students will ask and answer questions to obtain and clarify information and present information to their peers in an organized form which directly connects to the Language curriculum o High school students have a connection to the Visual Arts and the Canadian and World Studies curriculum, specifically to History and Politics o Visual arts encourages high school students to explore the various functions of art in society and how art can contribute to social change. For example: students are asked to research the impact of works that are intended to manipulate, didactic works, propaganda, and works of social or political protest o The role of art and personal development is also highlighted, encouraging students to discover how creating and analysing artworks affects their personal values and understanding the values of their community o Secondary students will also connect to the English curriculum by using language to interact and connect with individuals and communities, for personal growth, and for active participation as world citizens o Media studies connect directly to this module by enabling students to differentiate between fact and opinion, evaluate the credibility of sources and recognize bias with various artworks
Gallery Tours These modules focus on the history of the gallery, the permanent collection and special exhibitions. The tours will focus on the curatorial themes within the gallery spaces. These modules connect to the Visual Arts, and Social Studies, History and Geography elementary Curricula and the Visual Arts, Canadian and Global Studies, and Native Studies Secondary Curricula
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The McMichael Story: JK-3: Visual Arts, Social Studies 4-8: Visual Arts, Social Studies, History and Geography 9-12: Visual Art, Canadian and World studies, Native Studies o The history of Robert and Signe McMichael, how they created a personal collection, artists they collected and the creation of the public institution o Elementary students will look at multiculturalism of Canada, physical regions of Canada and First Nations peoples which connects to Social studies, History and Geography o Secondary students can examine various characteristics of the natural environment and the distribution of physical features in Canada, the growth of urban communities and their impact on society. o Native studies is also addressed by exploring ties the Aboriginal peoples have developed and maintained with the natural environment.
Haida Traditions: Charles Edenshaw 4-8: Visual Arts, Social Studies, History and Geography 9-12: Visual Art, Canadian and Global studies, Native Studies o A discussion of the different roles art can have in the community as examined through the works of Charles Edenshaw o For elementary students, Social Studies, History and Geography is addressed through discussion of First Nations peoples and European explorers, past and present societies, and inquiring about ways of life and relationships with environment. Questions will be addressed such as, “What do these works of art reveal about the religious beliefs and practices of this society” and “do they tell you anything about the connections between the beliefs and the environment?” o Secondary students can discuss the ways in which the identities of contemporary Aboriginal people are influenced by media, literature and popular culture which relates to Native studies o The connection to Canadian and World studies is made though discussing Haida culture and how spirituality can been seen through art and examining the environment, both the natural and built elements and the exploration and utilization of resources.
Artistic Crossroads: Morrice and Lyman in the Company of Matisse 4-8: Visual Arts, Social Studies, History 9-12: Visual Arts, Canadian and Global Studies o Through the works of these three artists, various cultures and modernist styles of paintings will be explored. The role of increased travel and improved communications will be examined in this context.
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Elementary school students can explore the connection to Social Studies by discussing the growth of industry and technology in society, both past and present A connection to the History curriculum can be made by discussing how our current culture has benefited by experiences and challenges faced by past societies. This discussion can help students determine the nature of historical impact Secondary students will analyse the impact of urban growth, discuss how industrialization can change the interactions between communities and cultures and how this could impacts the arts.
Vanishing Ice JK-3: Visual Arts, Social studies 4-8: Visual Arts, Social studies, History and Geography 9-12: Visual Arts, Canadian and Global Studies o Examine climate change from differing angles: artistic, scientific and ethical o Story-telling and oral traditions can be explored through examination of artworks and makes a connection to the Social Studies curriculum. Students can also discuss physical regions of Canada and understand that Canada is a country of many cultures o History and Geography connections can be seen through a discussion of natural resources and physical and human geography o Secondary students could observe the characteristics of land use in Canada including land use by different communities, what roles various industries have in your community, and how can you reduce your way of living to reduce consumption of resources. Students could also discuss the location, use and importance of selected natural resources
Art as Resistance: Professional Native Indian Artists Inc 4-8: Visual Arts, Social Studies, history and Geography 9-12: Visual Arts, Canadian and Global Studies, Native Studies o Students will learn about challenges that faced First Nations people and how art had the power to change society and defy stereotypes o Elementary students will connect to the social studies curriculum by describing significant aspect of the interaction between First Nations and European explorers and settlers, making reference to trade, sharing of beliefs and conflict o Heritage and Citizenship can also be addressed by discussing with students the social, political and economic issues facing Aboriginal people in Canada today o Secondary students can discuss challenges faced by Aboriginal people in defining their collective place in Canadian life and discuss an understanding of some solutions to challenges of sovereignty that have been presented in artworks. Students can also identify measures taken by non-Aboriginal society that affect Aboriginal identity o The connection to Canadian and World studies is made by examining power and governance. Students can exploring where laws and rules are enforced in a society and in the global community
