Grade 4 Art Unit Plan - Jodi Thompson

Ted Harrison Art 4

Title of Unit Grade Level
5 Weeks (4 classes)
Art
Subject Time Frame This is approximate

Jodi Thompson
Developed By

Stage 1 - Identify Desired Results

Learning Outcomes
Big Idea
Creative expression is a means to explore and share one’s identity within a community
Exploring works of art exposes us to diverse values, knowledge and perspectives

Learning Standards: Content

 Visual arts: elements of design: line, shape, space, texture, colour, form; principles of design: pattern, repetition, balance, contrast, emphasis
 Traditional and contemporary Aboriginal arts and arts-making processes
 personal and collective responsibility associated with creating, experiencing, or presenting in a safe learning environment

 a variety of regional and national works of art and artistic traditions from diverse cultures, communities, times, and places

Essential Question(s)

● How does knowing the contexts, histories and traditions of art forms help us to create works of art?
● How can we be influenced by Ted Harrison’s artwork and create our own paintings?

Knowledge: Skills
Students will know... Students will be able to…
● Who Ted Harrison is; ● Use paints and sharpies/pastels;
● What trends are used in Ted Harrison’s artwork (colours, shapes, ● Create their own artwork inspired by Tom Harrison;
etc); ● Understand trends in artist’s artwork;
● How to use similar paint colours and create paintings; ● Use step by step processes to create their artwork.
● How to use both paint and markers/pastels together.

Prior Understandings… Where does this lead?

Grade 1 Big Ideas Grade 5 Big Ideas

- People create art to express who they are as individuals and - Engaging in creative expression and experiences expands
community peoples sense of identity and belonging
- People connect to others and share ideas through the arts - Artists experiment in a variety of ways to discover new
possibilities and perspectives
Grade 2 Big Ideas - Dance, drama, music and visual arts are each unique languages
- Dance, drama, music and visual arts are each unique languages for for creating and communicating
creating and communicating - Works of art influence and are influenced by the world around
- People connect to the hearts and minds of others in a variety of us
places and times through the arts Grade 6 Big Ideas
- inquiry through the arts creates opportunities for risk taking - Engaging in creative expression and experiences expands
- Creative expression develops our unique identity and voice peoples sense of identity and community
- Artistic expressions differ across time and place.
Grade 3 Big Ideas - Dance, drama, music and visual arts are each unique languages
- The arts connect our experiences to the experiences of others for creating and communicating
- Dance, drama, music and visual arts are each unique languages for - Experiencing art is a means to develop empathy for others
creating and communicating perspectives and experiences
- Creative experiences involve an interplay between exploration,
inquiry, and purposeful choice.
 Stage 2 – Assessment Evidence

Title Discussion Art Draft Project Progress Final Product

Type Formative Formative Formative Summative

Learning Outcomes (Formative/Summative)

Mode Observation Paper sketch Observation Final Art Piece

Weighting 0% 0% 0% 100%
BIG IDEA
Creative expression is a means to
explore and share one’s identity within ✔ ✔ ✔ ✔
a community

BIG IDEA
Exploring works of art exposes us to
diverse values, knowledge and ✔
perspectives

Visual arts: elements of design: line,

shape, space, texture, colour, form;
✔ ✔ ✔ ✔
principles of design: pattern,
repetition, balance, contrast, emphasis

personal and collective responsibility

associated with creating, experiencing,
or presenting in a safe learning ✔ ✔ ✔ ✔
environment

a variety of regional and national

works of art and artistic traditions from
diverse cultures, communities, times,
and places ✔
Assessment Tool Overview
Assessment Assessment Assessment
Assessment Tool Brief Description FOR Learning AS Learning OF Learning
Assessment of student engagement and
participation during ‘lecture’ time. Determines if
Discussion student is following concepts being taught and is ✔ ✔
able to engage in questions related to course
content.
This is a rough draft of their art piece before the
students begin the good piece. Does the draft
include all the components required or does it
Art Draft ✔ ✔
need more consideration? Whether or not the
students have decided on colors and a ‘mood’ for
their piece.
Observation as the students work on their art
project. This includes how well the students work
together and responsibly with both the materials
and each other. This will include if the students
are following instruction and are on task with
Progress what is expected of them each class. If the ✔ ✔
students are making sure that their piece has all
the required components. How willing the
students are to create the artwork. Are the
students ready to move onto the next step in the
process of the art piece or not.
The only summative aspect of this unit will be the
final product of the art projects. This is how the
piece turned out with the use of appropriate
Final Product ✔
colors, lines and layers; Does the piece have a
foreground, middle ground and background as
well as the other requested components.
# Lesson Title Lesson Activities

1 Introduction Outcome(s):
Creative expression is a means to explore and share one’s identity within a community
Exploring works of art exposes us to diverse values, knowledge and perspectives

Overview:
 Read/show students the book O Canada by Ted Harrison
 Discuss types of art seen in the book
o Colors used, inspiration, materials used, lines, outlines.
o Foreground, middle ground, background
Show more Ted Harrison pieces for inspiration
 Explain that we will be making paintings inspired by Ted Harrison
o Review what aspects they should have in their pictures – this will be posted in the classroom to review if needed
 Foreground (house/people/animals)
 Middle ground in layers (mountains or water)
 Background (sky and sun/moon with the use of lines)
 Think of kind of day/scene (stormy, windy, calm, sunset, sunrise, midday)
 Color choices
 Review expectations for when students are working (noise levels, supplies, cleanup etc.)
 Have students come up with an outline on scrap paper for their painting.
o Make sure they write their name on their draft
 Have all the drafts placed in one designated spot in the room so none are lost.

Teaching and/or Learning Strategies:

 Group discussion as reading the book
 Formative assessment through discussion of what the students noticed in the book
 Observation as students begin to create their outlines/’drafts’

Notes:
 It may take the students more than one class to complete the draft ideas before they begin to put their piece on good
paper
 Students will need pencils, paper will be provided
 In the event that school goes online, the students will be able to complete this project at home on their own time with the use
of whatever materials they have available (markers, crayons, pastels, paints). If the book is not available, students will be
provided with sample images to reference and can use the internet to further explore works by Ted Harrison.
Resources:
 Images of Ted Harrison’s work on the board
 Book O Canada by Ted Harrison
 Sample art projects
 Paper for students to create their drafts
 Sample projects that other students have done: https://artroombritt.blogspot.com/2018/02/ted-harrison-canadian-
landscapes.html
2 Outcome(s):
Creative expression is a means to explore and share one’s identity within a community
Work on Drafts Exploring works of art exposes us to diverse values, knowledge and perspectives

Overview:
 Review what we started last week
o Who the art is inspired by
o What they are working on
o What elements are required in their paintings
o What they should be working on today
 Quick formative assessment to see where students are at in their planning process
o Thumbs up, sideways, down
o Up (ready to move onto painting/already started painting)
o Middle (almost read to paint)
o Down (not close to painting/need assistance)
 Review expectations for when students are working (noise levels, supplies, cleanup etc.)
 If students have completed their draft copy and have shown all elements that are required for their painting they can start
drafting with pencil on the good paper
o Make sure names are written on the paper.
 Remind students that the good copy should have light sketches rather than harsh bold lines.
 Begin painting – remind students that they should be patient with painting and stay in the lines they have drawn
o Teacher will distribute paints to each student (they should have decided already what colours they need)
 Give appropriate time for clean up at the end of the class. Have all materials put away and paintings in a spot so that they
are not ruined or lost.

Teaching and/or Learning Strategies:

 Formative assessment before working on where students are at in progress
 Discussion with students about colours, mood and other aspects of their artwork
 Observation as students work on their drafts and begin good copies
 Formative assessment as draft copies are approved
 Notes:
 Students will provide their own pencils for drafting
 Drafts should be approved before moving onto the good copy of the project
 If students need more time to plan their drafts, then they can begin painting next class
 IF students happen to finish painting they can work on a coloring sheet or activity

Resources:
 Examples of Ted Harrisons artwork – this can be the same as last time
 Plain paper for drafts (if needed)
 Paper to paint on
 Paints (blue, white, red, orange…)
 Paint brushes
3 Begin Painting Outcome(s):
Creative expression is a means to explore and share one’s identity within a community
Exploring works of art exposes us to diverse values, knowledge and perspectives

Overview:
● All students should be done the draft and begin painting the good project
● Quick formative assessment to see where students are at in their painting process
○ Thumbs up, sideways, down
○ Up (making progress with painting/almost done)
○ Middle (just started painting)
○ Down (not painting yet)
● Review expectations for when students are working (noise levels, supplies, etc.)
● Have students gather painting supplies and their projects one table at a time
● Remind students that they should be patient with painting and stay in the lines that they have drawn
○ Teacher will distribute paints to each student (they should have decided already what colours they need)
● IF students happen to finish painting they can work on a coloring sheet or activity
● Give appropriate time for clean up at the end of the class. Have all materials put away and paintings in a spot so that they
are not ruined or lost.

Teaching and/or Learning Strategies:

● Formative assessment before working on where students are at in progress
● Discussion with students about colours, mood and other aspects of their artwork as they work
● Observation as students work on their art – provide assistance as needed

Notes:
● Paints will be distributed by the teacher – students should already know what colours they will need for their picture
● Students can share paint palettes with one another
● If some students are done painting and their paint is dry they can begin outlining
● It may take more than once class for the students to finish painting their artwork.

Resources:
● Examples of Ted Harrisons artwork – this can be the same as last time
● Paper to paint on
● Paints (blue, white, red, orange…)
 ● Paint brushes
● Sharpies / pastels for outlining
Outcome(s):
Creative expression is a means to explore and share one’s identity within a community
Exploring works of art exposes us to diverse values, knowledge and perspectives

Overview:
● Review expectations for when students are working (noise levels, supplies, cleanup etc.)
● Continue painting/ outlining
○ If paint is dry and finished, the students can outline their shapes with black sharpie or pastels that match their
colour scheme
● If students happen to finish painting (and their paint is wet) they can work on a coloring sheet or activity
● Give appropriate time for clean up at the end of the class. Have all materials put away and paintings in a spot so that they
are not ruined or lost.
Painting /
4
Outlining Teaching and/or Learning Strategies:
● Observation as students work on their art – provide assistance as needed

Notes:
● Students may be at different points in their progress. Some will be painting; others will be outlining.
● It may take more than once class for the students to finish painting their artwork. Adjust planning as necessary.

Resources:
● Examples of Ted Harrisons artwork – this can be the same as last time
● Paper to paint on
● Paints (blue, white, red, orange…)
● Paint brushes
● Sharpies / pastels for outlining
5 Outcome(s):
Project Creative expression is a means to explore and share one’s identity within a community
Completion Exploring works of art exposes us to diverse values, knowledge and perspectives

Overview:
● Most students should be done their projects by now. If they need more time, then this class will be given for wrapping up
and completing outlining.
● Review expectations for when students are working (noise levels, supplies, cleanup etc.)
● If most students have completed their artwork, then this period will be moving onto the next project.
● Give appropriate time for clean up at the end of the class. Have all materials put away and paintings in a spot so that they
are not ruined or lost.

Teaching and/or Learning Strategies:

● Observation as students work on their art – provide assistance as needed
● Formative assessment to see where students are at.
● Summative assessment once projects are complete. See rubric below.

Notes:
● This class is in here as a buffer in the event that this project takes more time than planned. If the students are all done
 then this block will be used to move onto the new project.

Resources:
● Examples of Ted Harrisons artwork – this can be the same as last time
● Paper to paint on
● Paints (blue, white, red, orange…)
● Paint brushes
● Sharpies / pastels for outlining
 Assess and Reflect (Stage 4)
Considerations Comments
Required Areas of Study: Big Ideas
Is there alignment between outcomes, performance Creative expression is a means to explore and share one’s identity within a community
assessment and learning experiences? ● Students are given opportunity to be creative and express themselves in their
painting by choosing colours, mood as well as foreground, middle ground and
background elements.
Exploring works of art exposes us to diverse values, knowledge and perspectives
● Exploring the work by Ted Harrison encourages the students to see his work,
inspiration, perspectives and talent.

Adaptive Dimension:
Have I made purposeful adjustments to the curriculum ● This project gives the students creative expression to work in a way that they
content (not outcomes), instructional practices, and/or want. While they still are required to have certain elements in their paintings it is
the learning environment to meet the learning needs of up to each student what they wish to include and how they wish to design it.
all my students? ● Students are given lots of time to plan their art piece and work at their own speed
to complete the project – with activities/coloring sheets planned for the students
that finish the daily task in advance.

Instructional Approaches: ● Discussion and introduction at beginning of unit to introduce students to the art
Do I use a variety of teacher directed and student- project.
centered instructional approaches? ● Discussion at the beginning of classes to ensure students are on task and know
what is expected of them. Review of what happened last class.
● Formative assessment activities at the beginning of classes to see where students
feel they are at in their progress.
● Student directed learning as they plan their own art pieces.
● Observation and formative assessment as students work on their paintings.

FNM/I Content and Perspectives/Gender

Equity/Multicultural Education: ● Ted Harrison artwork showing the students artwork from one of Canada’s most
Have I nurtured and promoted diversity while honoring popular artists. His love of the land and people of the Yukon showcases Canada’s
each child’s identity? landscapes, people and traditions that the students may not see.
RATIONALE

The above unit, which has been created for a Grade 4 Art class, focuses on creating artwork inspired by Ted Harrison. Students will learn about
who Ted Harrison is, look at artwork that he created and explore themes seen in his art pieces. The students will then use Ted Harrison as inspiration
along with their own imagination and creativity to create their own paintings. Throughout this unit, students will explore the essential questions: How
does knowing the contexts, histories and traditions of art forms help us to create works of art? How can we be influenced by Ted Harrison’s artwork and
create our own paintings?

This approximately four or five unit relies on prior understanding from Grades 1-3 in areas related to the big ideas of using art to expressing and
communicate identity, connecting to others through art and connecting to others in various places and times through art. In future art classes, the
students will use knowledge learned in this unit to further develop creative expression and identity and explore how art influences the world around us.
Throughout this unit the students will be creating art inspired by Ted Harrison with the use of paints. They will be required to produce a painting with a
foreground, middle ground and background as well as using colours that show the appropriate mood of the painting. Aside from these requirements, the
students are free to use their creativity and imagination to produce a painting that they feel is appropriate. Having the students complete a ‘rough sketch’
of the final product that they wish to produce gives them the opportunity to think about these aspects as well as plan out their painting and experiment,
play and familiarize themselves with the techniques and look of Ted Harrison’s art. It is important to note here that the final product does not have to be
an exact replica of the rough sketch, this activity simply introduces the students to this project without diving directly into the summative, more concrete
portion.

While this unit is shorter it only has the one activity and summative assessment that the students will work on throughout the unit. Each class
there will be opportunities for formative assessment as we discuss the artist and the themes that appear in his artwork and reiterate these as the students
work on their project. Each class there will be some sort of formative assessment before the students begin their artwork to see where students feel they
stand in terms of progress; this will allow the teacher a chance to see if the class is progressing at a similar pace or if some students are rushing through
the project while others may be lagging behind. As the students work on their artwork there are many opportunities for observation on how the artwork is
progressing and how the students are working in terms of speed, behavior, creativity and working of task. Having activities or worksheets prepared for
the students who complete the artwork gives the quicker students something to work on so that they are not idling and disrupting others as well as shows
the slower students that they do not need to rush and can take time to focus on their artwork.

Connecting back to the essential questions of this unit, the students are observing artwork created by Ted Harrison and putting their own creative
twist on it. These students will explore artwork by the famous Canadian artist through reading a picture book and images shown on the projector to
explore various Canadian traditions and lifestyles and connect them to their own.

**In the event that school goes online, the students will be able to complete this project at home on their own time with the use of whatever materials
they have available (markers, crayons, pastels, paints). If the book is not available, students will be provided with sample images to reference and can
use the internet to further explore works by Ted Harrison. Here is a sample lesson idea that could be sent home to students for simplicity
https://www.crayolateachers.ca/lesson/luscious-landscapes-art-in-the-style-of-ted-harrison-2/
 Art 4: Ted Harrison Inspired Painting

Your painting should include the following:

1. Foreground – this is the bottom part of the painting, what is closest to you. This should include houses, people or
animals.
2. Middle Ground – This is the middle part of the painting. This is the layers that make up mountains or water.
3. Background – This is the furthest part of the painting (sky).
4. Kind of day – Is it Daytime or Night time? Sunny or Cloudy? Sunrise or Sunset?
5. Colour choices – These colours should show the kind of day you chose. For example, blue for nighttime or winter, red
for summertime.
You are free to use your imagination and creativity!

4. Kind of day –
nighttime
5. Colour choices –
blue sky for
3. Background (sky)
nighttime

2. Middle Ground
(mountains and
water)

1. Foreground (animal
and blue ground)
 Art 4 Rubric: Ted Harrison Inspired Paintings

Name:

Needs Improvement (1) Satisfactory (2) Good (3) Excellent (4)

Following Project No directions were Some directions were Most directions were All directions were
Directions followed. followed. followed. followed.

Used some Used own ideas and Used own ideas and
No use of imagination or
Use of Creativity imagination and own imagination most of imagination all of the
own ideas.
ideas. the time. time.

Respectful and well-

Not respectful, misbehaved Misbehaved a lot of Respectful and well-
Behavior in Class behaved most of the
most of the time. the time. behaved all the time.
time.

Patient, took time and

Effort put into Project was rushed, did not Little effort was put in Worked hard most of
worked hard on the
Project work hard. to this project. the time.
project.

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