Fine Arts TRAVEL Learning Tasks

LEARNING TASK: Creating the Journal: All Disciplines

All of the students will make their own personalized journal. We will have a discussion about our journals and what their purpose is and how they are for to be used for ALL disciplines. We will talk about how students are going to document and reflect on their personal journey or adventure. Inside the journal there will be some helpful information that all of the students will need such as a pack list from socks to pens, what to do in case of an emergency, emergency plan, contact numbers, hotels, maps, etc. In creating the journals, we will incorporate an old Japanese paper marbling technique to create our cover pages as well as a couple of journal entry pages. The students will learn about suminagashi, its origin and while in Japan we will see art done with this technique at our museum visit. There will be a compartment in the journal to hold ticket stubs, pamphlets, menus, receipts, and any other loose-leaf form of interesting items, which can be incorporated into collages, artwork or other journal entries. For students that need further guidance there will be a list of ideas, and/or guiding questions for creative journal entries that incorporate multiple disciplines as well as some that our subject specific. The students will have a nice variety of structured and non-structured art specific entries. Time will be given to the students to create in their journal each day, as well as having the option to use some of their free time as well. They will also be encouraged to document their trip with photography, which they can incorporate into the journal upon return home. Objectives and Concepts: The journal will focus on Drawings and Compositions. Leading up to this unit, we will have focused a lot of energy on Composition, which deals largely on relationships and organization involved in the creation of images. The students will have already have some background knowledge on what is to be expected in the journal as they will have already been using one in art class in preparation for their epic adventure. That being said, the students are encouraged to write/draw whatever they want as long as it is related to their experience.

DRAWINGS Record. Examine and simplify basic shapes and spaces. A. Shapes may be organic and geometric. B. Geometric and organic shapes can be used to create positive and negative spaces. Investigate. Employ space, proportion and relationships for image making. A. The size of depicted figures or objects locates those objects in relationship to the ground or picture plane. B. Overlapping figures or objects create an illusion of space in two-dimensional works. C. The amount of detail depicted creates spatial depth in two-dimensional works. D. Parallel lines meeting at a vanishing point create linear perspective in twodimensional works. E. Proportion can be analyzed by using a basic unit of a subject as a measuring tool. F. The principles of repetition can be applied to achieve unity in twodimensional works. Communicate. Use expressiveness in their use of elements in the making of images. A. Line can be used freely and rhythmically to add mood or movement to a two-dimensional image. B. Points of view can be developed to express certain ideas such as mood or proximity in two-dimensional works. C. Scale drawings and simple systems can communicate architectural ideas in drawing form. Articulate and Evaluate. Use the vocabulary of art criticism to develop a positive analysis of their work. A. Identifying and describing techniques and media is part of learning to talk about art. B. Dominant elements and principles or applications of media can be discussed by students in relationship to the effective solving of their visual problems. C. Discussing the most appealing, or favourite part of a students own work is part of learning to talk about art. COMPOSITIONS Components 2. Experiment with the transformation of space in compositions. B. Value or colour can emphasize negative space over positive space. C. Space can be altered or distorted for special effects in two-dimensional works. Relationships 1. Investigate the use of pattern and emphasis in the creation of compositions A. A pattern or motif can be repeated to create certain special effects. Organizations 1. Experiment with value, light, atmosphere, and colour selection to reflect mood in composition. A. Mood in composition can be affected by proximity or similarity of selected

figures or units. B. Mood in composition can be affected by the selection of various colour schemes or harmonious, pastel schemes. C. Mood in composition can be enhanced by the intensity of the light source and the value of the rendered shading.

LEARNING TASK: Orienteering: PE and Math

The students will create their own orienteering map including a detailed legend of multiple landmarks. They will use a birds eye view perspective and learn about proportion, scale and ratios. They will have to use these maps and navigate with them.

Objectives and Concepts: DRAWINGS Record. Examine and simplify basic shapes and spaces. A. Shapes may be organic and geometric. B. Geometric and organic shapes can be used to create positive and negative spaces. Investigate. Employ space, proportion and relationships for image making. A. The size of depicted figures or objects locates those objects in relationship to the ground or picture plane. C. The amount of detail depicted creates spatial depth in two-dimensional works. E. Proportion can be analyzed by using a basic unit of a subject as a measuring tool. F. The principles of repetition can be applied to achieve unity in twodimensional works. Communicate. Use expressiveness in their use of elements in the making of images. C. Scale drawings and simple systems can communicate architectural ideas in drawing form. Articulate and Evaluate. Use the vocabulary of art criticism to develop a positive analysis of their work. A. Identifying and describing techniques and media is part of learning to talk

about art. B. Dominant elements and principles or applications of media can be discussed by the students in relationship to the affective solving of their visual problems. C. Discussing the most appealing, or favourite part of a students own work is part of learning to talk about art. COMPOSITIONS Components 2. Experiment with the transformation of space in compositions. B. Value or colour can emphasize negative space over positive space. Relationships 1. Investigate the use of pattern and emphasis in the creation of compositions A. A pattern or motif can be repeated to create certain special effects.

LEARNING TASK: Perspective: Math

While in Japan the students will draw from real life, they will study the rich variety of architecture in Japan and they will draw a 2-point perspective drawing from life. Having already visited a museum earlier in the week, they will have seen and critiqued a painting(s) that used multiple perspectives. Objectives and Concepts: DRAWINGS Record. Examine and simplify basic shapes and spaces. A. Shapes may be organic and geometric. B. Geometric and organic shapes can be used to create positive and negative spaces. Investigate. Employ space, proportion and relationships for image making. A. The size of depicted figures or objects locates those objects in relationship to the ground or picture plane. B. Overlapping figures or objects create an illusion of space in two-dimensional works. C. The amount of detail depicted creates spatial depth in two-dimensional works. D. Parallel lines meeting at a vanishing point create linear perspective in twodimensional works. E. Proportion can be analyzed by using a basic unit of a subject as a measuring tool. F. The principles of repetition can be applied to achieve unity in twodimensional works. Communicate. Use expressiveness in their use of elements in the making of images. A. Line can be used freely and rhythmically to add mood or movement to a two-dimensional image. C. Scale drawings and simple systems can communicate architectural ideas in drawing form. Articulate and Evaluate. Use the vocabulary of art criticism to develop a positive analysis of their work. A. Identifying and describing techniques and media is part of learning to talk about art. B. Dominant elements and principles or applications of media can be discussed by the students in relationship to the affective solving of their visual

problems. C. Discussing the most appealing, or favourite part of a students own work is part of learning to talk about art. COMPOSITIONS Components 2. Experiment with the transformation of space in compositions. B. Value or colour can emphasize negative space over positive space. Relationships 1. Investigate the use of pattern and emphasis in the creation of compositions A. A pattern or motif can be repeated to create certain special effects. Organizations 1. Experiment with value, light, atmosphere, and colour selection to reflect mood in composition. A. Mood in composition can be affected by proximity or similarity of selected figures or units. B. Mood in composition can be affected by the selection of various colour schemes or harmonious, pastel schemes. C. Mood in composition can be enhanced by the intensity of the light source and the value of the rendered shading. ENCOUNTERS Sources of Images. Investigate form and structure of natural and man-made objects as sources of images. A. Skeletal structure effects the shape and surface of an object, artifact or the human figure. B. Mass structure has an effect on the shape and form of an object or artifact. Transformations Through Time. Compare interpretations of natural form and structure in the creation of man-made artifacts through time and across cultures. A. Comparisons between natural forms and architectural systems illustrate the functional aspects of natural structure. B. Natural forms and structures have been interpreted by artists of various cultures for decorative and artistic purposes. Impact of Images. Consider the impact of natural form and structure upon human activity and tastes in the modern world. A. Natural forms and structures provide sources for environmental design in the modern world. B. Structural design of shelters may enhance or inhibit human activities. C. Decorative and functional works enhance public and private buildings.

LEARNING TASK: Meditation: PE and English

Using the five domains of wellness, Emotional, Intellectual, Physical, Social and Spiritual as an entry point, the students will learn the art of meditation during one of the ELA book club meetings. Just as the main character in The Master Puppeteer uses mediation to focus and relax, so too will student. They will use breathing techniques with the intent of connecting the five domains of wellness together. For fine arts, they will use this mindset to create drawings/doodles.

Objectives and Concepts: DRAWINGS Record. Examine and simplify basic shapes and spaces. A. Shapes may be organic and geometric. B. Geometric and organic shapes can be used to create positive and negative spaces. Investigate. Employ space, proportion and relationships for image making. A. The size of depicted figures or objects locates those objects in relationship to the ground or picture plane. B. Overlapping figures or objects create an illusion of space in two-dimensional works. C. The amount of detail depicted creates spatial depth in two-dimensional works. D. Parallel lines meeting at a vanishing point create linear perspective in twodimensional works. E. Proportion can be analyzed by using a basic unit of a subject as a measuring tool. F. The principles of repetition can be applied to achieve unity in twodimensional works. Communicate. Use expressiveness in their use of elements in the making of images. A. Line can be used freely and rhythmically to add mood or movement to a two-dimensional image. B. Points of view can be developed to express certain ideas such as mood or proximity in two-dimensional works. C. Scale drawings and simple systems can communicate architectural ideas in drawing form. Articulate and Evaluate. Use the vocabulary of art criticism to develop a positive analysis of their work. A. Identifying and describing techniques and media is part of learning to talk about art. C. Discussing the most appealing, or favourite part of a students own work is part of learning to talk about art. COMPOSITIONS Components 2. Experiment with the transformation of space in compositions. B. Value or colour can emphasize negative space over positive space. C. Space can be altered or distorted for special effects in two-dimensional works. Relationships 1. Investigate the use of pattern and emphasis in the creation

of compositions A. A pattern or motif can be repeated to create certain special effects. Organizations 1. Experiment with value, light, atmosphere, and colour selection to reflect mood in composition. A. Mood in composition can be affected by proximity or similarity of selected figures or units. B. Mood in composition can be affected by the selection of various colour schemes or harmonious, pastel schemes. C. Mood in composition can be enhanced by the intensity of the light source and the value of the rendered shading.

LEARNING TASK: Debrief. Sharing of Journals: All Disciplines.

Students will work in groups to share and celebrate the journey that they all went on together. Students will be encouraged to share some of their favourite entries. They will have to critique each others work as well as their own. In keeping it positive, I like to use the 2 stars and a wish method.

Objectives and Concepts: DRAWINGS Articulate and Evaluate. Use the vocabulary of art criticism to develop a positive analysis of their work. A. Identifying and describing techniques and media is part of learning to talk about art. B. Dominant elements and principles or applications of media can be discussed by the students in relationship to the affective solving of their visual problems. C. Discussing the most appealing, or favourite part of a students own work is part of learning to talk about art. COMPOSITIONS Relationships 2. Use the vocabulary of art criticism to develop a positive analysis of their work. A. Techniques and a media students have used to make their images can be identified and described B. Dominant elements and principles or media applications can be discussed by students in relationship to the effective solving of their visual problems. C. Discussing the most appealing or favourite part of a students own work is part of learning to talk about art.