A look at the Alterity theme through an interdisciplinary project in ethics and religious culture, music and visual arts, inspired by works from the Montreal Museum of Fine Arts’ collection.
4 minutes 23 seconds
- Description of activity
- Resources used
Subject area
MUSIC: “The Other’s Melody”
Areas of Learning
Arts Education
Related subject area(s)
- Arts Education
Targeted education level
Secondaire
Cycle
1er cycle
Grade level
2
Activity duration
4 périodes
Educational objective
•Guiding students to discuss the artworks found on the EducArt platform related to the theme of Otherness
•Guiding students to compose a musical piece based on the artworks found on the EducArt platform
•Guiding students to compose a musical piece based on the artworks found on the EducArt platform
Description of activity
Class 1: Once the project and the EducArt platform have been presented, students read and study the text related to the theme of Otherness found on the platform. Students share an appreciation of the artworks found on the Platform. In smaller groups, students complete a heuristic diagram on the theme of Otherness. As a group, students formulate a definition for the word otherness and compare this definition with the one the Visual Arts students posted on Knowledge Forum.
Class 2: Students watch the video featuring Sébastien Harrisson, found on the EducArt platform. As a group, students discuss the video content. Students study various composition techniques (question and answer, contrast, sound reproduction). Students choose an artwork found on the EducArt platform and relate it to an instrument. Students compose a melody based on this artwork. Students present the melody and justify their choice to the class.
Class 3: Students take part in a creative session. Students select an artwork that the Visual Arts students created and posted on Knowledge Forum. Students compose a melody inspired by this artwork.
Class 4: Students present their musical composition to the class.
Class 2: Students watch the video featuring Sébastien Harrisson, found on the EducArt platform. As a group, students discuss the video content. Students study various composition techniques (question and answer, contrast, sound reproduction). Students choose an artwork found on the EducArt platform and relate it to an instrument. Students compose a melody based on this artwork. Students present the melody and justify their choice to the class.
Class 3: Students take part in a creative session. Students select an artwork that the Visual Arts students created and posted on Knowledge Forum. Students compose a melody inspired by this artwork.
Class 4: Students present their musical composition to the class.
Predicted subject areas (subject-specific competencies, key features, cross-curricular competencies, according to the Progression of Learning or other Ministry of Education’s documents)
Competencies:
• (C1) Creates musical works
• (C3) Appreciates musical works
Key Features:
• (C1) Uses sound sources, elements of musical language and elements of technique
• (C3) Analyzes a musical work
• (C3) Makes critical and aesthetic judgments
Cross-curricular Competencies:
• Uses creativity
• Exercises critical judgment
• Uses information
• Achieves his/her potential
• (C1) Creates musical works
• (C3) Appreciates musical works
Key Features:
• (C1) Uses sound sources, elements of musical language and elements of technique
• (C3) Analyzes a musical work
• (C3) Makes critical and aesthetic judgments
Cross-curricular Competencies:
• Uses creativity
• Exercises critical judgment
• Uses information
• Achieves his/her potential
Targeted skills (if applicable)
Expected student outcomes
A musical piece using an artwork as a starting point
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3
- Description of activity
- Resources used
- Pedagogical documentation
Subject area
ETHICS AND RELIGIOUS CULTURE: “The Rhizome”
Areas of Learning
Personal Development
Related subject area(s)
- Arts Education
Targeted education level
Secondaire
Cycle
1er cycle
Grade level
2
Activity duration
3 périodes
Educational objective
•Guiding students to discuss the artworks found on the EducArt platform related to the theme of Otherness
•Guiding students to formulate a shared “rhizomatic” definition using an online collaborative platform
•Guiding students to formulate a shared “rhizomatic” definition using an online collaborative platform
Description of activity
Class 1: Once the project and the EducArt platform have been presented, students watch the video featuring Sébastien Harrisson, found on the platform. As a group, students discuss the video content. Students read and study the text related to the theme of Otherness found on the platform. Students complete a heuristic diagram on the theme. Students share an appreciation of the artworks related to the theme found on the EducArt Platform.
Class 2: In smaller groups, student select an artwork related to the theme of Otherness found on the EducArt platform. Students consider how this work evokes Otherness. On Knowledge Forum, students search for a story hidden in the selected artwork. Students invent a short story related to the selected work and share this story on Knowledge Forum so that the Visual Arts students can access it.
Class 3: Students present the invented stories and the selected works to the class. As a group, students point out connections that might link the various presented stories and works previously shared on Knowledge Forum. Students attempt to grasp how these connections evoke Otherness. Students analyze these connections to define the theme of Otherness, as a group.
Class 2: In smaller groups, student select an artwork related to the theme of Otherness found on the EducArt platform. Students consider how this work evokes Otherness. On Knowledge Forum, students search for a story hidden in the selected artwork. Students invent a short story related to the selected work and share this story on Knowledge Forum so that the Visual Arts students can access it.
Class 3: Students present the invented stories and the selected works to the class. As a group, students point out connections that might link the various presented stories and works previously shared on Knowledge Forum. Students attempt to grasp how these connections evoke Otherness. Students analyze these connections to define the theme of Otherness, as a group.
Predicted subject areas (subject-specific competencies, key features, cross-curricular competencies, according to the Progression of Learning or other Ministry of Education’s documents)
Competency:
• (C3) Engages in dialogue
Key Features:
• (C3) Organizes his/her thinking
Cross-curricular Competencies:
• Uses creativity
• Communicates
• (C3) Engages in dialogue
Key Features:
• (C3) Organizes his/her thinking
Cross-curricular Competencies:
• Uses creativity
• Communicates
Targeted skills (if applicable)
Expected student outcomes
Heuristic diagram and “rhizomatic” definition produced through the use of an online collaborative platform, Knowledge Forum
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- Description of activity
- Resources used
- Pedagogical documentation
Subject area
VISUAL ARTS: “Me, Myself and I”
Areas of Learning
- Arts Education
Targeted education level
Secondaire
Cycle
2e cycle
Grade level
4
Activity duration
4 périodes
Educational objective
•Guiding students to discuss the artworks found on the EducArt platform related to the theme of Otherness
•Guiding students to explore the concepts of the self-portrait through the lens of self-awareness
•Guiding students to complete a painted self-portrait while defining otherness
•Guiding students to explore the concepts of the self-portrait through the lens of self-awareness
•Guiding students to complete a painted self-portrait while defining otherness
Description of activity
Class 1: Once the project and the EducArt platform have been presented, students share an appreciation of the artworks found on the platform. Students read and study the text related to the theme of Otherness found on the platform. Then students watch the video featuring Sébastien Harrisson. As a group, students discuss the video content. Students complete a heuristic diagram on the theme of Otherness.
Class 2: In smaller groups, students formulate a definition of identity. They look for possible connections between social media and identity. They select a work on the EducArt platform. Finding inspiration and context in the stories invented by the Ethics and Religious Culture students, students devise a virtual profile for figures in the artworks, related to the theme of Otherness, on the EducArt platform.
Class 3: Students select a digital photograph from the “Profile” section on one of their social media pages in order to produce a self-portrait. They convert the photograph to black and white using digital a retouching software. They produce several painted studies of gestures. They select a gesture that best suits their personality.
Class 4: Students take part in a creative session. Students post the completed artworks on Knowledge Forum to provide access to Music students.
Class 2: In smaller groups, students formulate a definition of identity. They look for possible connections between social media and identity. They select a work on the EducArt platform. Finding inspiration and context in the stories invented by the Ethics and Religious Culture students, students devise a virtual profile for figures in the artworks, related to the theme of Otherness, on the EducArt platform.
Class 3: Students select a digital photograph from the “Profile” section on one of their social media pages in order to produce a self-portrait. They convert the photograph to black and white using digital a retouching software. They produce several painted studies of gestures. They select a gesture that best suits their personality.
Class 4: Students take part in a creative session. Students post the completed artworks on Knowledge Forum to provide access to Music students.
Predicted subject areas (subject-specific competencies, key features, cross-curricular competencies, according to the Progression of Learning or other Ministry of Education’s documents)
Competencies:
• (C1) Creates personal images
• (C3) Appreciates images
Key Features:
• (C1) Structures his/her personal production
• (C3) Makes critical and aesthetic judgments
Cross-curricular Competencies:
• Uses creativity
• Communicates appropriately
• Uses information
• Adopts effective work methods
• (C1) Creates personal images
• (C3) Appreciates images
Key Features:
• (C1) Structures his/her personal production
• (C3) Makes critical and aesthetic judgments
Cross-curricular Competencies:
• Uses creativity
• Communicates appropriately
• Uses information
• Adopts effective work methods
Targeted skills (if applicable)
Expected student outcomes
A large-scale painted self-portrait from a digital photograph
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Alterity
Gaspésie-Île-de-la-Madeleine
École Polyvalente des Îles, École C.-E.-Pouliot et École Ésdras Minville
2
related subject area(s)
3
learning activities
3
Resources used