A look at the Body theme through an interdisciplinary project in visual arts and ethics and religious culture, inspired by works from the Montreal Museum of Fine Arts’ collection.
4 minutes 52 seconds
- Description of activity
- Resources used
Subject area
ETHICS AND RELIGIOUS CULTURE: “The Silhouettes of Humanity”
Areas of Learning
Personal Development
Related subject area(s)
Arts Education
Targeted education level
Secondaire
Cycle
2e cycle
Grade level
3
Activity duration
2 périodes
Educational objective
•Guiding students to discuss the artworks found on the EducArt platform related to the theme of the Body
•Guiding students to ask themselves ethical questions about body image in the past, present and future
•Guiding students to ask themselves ethical questions about body image in the past, present and future
Description of activity
Class 1: The project begins. Students explore the theme of the Body and the EducArt platform. Students complete a heuristic diagram on the theme of the Body. Students study the text related to this theme found on the platform. Afterwards, students watch the videos on the platform. In smaller groups, students respond to guiding questions and make connections between the theme of the Body and the selected works.
Class 2: Students explore the idea of body diversity and reflect on ethical questions related to the theme of the Body. Students are given instructions and guidelines for the Visual Arts assignment. As a group, students discuss representations of the body observed in our society and current beauty stereotypes. Students take note of the ethical questions raised in class, which will be applied later to formulate their appreciation of the works produced in Visual Arts class.
Class 2: Students explore the idea of body diversity and reflect on ethical questions related to the theme of the Body. Students are given instructions and guidelines for the Visual Arts assignment. As a group, students discuss representations of the body observed in our society and current beauty stereotypes. Students take note of the ethical questions raised in class, which will be applied later to formulate their appreciation of the works produced in Visual Arts 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) Reflects on ethical questions
Key Features:
(C1) Analyzes a situation from an ethical point of view
Cross-curricular Competencies:
• Uses information
• Uses creativity
(C1) Reflects on ethical questions
Key Features:
(C1) Analyzes a situation from an ethical point of view
Cross-curricular Competencies:
• Uses information
• Uses creativity
Targeted skills (if applicable)
Expected student outcomes
A group discussion about body image and its historical evolution as perceived by today’s students
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6
- Description of activity
- Resources used
- Pedagogical documentation
Subject area
VISUAL ARTS: “The Art of Difference”
Areas of Learning
- Arts Education
Related subject area(s)
- Personal Development
Targeted education level
Secondaire
Cycle
2e cycle
Grade level
3
Activity duration
5 périodes
Educational objective
• Guiding students to discuss body diversity throughout history (past, present, future)
• Guiding students to see the body in a different way
• Guiding students to work with recycled material
• Guiding students to see the body in a different way
• Guiding students to work with recycled material
Description of activity
Class 1: Students revisit the theme of the Body, addressed in Ethics and Religious Culture class. Students reread the text related to this theme on the EducArt platform. Afterwards, students watch the videos on the platform and receive the instructions for the assignment.
Class 2: Students share their appreciation of the works found on the EducArt platform in connection with the theme of the Body. They identify and learn how to distinguish the various silhouettes appearing in these works. In smaller groups, they analyze these silhouettes, looking for representations of the body that do not meet today’s stereotypes of beauty.
Class 3: In smaller groups, students take part in a creative session. They use a software to retouch a base image, creating contrasts. They project the representation of a body on a large-scale canvas, tracing the outline of the body in lead pencil.
Class 4: In smaller groups, students take part in a creative session. They collect recycled materials to support their creative concept. They cut out and glue these materials on the surface used in the previous class, following the traced outline.
Class 5: In a group, the students share their appreciation of the works produced, using the questions raised in Ethics and Religious Culture class.
Class 2: Students share their appreciation of the works found on the EducArt platform in connection with the theme of the Body. They identify and learn how to distinguish the various silhouettes appearing in these works. In smaller groups, they analyze these silhouettes, looking for representations of the body that do not meet today’s stereotypes of beauty.
Class 3: In smaller groups, students take part in a creative session. They use a software to retouch a base image, creating contrasts. They project the representation of a body on a large-scale canvas, tracing the outline of the body in lead pencil.
Class 4: In smaller groups, students take part in a creative session. They collect recycled materials to support their creative concept. They cut out and glue these materials on the surface used in the previous class, following the traced outline.
Class 5: In a group, the students share their appreciation of the works produced, using the questions raised in Ethics and Religious Culture 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 personal images
(C3) Appreciates images
Key Features:
• (C1) Uses transforming gestures and elements of visual arts language
• (C3) Constructs his/her interpretation of the image
• (C3) Analyzes an image
Cross-curricular Competencies:
• Uses information
• Uses creativity
• Cooperates with others
(C1) Creates personal images
(C3) Appreciates images
Key Features:
• (C1) Uses transforming gestures and elements of visual arts language
• (C3) Constructs his/her interpretation of the image
• (C3) Analyzes an image
Cross-curricular Competencies:
• Uses information
• Uses creativity
• Cooperates with others
Targeted skills (if applicable)
Expected student outcomes
A large-scale painting-object (bas-relief) representing body diversity
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6
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2
related subject area(s)
2
learning activities
6
Resources used