Class 1: Once the project has been explained, students read and study the text related to the theme of Freedoms found on the EducArt platform. Students watch the video featuring Laura Vigo. In smaller groups, they complete a heuristic diagram on the theme of Freedoms and share their responses with the rest of the group.

Class 2: Students share their appreciation of the artworks on the EducArt platform. They answer guiding questions. Students select a work from among those on the platform. They find the year the work was completed, the age of the artist who produced it, the historical and socio-cultural events that occurred at the time and any other information relevant to the creation of a timeline.

Class 3: Students complete their own timeline. They choose a unit of measurement, determine the relationship between the unit of measurement and the spacing of the timeline. Students select a reliable source of information. They determine the theme-related elements to include on the timeline.

Class 4: Students present this timeline to the Drama students and provide additional explanations, as needed.

Class 1: Once the project has been explained, students read and study the text related to the theme of Freedoms found on the EducArt platform. Students watch the video featuring Laura Vigo and Colville’s animation. In smaller groups, students complete a heuristic diagram on the theme of Freedoms and share their responses with the group. Students define the following terms: compositional element, line of force and axis.

Class 2: Students share their appreciation of the artworks on the EducArt platform. They identify the lines of force in these works. They select one of the works. Students then choose and mark a line of force in the selected work. They choose an element that will undergo a geometric transformation. They are asked to think about the form that this geometric transformation will take.

Class 3: Students reproduce the selected work to scale. They determine the measurements of the Cartesian plane produced. Then they test the solution found.

Class 4: Students list the mathematical concepts explored in this activity.

Class 1: Once the project has been explained, students read and study the text related to the theme of Freedoms found on the EducArt platform. Students share their appreciation of the artworks on the platform. Then they watch the video featuring Queen Ka. Students discuss how to go about writing a narrative text.

Class 2: Students use the works related to the theme of Freedoms found on the EducArt platform as their starting point. For each of these artworks, students determine characters, a theme and a historical context as the basis for a narrative text.

Class 3: In groups of two, students select a work from the EducArt platform. They draft a narrative text based on this work.

Class 4: In groups of two, students revise their rough draft of the narrative text and recopy it neatly.

Class 5: Students meet with the Drama students. They present their texts, assign the parts and read them out loud as a group. After the reading, they discuss their narrative texts with the Drama students.

Class 1: Once the project has been explained, students read and study the text related to the theme of Freedoms found on the EducArt platform. Students share their appreciation of the artworks on the platform. Then they watch the video featuring Laura Vigo.

Class 2: In smaller groups, students complete a heuristic diagram on the theme of Freedoms. As a group, they produce a lexical field for the theme. Students select an artwork on the EducArt platform. As a group, they draft a description of this artwork.

Class 3: In smaller groups, students read their rough draft out loud and then recopy it neatly.

Class 4: Students submit and present the descriptive text to the Visual Arts students; they explain their creative process and provide additional descriptions.

Class 1: Once the project has been explained, students read and study the text related to the theme of Freedoms found on the EducArt platform. Students share their appreciation of the works Oratoria by Adonis Flores and TV No. 6 by Gao Brothers found on the platform. Then they watch the videos featuring Laura Vigo and Charlie Boudreau. In smaller groups, students complete a heuristic diagram on the theme of Freedoms.

Class 2: Taking their inspiration from the artworks studied on the EducArt platform, the students produce a collage on the theme of Freedoms.

Classes 3 and 4: Students take part in a creative session. They complete their collages. They complete the final version of the creative projects based on their collages.

Class 5: Visual Arts students present their creative projects and share an appreciation as a group.

Class 1: Once the project has been explained, students read and study the text related to the theme of Freedoms found on the EducArt platform. Students share their appreciation of the artworks on the platform. Then they watch the videos featuring Laura Vigo and Charlie Boudreau. In smaller groups, students complete a heuristic diagram on the theme of Freedoms.

Class 2: Once their descriptive texts have been submitted and presented by the students from French class, the Visual Arts students study these texts with the other students. The Visual Arts students produce a preparatory sketch of a work related to one of the descriptive texts.

Classes 3 and 4:
Students take part in a creative session. They complete their sketches. They explore various mediums and techniques. They complete the final version of their creative projects.

Class 5: After reading the descriptive texts out loud to the class, the Visual Arts students present their creative projects and share an appreciation as a group.

Class 1: Once the project has been explained, students read and study the text related to the theme of Freedoms found on the EducArt platform. Students share their appreciation of the artworks on the platform. Then they watch the videos featuring Queen Ka and Charlie Boudreau.

Class 2: Individually, students complete a heuristic diagram on the theme of Freedoms and share their responses with the rest of the group. They produce a tableau vivant on this theme in small groups and present their rough ideas to the class.

Class 3: In groups of two, students select a work on the EducArt platform. They meet with the students from French class. They read the texts out loud. They look at the narrative texts with the French students. They meet with students from Social Science class. They match a timeline produced in Social Science class with the selected work from the EducArt platform.

Class 4: In groups, students produce a five-minute scene based on the timeline produced in Social Science class and the narrative text written in French class.

Class 5: Each group presents its scene to the rest of the class.