A look at the theme of the heart through an interdisciplinary project in the visual arts and science, inspired by works from the Montreal Museum of Fine Arts’ collection.
4 minutes 58 secondes
- Description of activity
- Resources used
Subject area
SCIENCE AND TECHNOLOGY: “The Heart by Heart”
Areas of Learning
Mathematics, Science and Technology
Targeted education level
Primaire
Cycle
Grade level
Activity duration
4 périodes
Educational objective
•Guiding students to discuss the artworks found on the EducArt platform and the theme of the Heart while making connections with the sciences
•Guiding students to discover the heart from a scientific standpoint by analyzing the organ’s various parts and learning how they each work
•Guiding students to discover the heart from a scientific standpoint by analyzing the organ’s various parts and learning how they each work
Description of activity
Class 1: Once the project, EducArt platform and instructions have been presented, students share an appreciation of the artwork Cœur jumeaux by Jim Dine, found on the platform. Students watch the video featuring Jean-Claude Tardif to deepen the discussion. As a group, students answer various guiding questions. In small groups, students complete a heuristic diagram on the theme of the Heart so as to discover its various facets.
Class 2: Students study the anatomy of the heart. They identify its cavities, right and left auricles, right and left ventricles, the aorta and the pulmonary artery.
Class 3: As a group, students share an appreciation of the artwork Heart: Metamorphosis II Teapot by Richard Notkin. Using this work as their starting point, students locate and identify the heart’s different cavities. Students write out the function of each of them.
Class 4: Students paint an illustration depicting the heart’s different cavities, taking their inspiration from the artworks found on the EducArt platform.
Class 2: Students study the anatomy of the heart. They identify its cavities, right and left auricles, right and left ventricles, the aorta and the pulmonary artery.
Class 3: As a group, students share an appreciation of the artwork Heart: Metamorphosis II Teapot by Richard Notkin. Using this work as their starting point, students locate and identify the heart’s different cavities. Students write out the function of each of them.
Class 4: Students paint an illustration depicting the heart’s different cavities, taking their inspiration from the artworks found on the EducArt platform.
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) Communicates in the languages used in science and technology
Key Features:
• (C3) Becomes familiar with everyday language related to science and technology
• (C3) Uses everyday language and symbolic language related to science and technology
Cross-curricular Competencies:
• Exercises critical judgment
• Uses information
• Uses creativity
• (C3) Communicates in the languages used in science and technology
Key Features:
• (C3) Becomes familiar with everyday language related to science and technology
• (C3) Uses everyday language and symbolic language related to science and technology
Cross-curricular Competencies:
• Exercises critical judgment
• Uses information
• Uses creativity
Targeted skills (if applicable)
Expected student outcomes
A production attesting to the ability to locate and identify each of the heart’s cavities, accompanied by an explanation of their functions in writing
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- Description of activity
- Resources used
- Pedagogical documentation
Subject area
VISUAL ARTS: “Taking the Arts to Heart”
Areas of Learning
Arts Education
Targeted education level
Secondaire
Cycle
2e cycle
Grade level
4
Activity duration
7 périodes
Educational objective
•Guiding Secondary IV students to explore and grasp the definition of the word heart while making meaningful connections between the definition and their daily lives
•Guiding students to structure their project-completion process and to become aware of their creative process and experiences
•Guiding students to appreciate the artworks found on the EducArt platform and to make connections between these artworks and their own works
•Guiding students to structure their project-completion process and to become aware of their creative process and experiences
•Guiding students to appreciate the artworks found on the EducArt platform and to make connections between these artworks and their own works
Description of activity
Class 1: Students discuss the theme of the Heart and share an appreciation of the artworks related to the theme found on the EducArt platform. Students use the guiding questions related to these works to make connections between them, their own personal experience and daily life. Students complete a heuristic diagram on the theme of the Heart so as to discover its various facets.
Class 2: Students review the artworks observed on the EducArt platform. To deepen the discussion, students watch the videos related to the theme found on the EducArt platform. Students produce ten preliminary sketches based on the completed heuristic diagram and consider how to create a work about the theme of the Heart in all its facets, and how to structure their creative process.
Class 3: Students select one of the sketches. Based on the sketch, students produce a more detailed maquette that explores new techniques and materials evoking the theme of the Heart.
Class 4: Each student gets his/her maquette approved and shares an individual appreciation. Students begin work on the final project.
Classes 5 and 6: Students works on their final project.
Class 7: As a group, students share an appreciation of the completed artworks. Then each student assembles the sketch, maquette and final work to explain his/her creative process to the rest of the class.
Class 2: Students review the artworks observed on the EducArt platform. To deepen the discussion, students watch the videos related to the theme found on the EducArt platform. Students produce ten preliminary sketches based on the completed heuristic diagram and consider how to create a work about the theme of the Heart in all its facets, and how to structure their creative process.
Class 3: Students select one of the sketches. Based on the sketch, students produce a more detailed maquette that explores new techniques and materials evoking the theme of the Heart.
Class 4: Each student gets his/her maquette approved and shares an individual appreciation. Students begin work on the final project.
Classes 5 and 6: Students works on their final project.
Class 7: As a group, students share an appreciation of the completed artworks. Then each student assembles the sketch, maquette and final work to explain his/her creative process to the rest of 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:
• (C2) Creates media images
• (C3) Appreciates images
Key Features:
• (C2) Uses ideas to create a media production
• (C2) Structures his/her media production
• (C3) Analyzes an image
• (C3) Constructs his/her interpretation of the image
• (C3) Shares his/her appreciation experience
Cross-curricular Competencies:
• Adopts effective work methods
• Exercises critical judgment
• Uses creativity
• (C2) Creates media images
• (C3) Appreciates images
Key Features:
• (C2) Uses ideas to create a media production
• (C2) Structures his/her media production
• (C3) Analyzes an image
• (C3) Constructs his/her interpretation of the image
• (C3) Shares his/her appreciation experience
Cross-curricular Competencies:
• Adopts effective work methods
• Exercises critical judgment
• Uses creativity
Targeted skills (if applicable)
Expected student outcomes
A media production related to theme of the Heart. This creation must attest to an evolving creative process and be presented orally.
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related subject area(s)
2
learning activities
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Resources used