A look at the Resilience theme through an interdisciplinary project in english second language, ethics and religious culture, visual arts, inspired by works from the Montreal Museum of Fine Arts’ collection.
4 minutes 13 seconds
- Description of activity
- Resources used
- Pedagogical documentation
Subject area
ETHICS AND RELIGIOUS CULTURE: “Circles of Trust and Stories of Resilience”
Areas of Learning
Personal Development
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 and to consider the resources we possess that enable us to manifest resilience after living through difficult times in our lives
•Guiding students to produce a circle of trust and to become aware of the role played by our peers and our social circle when we need to manifest resilience
•Guiding students to produce a circle of trust and to become aware of the role played by our peers and our social circle when we need to manifest resilience
Description of activity
Class 1: Once the guidelines, project and EducArt platform have been presented, students study the text related to the theme of Resilience. They then watch the video featuring Chantal Goffoz. As a group, they discuss the video content. Students complete a heuristic diagram on the theme of Resilience. Students share an appreciation of the work The Heart Called "After the Flood" by Jim Dine. Students answer guiding questions related to the theme.
Class 2: Students translate all the words from French to English using the software of their choice. Students classify the words in various categories in order of importance.
Students create their circle of trust with several ellipses. They identify the important people in this circle. They select a work from the EducArt platform that represents their circle of trust. They write a paragraph to explain their choice and present their work orally in front of the class.
Class 3: Students write a rough draft of a story about resilience. Inspired by the selected artwork, the story must contain the following: living characters, a conflict and a plot that involves resilience.
Class 4: Students continue working on their stories and then recopy them neatly.
Class 2: Students translate all the words from French to English using the software of their choice. Students classify the words in various categories in order of importance.
Students create their circle of trust with several ellipses. They identify the important people in this circle. They select a work from the EducArt platform that represents their circle of trust. They write a paragraph to explain their choice and present their work orally in front of the class.
Class 3: Students write a rough draft of a story about resilience. Inspired by the selected artwork, the story must contain the following: living characters, a conflict and a plot that involves resilience.
Class 4: Students continue working on their stories and then recopy them neatly.
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
• (C3) Engages in dialogue
Key Features:
• (C1) Analyzes a situation from an ethical point of view
• (C1) Evaluates options or possible actions
• (C3) Organizes his/her thinking
Cross-curricular Competencies:
• Uses information
• Uses creativity
• Achieves his/her potential
• (C1) Reflects on ethical questions
• (C3) Engages in dialogue
Key Features:
• (C1) Analyzes a situation from an ethical point of view
• (C1) Evaluates options or possible actions
• (C3) Organizes his/her thinking
Cross-curricular Competencies:
• Uses information
• Uses creativity
• Achieves his/her potential
Targeted skills (if applicable)
Expected student outcomes
Written story about Resilience
1
de
7
1 from 2
- Description of activity
- Resources used
- Pedagogical documentation
Subject area
VISUAL ARTS: “Resilience Machine”
Areas of Learning
Arts Education
Related subject area(s)
Mathematics, Science and Technology
Targeted education level
Secondaire
Cycle
2e cycle
Grade level
5
Activity duration
6 périodes
Educational objective
•Guiding students to discuss the artworks found on the EducArt platform related to the theme of Resilience
•Guiding students to work together to make a machine out of a sculpture incorporating a simple mechanism
•Guiding students to work together to make a machine out of a sculpture incorporating a simple mechanism
Description of activity
Class 1: Once the guidelines, project and EducArt platform have been presented, students study the text related to the theme of Resilience. They then watch the video featuring Christiane Viau. As a group, they discuss the video content. Students complete a heuristic diagram on the theme of Resilience. They answer guiding questions found on the platform in connection with the theme.
Class 2: Students revisit the theme and the works related to it found on the EducArt platform. In smaller groups, students select three works and discuss how resilience is featured in them. The students review all the answers as a group.
Class 3: As a group, students define what a machine is and what it does. In smaller groups, students design a contemporary sculpture that is also a machine. Students consider the possible options for the sculpture’s mechanism, construction and finish. They then watch the video featuring Martin Carli. In smaller groups, students devise a work plan, a sketch and a schematic diagram.
Classes 4 and 5: Students take part in a creative session in the Science and Technology lab. Students use the available tools required to complete the mechanism as designed. Students analyze and dissect how it functions. Students add an aesthetic finish to the sculpture.
Class 6: Students present their projects to the group and share an appreciation of the sculptures.
Class 2: Students revisit the theme and the works related to it found on the EducArt platform. In smaller groups, students select three works and discuss how resilience is featured in them. The students review all the answers as a group.
Class 3: As a group, students define what a machine is and what it does. In smaller groups, students design a contemporary sculpture that is also a machine. Students consider the possible options for the sculpture’s mechanism, construction and finish. They then watch the video featuring Martin Carli. In smaller groups, students devise a work plan, a sketch and a schematic diagram.
Classes 4 and 5: Students take part in a creative session in the Science and Technology lab. Students use the available tools required to complete the mechanism as designed. Students analyze and dissect how it functions. Students add an aesthetic finish to the sculpture.
Class 6: Students present their projects to the group and share an appreciation of the sculptures.
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 ideas to create a personal work
• (C3) Constructs his/her interpretation of the image
• (C3) Shares his/her appreciation experience
• (C3) Makes critical and aesthetic judgments
Cross-curricular Competencies:
• Uses creativity
• Communicates appropriately
• Adopts effective work methods
• Exercises critical judgment
• (C1) Creates personal images
• (C3) Appreciates images
Key Features:
• (C1) Uses ideas to create a personal work
• (C3) Constructs his/her interpretation of the image
• (C3) Shares his/her appreciation experience
• (C3) Makes critical and aesthetic judgments
Cross-curricular Competencies:
• Uses creativity
• Communicates appropriately
• Adopts effective work methods
• Exercises critical judgment
Targeted skills (if applicable)
Expected student outcomes
Sculpture project that incorporates a simple mechanism.
1
de
8
1 from 2
- Description of activity
- Resources used
- Pedagogical documentation
Subject area
ENGLISH: “The Resilient Cloud”
Areas of Learning
Languages
Targeted education level
Secondaire
Cycle
1er cycle
Grade level
2
Activity duration
2 périodes
Educational objective
• Guiding students to make connections between the artworks found on the EducArt platform and the theme of Resilience
• Guiding students to discuss these works and to produce a word cloud to define Resilience
• Guiding students to discuss these works and to produce a word cloud to define Resilience
Description of activity
Class 1: Students complete a heuristic diagram on the theme of Resilience. Once the guidelines, project and EducArt platform have been presented, students study the text related to the theme of Resilience. They then watch the video featuring Christiane Viau. As a group, they discuss the video content. Students share an appreciation of the work The Heart Called "After the Flood" by Jim Dine, found on the EducArt platform. In smaller groups, students produce a list of thirty words that help them to grasp the definition of Resilience.
Class 2: Students translate all the words from French to English using the software of their choice. Students classify the words in various categories in order of importance.
Class 3: Students use the software of their choice to produce a word cloud based on these thirty words. Students relate this word cloud to an artwork found on the EducArt platform. They write a text to explain the reason for their choice.
Class 4: Students present their texts to the class.
Class 2: Students translate all the words from French to English using the software of their choice. Students classify the words in various categories in order of importance.
Class 3: Students use the software of their choice to produce a word cloud based on these thirty words. Students relate this word cloud to an artwork found on the EducArt platform. They write a text to explain the reason for their choice.
Class 4: Students present their texts 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) Uses language/talk to communicate and learn
• (C2) Represents her/his literacy in different
• (C4) Writes a variety of genres for personal and social purposes
Key Features:
• (C1) Produces spoken texts for a familiar audience in specific contexts
• (C2) Deconstructs media texts to understand their meaning(s)/message(s) in specific contexts
• (C4) Follows a process to produce written texts in specific contexts
Cross-curricular Competencies:
• Uses information
• Communicates appropriately
• (C1) Uses language/talk to communicate and learn
• (C2) Represents her/his literacy in different
• (C4) Writes a variety of genres for personal and social purposes
Key Features:
• (C1) Produces spoken texts for a familiar audience in specific contexts
• (C2) Deconstructs media texts to understand their meaning(s)/message(s) in specific contexts
• (C4) Follows a process to produce written texts in specific contexts
Cross-curricular Competencies:
• Uses information
• Communicates appropriately
Targeted skills (if applicable)
Expected student outcomes
Word clouds produced individually and texts in Word
1
de
9
1 from 2
4
related subject area(s)
3
learning activities
10
Resources used