A look at the Street theme through an interdisciplinary project in adaptive learning, visual arts, ethics and religious culture, inspired by works from the Montreal Museum of Fine Arts’ collection.
4 minutes
- Description of activity
- Resources used
- Pedagogical documentation
Subject area
SOCIAL SCIENCES: “The American Draft”
Areas of Learning
Social Sciences
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 the Street
•Guiding students to illustrate, in a drawing, their understanding of social phenomena from an historical standpoint in connection with this theme
•Guiding students to illustrate, in a drawing, their understanding of social phenomena from an historical standpoint in connection with this theme
Description of activity
Class 1: Once the project objectives and the definition of the theme of the Street have been presented, students study the text related to the theme found on the EducArt platform. Students share an appreciation of the artworks related to theme found on the platform. Students watch the videos related to the theme of the Street. Students select an historical period (Renaissance, modern era, contemporary period, for example).
Class 2: As a group, students review the theme of the Street. Students select three images of objects that encapsulate the selected historical period. Students take part in a creative session.
Class 3: As a group, students learn the definition of a medium close-up. They produce a sketch of a subject in medium close-up, incorporating the images of objects encapsulating the selected historical period, always in connection with the theme of the Street. Based on this sketch, students make a detailed drawing, using an appropriate combination of colours. Students submit their drawings to the Visual Arts students.
Class 2: As a group, students review the theme of the Street. Students select three images of objects that encapsulate the selected historical period. Students take part in a creative session.
Class 3: As a group, students learn the definition of a medium close-up. They produce a sketch of a subject in medium close-up, incorporating the images of objects encapsulating the selected historical period, always in connection with the theme of the Street. Based on this sketch, students make a detailed drawing, using an appropriate combination of colours. Students submit their drawings to the Visual Arts 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)
Competency:
• (C1) Examines social phenomena from an historical perspective
Key Feature:
• (C1) Looks at social phenomena in their complexity
Cross-curricular Competencies:
• Uses information
• Uses creativity
• (C1) Examines social phenomena from an historical perspective
Key Feature:
• (C1) Looks at social phenomena in their complexity
Cross-curricular Competencies:
• Uses information
• Uses creativity
Targeted skills (if applicable)
Expected student outcomes
Drawing of a subject in medium close-up encapsulating the selected historical period
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- Description of activity
- Resources used
- Pedagogical documentation
Subject area
SCIENCE AND TECHNOLOGY: “Shedding Light on…”
Areas of Learning
Mathématique, science et technologie
Related subject area(s)
Arts
Targeted education level
Secondaire
Cycle
2e cycle
Grade level
5
Activity duration
3 périodes
Educational objective
•Guiding students to discuss the artworks found on the EducArt platform related to the theme of the Street
•Guiding students to make an electrical circuit
•Guiding students to use the artworks produced in Visual Arts class as a starting point for their own work
•Guiding students to make an electrical circuit
•Guiding students to use the artworks produced in Visual Arts class as a starting point for their own work
Description of activity
Class 1: Once the project objectives have been explained, students discuss the definition of the theme as a group. Students study the text related to the theme found on the EducArt platform. Students share an appreciation of the artwork Night by Philip Surrey, found on the platform. Students produce a heuristic diagram based on the theme of the Street. Students watch the videos related to this theme found on the EducArt platform.
Class 2: Students consider the placement of the sound and electrical devices that will be incorporated into the artworks created in Visual Arts class. Students makes an electrical diagram.
Class 3: Students take part in a creative session. Students assemble electrical circuits.
Class 2: Students consider the placement of the sound and electrical devices that will be incorporated into the artworks created in Visual Arts class. Students makes an electrical diagram.
Class 3: Students take part in a creative session. Students assemble electrical circuits.
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) Seeks answers or solutions to scientific problems
• (C2) Makes the most of his/her knowledge of science and technology
• (C3) Communicates in the languages used in science and technology
Key Features:
• (C1) Develops a plan of action
• (C2) Puts scientific or technological issues in context
• (C3) Participates in exchanging scientific and technological information
Cross-curricular Competencies:
• Uses information
• Adopts effective work methods
• Solves problems
• (C1) Seeks answers or solutions to scientific problems
• (C2) Makes the most of his/her knowledge of science and technology
• (C3) Communicates in the languages used in science and technology
Key Features:
• (C1) Develops a plan of action
• (C2) Puts scientific or technological issues in context
• (C3) Participates in exchanging scientific and technological information
Cross-curricular Competencies:
• Uses information
• Adopts effective work methods
• Solves problems
Targeted skills (if applicable)
Expected student outcomes
Assembling an electrical circuit
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- Description of activity
- Resources used
Subject area
ETHICS AND RELIGIOUS CULTURE: “Looking at the Street”
Areas of Learning
Personal Development
Related subject area(s)
- Arts Education
Targeted education level
Secondaire
Cycle
2e cycle
Grade level
5
Activity duration
3 périodes
Educational objective
•Guiding students to discuss the artworks found on the EducArt platform related to the theme of the Street
•Guiding students to ask themselves ethical questions with this theme as a starting point
•Guiding students to communicate with each other, using the works produced in Visual Arts class as a starting point
•Guiding students to ask themselves ethical questions with this theme as a starting point
•Guiding students to communicate with each other, using the works produced in Visual Arts class as a starting point
Description of activity
Class 1: Once the project and the platform have been presented, students explore the platform. Students share an appreciation of the artworks related to theme of the Street. Students watch the videos related to this theme. Students find the keywords that could be associated with the theme by completing a heuristic diagram. As a group, students read and study the text related to the theme found on the EducArt platform.
Class 2: As a group, students discuss the way Philip Surrey approaches the theme of the Street in the work Night. In smaller groups, students identify an ethical issue related to this theme based on the works observed on the EducArt platform. Students share their answers with the whole group.
Class 3: Students share an appreciation of the works created in Visual Arts class. Students formulate an ethical question for each of these works.
Class 2: As a group, students discuss the way Philip Surrey approaches the theme of the Street in the work Night. In smaller groups, students identify an ethical issue related to this theme based on the works observed on the EducArt platform. Students share their answers with the whole group.
Class 3: Students share an appreciation of the works created in Visual Arts class. Students formulate an ethical question for each of these works.
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:
• (C1) Reflects on ethical questions
Key Feature:
• (C1) Analyzes a situation from an ethical point of view
Cross-curricular Competencies:
• Exercises critical judgment
• Uses creativity
• (C1) Reflects on ethical questions
Key Feature:
• (C1) Analyzes a situation from an ethical point of view
Cross-curricular Competencies:
• Exercises critical judgment
• Uses creativity
Targeted skills (if applicable)
Expected student outcomes
Formulating an ethical question based on observations of the works produced in Visual Arts class relating to the theme of the Street
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- Description of activity
- Resources used
- Pedagogical documentation
Subject area
VISUAL ARTS: “Witnessing Humanity”
Areas of Learning
- Arts Education
Related subject area(s)
- Social Sciences
Targeted education level
Secondaire
Cycle
2e cycle
Grade level
3
Activity duration
8 périodes
Educational objective
•Guiding students to discuss the artworks found on the EducArt platform related to the theme of the Street
•Guiding students to illustrate their understanding of social phenomena from an historical standpoint in connection with this theme
•Guiding students to work with the medium close-up
•Guiding students to experiment with various textures and colours
•Guiding students to illustrate their understanding of social phenomena from an historical standpoint in connection with this theme
•Guiding students to work with the medium close-up
•Guiding students to experiment with various textures and colours
Description of activity
Class 1: Once the project objectives have been explained, students discuss the definition of the theme of the Street. Students study the text related to the theme found on the EducArt platform. Students share an appreciation of the artworks related to theme found on the platform. Students select an historical period (Renaissance, modern era, contemporary period, for example).
Class 2: As a group, students revisit the theme of the Street. Students watch the videos related to this theme found on the EducArt platform. Students analyze the artworks previously observed. Students find three images of objects that encapsulate the selected historical period. Students engage in a period of research.
Classes 3 and 4: Students make connections between the theme of the Street and the analyzed artworks. They discuss the theme of the Street using guiding questions. In smaller groups, students learn about the various eras and match the drawings produced in School Adaptation class to these eras. Students discuss the medium close-up.
Class 5: Students take part in a creative session. Using the drawings made in School Adaptation class, they make a rough sketch on wood panel, in medium close-up.
Class 6: Students take part in a creative session. Students experiment with various textures and colours on the back of the panel. They start their painting.
Classes 7 and 8: Students take part in a creative session. They complete the panel.
Class 2: As a group, students revisit the theme of the Street. Students watch the videos related to this theme found on the EducArt platform. Students analyze the artworks previously observed. Students find three images of objects that encapsulate the selected historical period. Students engage in a period of research.
Classes 3 and 4: Students make connections between the theme of the Street and the analyzed artworks. They discuss the theme of the Street using guiding questions. In smaller groups, students learn about the various eras and match the drawings produced in School Adaptation class to these eras. Students discuss the medium close-up.
Class 5: Students take part in a creative session. Using the drawings made in School Adaptation class, they make a rough sketch on wood panel, in medium close-up.
Class 6: Students take part in a creative session. Students experiment with various textures and colours on the back of the panel. They start their painting.
Classes 7 and 8: Students take part in a creative session. They complete the panel.
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) Analyzes an image
• (C3) Constructs his/her interpretation of the image
Cross-curricular Competencies:
• Uses information
• Uses creativity
• Cooperates with others
• Solves problems
• (C1) Creates personal images
• (C3) Appreciates images
Key Features:
• (C1) Uses transforming gestures and elements of visual arts language
• (C3) Analyzes an image
• (C3) Constructs his/her interpretation of the image
Cross-curricular Competencies:
• Uses information
• Uses creativity
• Cooperates with others
• Solves problems
Targeted skills (if applicable)
Expected student outcomes
A panel with a medium close-up exploring the theme of the Street by associating it with an historical period selected by the student
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5
related subject area(s)
4
learning activities
12
Resources used