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Painting – Primary Painted Creatures Education Resource Kit Prepared by Harbourfront Centre School Visits Educators

School Visits Programme Grades K-3 (half day)

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Welcome to Harbourfront Centre! Thank you for choosing to visit Harbourfront Centre! We offer programmes that are interactive and fun, and that appeal to a variety of learning styles.

Harbourfront Centre is an innovative, non-profit cultural organization which provides internationally renowned programming in the arts, culture, education and recreation, all within a collection of distinctive venues in the heart of Toronto's downtown waterfront.

We trust that you will enjoy your stay with us, and that we will see you again in the future, whether for another school visit, or for one of our many other exciting events.

The Structure of Your Visit

When you arrive at Harbourfront Centre, you will be greeted by one of our representatives. At this time, payment will be taken care of. You will then be introduced to your instructors for the day, and taken to your “classroom.” Your class will then receive a brief introduction to Harbourfront Centre and then your program will begin.

Painting During your visit, your students will transform their thoughts and images into beautiful pictures. They will explore the wonders of colour, shape, expression and imagination through a variety of drawing and painting techniques. You can choose whether the focus of the program is on ‘The Painted Face’ or ‘Imaginary Creatures’.

How to use this Kit This kit has been created to compliment our program and give you an opportunity to extend your classes’ learning across the curriculum. This kit includes: Pre-Visit Activities: The pre-visit activities are useful for activating your students’ prior knowledge of the topic of your visit. They will introduce your class to some of the topics that will be covered in order to make some of the discussions even richer. On-Site Assessment Tools: During your visit you will have the opportunity to stand back and observe your students. We have provided some tools here to help you assess their learning. Post-Visit Activities: These activities will give you the opportunity to capitalize on the excitement that your students will feel towards the topics explored during their visit to Harbourfront Centre. The activities will make a number of cross-curricular connections, and will provide further opportunity for assessment. Links to Learning: This section will provide you with a variety of resources that will be helpful to you should you decide to continue exploring the topics covered in your visit.

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����Pre-visit Activities The following lessons are for use before your visit to Harbourfront Centre. The intention of these lessons is to activate the prior knowledge of your students and to briefly introduce some of the ideas that will be covered during your session. These activities, of course, are not mandatory, but will enrich the discussions that your students will engage in with our instructors, and the overall Harbourfront Centre School Visits experience. ����Activity #1 Overview

• Non-Objective/Abstract Art inspired by Wassily Kandinsky Curriculum Links

• Arts – Visual Art – Knowledge of elements • Arts – Visual Art – Creative work

Resources

• Kandinsky painting examples • Paper 18 x24 • Pencils • Oil Pastels

Activation

1. Students spend the first half of the session viewing and discussing the work of abstract painter Kandinsky. Allow time for students to respond to them. With each print discuss line, shape, colour and mood.

2. Share an image of Kandinsky’s ‘Farbstudie Quadrate’ and go through the same discussion with this.

3. Explain to the students that this piece is going to be the artwork which they will get their inspiration.

Creative work

4. Outline the standards for the project: 5. Each student will work on paper 18”x24” – this may be the largest they have worked on. 6. Each student will prepare a grid with the same number of sections as the Kandinsky. * do not

measure, encourage students to use their eye or a non-standard device for measuring. 7. Each student is required to have a least 2 circles represented in each section. 8. Students can then use a selection of oil pastel colours to complete their art work.

Closure

9. Display the students’ artwork in the classroom and allow them to respond to the different artworks. Discuss how their artwork may be similar or different from Kandinsky’s work.

Assessment • Assess participation in class with group discussions. • Assess student’s work in regards to presentation and consider the line, colour, and shapes used.

Notes Lesson adapted from activity in: The Incredible @rt Department incredibleart.org

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����Activity #2 Overview

• Students study the colour wheel and discuss primary, secondary, tertiary and complementary colours.

Curriculum Links

• Arts – Visual Art – Knowledge of elements • Arts – Visual Art – Creative work

Resources

• Colour wheel model • Colour wheel template • Primary paints • Paintbrushes • Water pots • Paper towels

Activation

1. Show students an example of a colour wheel and get them to name the primary and secondary colours.

2. Explain that tertiary colours are made by mixing primary and secondary colours and that complementary colours are pairs of colours that are of opposite hue and normally found opposite one another on the colour wheel, i.e., red and green; blue and orange; purple and yellow.

Creative work

3. Allow students to paint the primary colours on their colour wheel. 4. Next, mix the primary colours to create the secondary colours and place them in the correct place

on the colour wheel. 5. Students can then go on to mix several different tertiary colours. They can have some fun with

this part! Closure

6. Create a ‘colour wheel’ display and allow students to comment on and discuss the work. Extension

• Get students to collect found objects which represent a colour on the colour wheel and create a class colour wheel made out of recycled materials.

Assessment

• Assess participation in class with group discussions. • Assess student’s work in regards to presentation and consider colour mixing and application of paint.

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Onsite Assessment Tools The following rubric will provide you with an opportunity to observe and assess the participation level of your students during your visit to Harbourfront Centre, as well as to assess the work that they have completed. Take a chance to observe how well students are picking up on the concepts and techniques that are being covered.

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Painting Rubric

Criteria

Level 1

Level 2

Level 3

Level 4

Interaction in

Group discussion

never able to respond to direct questions; never volunteers point of view

rarely able to respond to direct questions; rarely volunteers point of view

responds occasionally to questions; occasionally volunteers point of view

responds frequently to questions; routinely volunteers point of view

Listening Skills

student does not listen when others talk, and follows few of the instructor’s directions.

student does not listen when others talk, and sometimes follows the instructor’s directions

student listens when others talk, and often follows the instructor’s directions

student listens when others talk, and always follows instructor’s directions

Use of Techniques

Applies few of the skills, concepts and techniques taught.

Applies some of the skills, concepts and techniques taught.

Applies most of the skills, concepts and techniques taught.

Applies all (or almost all) of the skills, concepts and techniques taught.

Use of Materials

Uses tools, equipment, and materials correctly only with assistance

Uses tools, equipment, and materials correctly with frequent assistance

Uses tools, equipment, and materials correctly with only occasional assistance

Uses tools, equipment, and materials correctly with little or no assistance

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����Post-Visit Activities______________________________ The purpose of these activities is to extend on the learning that took place during your visit to Harbourfront Centre. They are a great opportunity to capitalize on the excitement and passion that your students are likely feeling about the topics they have experienced. Here you will find some structured activities, as well as extension ideas. ����Activity #1 – Imaginary Creatures Overview

• This activity will allow students to creatively display their artwork produced at Harbourfront Centre.

Curriculum Links

• Arts –Visual Arts Materials Needed

• Newspaper • Stapler

Activity

1. Students use newspaper to stuff their 2-sided imaginary creature. 2. Explain that they have made a 2-dimensional artwork 3-dimensional.

Closing

3. Finally, ask students to think of ways to display the artwork. Assessment

• Assess presentation of students’ artwork.

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����Activity #2 Overview

• This activity will allow students to creatively display their artwork produced at Harbourfront Centre and use movement to make their painted face or imaginary creature come alive.

Curriculum Links

• Arts –Visual Arts • Arts –Drama

Materials Needed

• Long sticks/rods (students can have a school yard walk to find long sticks from trees or bushes) 2 per child

• Clear tape • Music (optional)

Activation

1. Students use 2 long sticks to attach to both sides of their painted artwork. Both sides can then be displayed easily.

2. Ask students to think about the 2 sides of their artwork. What type of characters/animals are they and what mood are they in?

3. Discuss with the group how our body movements change depending on our mood. As a class go over different movements for different moods. Look at happy, sad, angry, excited. You can also get the students to come up with different moods and show how they would move their body to portray that mood.

Movement

4. Give students time to work on their movement to express the emotions of the 2 sides of their artwork. They should come up with a motif which lasts for 10 seconds on each side, linking both to create a longer motif. You may want to model this part of the activity.

5. After students have created their motif they will pair with another student. They will then teach their motifs to each other and practice. They will begin to put together a presentation in which student 1 begins independently, then student 2 performs with them. Student 2 will then begin their motif independently, and then student 1 will join them. Finally, they will hold up their artwork and each will perform their own movement piece at the same time, switching their painting around when necessary. This pattern can be altered depending on the age and ability of your group.

Closing

6. Finally, students can perform for each other in the class. This can be done in an audience formation, or could be done in a circle to create a sense of community or ritual.

Assessment

• Student performances can be assessed based on knowledge of drama and dance elements, as well as creative work.

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����Activity #3 Overview

• Students will write a story or myth about the faces/creatures they created during their visit to Harbourfront Centre.

Curriculum Links

• Language – Writing – Developing Ideas • Language – Writing – Form • Language – Writing - Voice

Materials Needed

• Planning sheet • Rough draft paper

Activation

1. Have students sit with their artwork and explain that they will now use their imaginations and what they have explored through the dramatic exercises to write a story about their painted faces/imaginary creatures.

2. Ask students to close their eyes and think about what their creations could be named, where they came from, and what their life might be like.

3. Have students turn to a partner and tell them about their character/animal. Allow time for both partners to speak.

4. Ask students to share their ideas with the class. Activity

5. Tell the students that they will now create the story of their painted faces/imaginary creatures. They will start by creating a myth or legend about them, focusing on where they came from and when they existed. They will think about where they lived, what they ate, etc. They may also wish to explore the artwork in general, discussing why it was created and what its purpose might be.

6. Explain and distribute the planning sheet. This will help them organize their thoughts. 7. Allow students to begin writing their story.

Closing

8. When students have completed their story, they can share them with the class. 9. You may also wish to have your students publish their work and create a class book.

Assessment

• Writing can be assessed for a variety of purposes depending on the curriculum focus you wish to take.

Variation

• Instead of a story, students can write a newspaper article about their painted face or imaginary creature (perhaps profiling its discovery, or arrival at a museum or gallery) or create a biography about the characters they have created.

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Story Planning Sheet Name: _____________________________ Date: ____________________ Your Character/Creature’s Name:

Setting: (where does your character live, where does the story take place)

About Your Character/Creature: (what your character’s/creature’s occupation, favourite thing, what kinds of things does he/she do)

Plot: (what problem will your character/creature encounter and what will be the solution?)

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�Further Extension of Learning Painting and drawing Have students use all of the painting techniques they learned during their Harbourfront Centre visit to create a beautiful and colourful piece of artwork. You could use the seasons, spring, summer, fall, winter to inform the colours you will use. Have students draw using oil pastels and then use colour washes of paint to completely coat the paper. Look at how the oil pastels act as a resist. This activity could be used for many themes. Procedural Writing Have your class write the procedures for working with paint and what they learned during their visit. They could write in general about using paint, or explain the procedures used when creating their 2-sided painted face or imaginary creature.

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���� Links to Learning Internet Wikipedia http://en.wikipedia.org/wiki/Color_wheel A guide to the traditional colour wheel Artists http://www.picasso.fr/us/picasso_page_index.php A site dedicated to the work of Pablo Picasso http://artchive.com/artchive/K/klee.html Introduction to the artist and links to images http://www.ibiblio.org/wm/paint/auth/kandinsky/ A biography of the artist Wassily Kandinsky and a source for many images of his work http://www.sldinter.com/chinese-beijing-opera-and-masks.html images and explanations of Chinese opera masks. Books Imaginary Creatures: The Library On Display Preface by: Franca Arduini Publisher: Mandragora ISBN - 10:887461098XIS ISBN - 13:9788874610983 Manuscripts and printed books from the Laurentian Library, Florence, depicting an astonishing range of imaginary creatures

Imaginary Menagerie: A Book of Curious Creatures Author: Julie Larios Illustrator: Julie Paschiks Pulisher: Houghton Mifflin Harcourt ISBN - 10:0152063250 ISBN - 13:978015263252 Who is half gallop, half walk? Who can turn you to stone with one look? Whose voice do you hear in the splash on the shore? Centaurs, mermaids, and other curious creatures populate these wondrous poems and paintings, inspired by a mythological world full of imagination and mystery. Includes end notes about cultures and legends

Hailstones and Halibut Bones Author: Mary O’Neil Illustrator: John Wallner Pulisher: Random House Children’s Books

Since its original publication in 1961, Hailstones And Halibut Bones, Mary O''Neill''s renowned work of poetry about the colors of the spectrum, has become a modern children''s classic. This newly illustrated edition features lavish full-color illustrations from an award-winning artist, yet the poems have been left intact with all the powerful rhythm and rich language of the original

My Many Coloured Days Author: Dr Seuss Pulisher: Red Fox ISBN - 10:0099266598 ISBN - 13:9780099266594 A picture book text about colour, feelings and moods, bubbling with Dr Suess's trademark fun and emotional truth. First written in 1973, Suess's widow brought it to the attention of his editor after his death in 1991. The editor then commissioned the accompanying paintings from Johnson and Fancher. Video Available Through TDSB Medianet :

Title Getting to know colour (105245)

Physical Colour; Sound; 26 minutes

Copyrighted 1993

Distributor Omega Films Ltd. (3647)

Producer Parterre Productions (6451)

Audience Junior (4-6), Intermediate (7-8) (JI)

Synopsis Introduces students to the basic concepts of colour and tone. Demonstrates how secondary colours can be mixed to produce a full range of hues and tones. Including painting

Title Lines, shapes, colours and

textures (900888)

Physical Sound; 15 minutes

Copyrighted 1987

Distributor Great Plains Network (2046)

Producer Canadian Learning Company Inc. (0759)

Country Canada

Audience Primary (K-3) (P)

Series The Big A (1323)

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Extended Learning: If you or your students are interested in continuing to work with paint and develop more creative artwork, check out the camps, course, and workshops that are offered here at Harbourfront Centre. Courses and Workshops: www.harbourfrontcentre.com/learn/courses Camps: www.harbourfrontcentre.com/campsw/summer

Synopsis The elements of design are introduced as Don leads the children in ``The Big A Finder Game". A colourfully-renovated gas plant provides an exciting setting for the children to find and identify large scale lines, shapes, colours and textures. Don and the children decide to beautify a defaced tank at the park by painting a mural on it using the lines, shapes, colours and textures they have collected in their idea books.