Lesson 3 – Conserving Water in the Home: a Calendar of Savings
In this lesson students will discuss and illustrate their water saving ideas. They will become familiar with distance
perspective, collage techniques, composition and surrealism.
Curriculum Expectations
GRADE 4 –VISUAL ARTS
OVERALL EXPECTATION
D1. Creating and Presenting
-apply the creative process to produce a variety of two- and three-dimensional
art works, using elements, principles, and techniques of visual arts to
communicate feelings, ideas, and understandings;
SPECIFIC EXPECTATIONS:
D1.2 demonstrate an understanding of composition, using selected principles
of design to create narrative art works or art works on a theme or topic
D1.3 use elements of design in art works to communicate ideas, messages,
and understandings
D1.4 use a variety of materials, tools, and techniques to determine solutions to
design challenges
OVERALL EXPECTATION
D2. Reflecting, Responding, and Analysing
-apply the critical analysis process to communicate feelings, ideas, and
understandings in response to a variety of art works and art experiences;
SPECIFIC EXPECTATIONS
D2.1 interpret a variety of art works, and identify the feelings, issues, themes,
and social concerns that they convey
D2.2 analyse the use of elements and principles of design in a variety of art
works, and explain how they are used to communicate meaning or
understanding
OVERALL EXPECTATION
D3. Exploring Forms and Cultural Contexts
-demonstrate an understanding of a variety of art forms, styles, and
techniques from the past and present, and their sociocultural and historical
contexts
SPECIFIC EXPECTATIONS
D3.1 describe how visual art forms and styles represent various messages
and contexts in
the past and present
GRADE 5 -VISUAL ART
OVERALL EXPECTATION
-apply the creative process to produce a variety of two- and three-dimensional
art works, using elements, principles, and techniques of visual arts to
communicate feelings, ideas, and understandings;
SPECIFIC EXPECTATIONS
D1.1 create two- and three-dimensional art works that express feelings and
ideas inspired by their own and others’ points of view
D1.2 demonstrate an understanding of composition, using selected principles
of design to create narrative art works or art works on a theme or topic
D1.3 use elements of design in art works to communicate ideas, messages,
and understandings
D1.4 use a variety of materials, tools, and techniques to determine solutions to
design challenges
OVERALL EXPECTATION
-apply the critical analysis to communicate feelings, ideas, and understandings
in response to a variety of art works and art experiences;
SPECIFIC EXPECTATION:
D2.2 explain how the elements and principles of design are used in their own
and others’ art work to communicate meaning or understanding
Learning Goals
By the end of this lesson, students will be
able to:
 Analyse the use of elements and
principles of design in a variety of art
works, and explain how they are used
to communicate meaning or
understanding;
 Research media including internet
websites to locate key information
about artists, art styles and
techniques;
 Orally communicate students’
acquired knowledge to their peers
use speaking skills and strategies
appropriately to communicate with
different audiences for a variety of
purposes;
 Summarize information from multiple
websites in a coherent fashion;
 Acquire the technical and historical
knowledge required to create an
impactful collage which communicate
the student’s viewpoint, feelings and
ideas about water conservation.
OVERALL EXPECTATION
-demonstrate an understanding of a variety of art forms, styles, and
techniques from the past and present, and their sociocultural and historical
contexts.
D3.1 describe how forms and styles of visual and media arts represent various
messages and contexts in the past and present
GRADE 4-LANGUAGE & MEDIA LITERACY
ORAL COMMUNICATION
OVERALL EXPECTATION
1. listen in order to understand and respond appropriately in a variety of
situations for a variety of purposes;
Listening and Understanding
1.1 identify a range of purposes for listening in a variety of situations, formal
and informal, and set goals related to specific listening tasks
Active Listening Strategies
1.2 demonstrate an understanding of appropriate listening behaviour by
adapting active listening strategies to suit a range of situations, including work
in groups
Extending Understanding
1.6 extend understanding of oral texts by connecting the ideas in them to their
own knowledge, experience, and insights; to other texts, including print and
visual texts; and to the world around them
Analysing Texts
1.7 analyse oral texts and explain how specific elements in them contribute to
meaning
OVERALL EXPECTATIONS
2. use speaking skills and strategies appropriately to communicate with
different audiences for a variety of purposes;
Interactive Strategies
2.2 demonstrate an understanding of appropriate speaking behaviour in a
variety of situations, including paired sharing and small- and large-group
discussions
Clarity and Coherence
2.3 communicate in a clear, coherent manner, presenting ideas, opinions, and
information in a readily understandable form
READING
OVERALL EXPECTATION
1. read and demonstrate an understanding of a variety of literary, graphic,
and informational texts, using a range of strategies to construct meaning;
Demonstrating Understanding
1.4 demonstrate understanding of a variety of texts by summarizing important
ideas and citing supporting details
Extending Understanding
1.6 extend understanding of texts by connecting the ideas in them to their own
knowledge, experience, and insights, to other familiar texts, and to the world
around them
Responding to and Evaluating Texts
1.8 express opinions about the ideas and information in texts and cite
evidence from the text to support their opinions
OVERALL EXPECTATION
2. recognize a variety of text forms, text features, and stylistic elements and
demonstrate understanding of how they help communicate meaning;
SPECIFIC EXPECTATIONS
Text Forms
2.1 explain how the particular characteristics of various text forms help
communicate meaning, with a focus on literary texts such as a diary or journal
graphic texts such as a brochure and informational texts such as an
encyclopedia
OVERALL EXPECTATION
3. use knowledge of words and cueing systems to read fluently;
SPECIFIC EXPECTATIONS
Reading Familiar Words
3.1 automatically read and understand high-frequency words, most regularly
used words, and words of personal interest or significance in a variety of
reading contexts
Reading Unfamiliar Words
3.2 predict the meaning of and rapidly solve unfamiliar words using different
types of cues, including: semantic (meaning) cues, syntactic (language
structure), graphophonic (phonological and graphic) cues .
GRADE 4- MEDIA LITERACY
ORAL EXPECTATIONS
1.
demonstrate an understanding of a variety of media texts;
SPECIFIC EXPECTATIONS
Purpose and Audience
1.1 identify the purpose and audience for a variety of media texts
Making Inferences/Interpreting Messages
1.2 use overt and implied messages to draw inferences and construct
meaning in media texts (e.g., overt message on packaging for a video game:
In this adventure game, characters take big risks and perform amazing deeds;
implied message: If you buy this game, you can share in the excitement and
be more like the characters)
Responding to and Evaluating Texts
1.3 express opinions about ideas, issues, and/or experiences presented in
media texts, and give evidence from the texts to support their opinions
Point of View
1.5 identify whose point of view is presented or reflected in a media text, citing
supporting evidence from the text, and suggest how the text might change if a
different point of view were used
GRADE 5- LANUAGE & MEDIA LITERACY
ORAL COMMUNICATION
OVERALL EXPECTATION
1.
listen in order to understand and respond appropriately in a variety of
situations for a variety of purposes;
SPECIFIC EXPECTATIONS
Listening to Understand
Purpose
1.1 identify a range of purposes for listening in a variety of situations, formal
and informal, and set goals related to specific listening tasks
Active Listening Strategies
1.2 demonstrate an understanding of appropriate listening behaviour by
adapting active listening strategies to suit a range of situations, including work
in groups
Demonstrating Understanding
1.4 demonstrate an understanding of the information and ideas in oral texts by
summarizing important ideas and citing a variety of supporting details
Extending Understanding
1.6 extend understanding of oral texts by connecting the ideas in them to their
own knowledge, experience, and insights; to other texts, including print and
visual texts; and to the world around them
Presentation Strategies
1.9 identify a range of presentation strategies used in oral texts and analyse
their effect on the audience
OVERALL EXPECTATION
2.
use speaking skills and strategies appropriately to communicate with
different audiences for a variety of purposes;
SPECIFIC EXPECTATIONS:
SPEAKING
Purpose
2.1 identify a variety of purposes for speaking
Interactive Strategies
2.2 demonstrate an understanding of appropriate speaking behaviour in a
variety of situations, including paired sharing, dialogue, and small- and large
group discussions
Clarity and Coherence
2.3 communicate orally in a clear, coherent manner, presenting ideas,
opinions, and information in a readily understandable form
Appropriate Language
2.4 use appropriate words and phrases from the full range of their vocabulary,
including inclusive and non-discriminatory language, and stylistic devices
suited to the purpose, to communicate their meaning accurately and engage
the interest of their audience
Non-Verbal Cues
2.6 identify a variety of non-verbal cues, including facial expression, gestures,
and eye contact, and use them in oral communications, appropriately and with
sensitivity towards cultural differences, to help convey their meaning
Visual Aids
2.7 use a variety of appropriate visual aids
READING
OVERALL EXPECTATION: 1.
Reading for Meaning
1. read and demonstrate an understanding of a variety of literary, graphic, and
informational
SPECIFIC EXPECTATIONS
Comprehension Strategies
1.3 identify a variety of reading comprehension strategies and use them
appropriately before, during, and after
Demonstrating Understanding
1.4 demonstrate understanding of a variety of texts by summarizing important
ideas and citing supporting details
Extending Understanding
1.6 extend understanding of texts by connecting the ideas in them to their own
knowledge, experience, and insights, to other familiar texts, and to the world
around them
Responding to and Evaluating Texts
1.8 make judgements and draw conclusions about the ideas and information in
texts and cite stated or implied evidence from the text to support their views
OVERALL EXPECTATION
2. recognize a variety of text forms, text features, and stylistic elements and
demonstrate understanding of how they help communicate meaning;
SPECIFIC EXPECTATION
Understanding Form and Style
Text Features
2.3 identify a variety of text features and explain how they help readers
understand texts
OVERALL EXPECTATION
3. use knowledge of words and cueing systems to read fluently;
Reading with Fluency: Reading Familiar Words
3.1 automatically read and understand most words in common use
GRADE 5 - MEDIA LITERACY
OVERALL EXPECTATION
1. demonstrate an understanding of a variety of media texts;
SPECIFIC EXPECTIONS
Making Inferences/Interpreting Messages
1.2 use overt and implied messages to draw inferences and construct
meaning in media texts
Responding to and Evaluating Texts
1.3 express opinions about ideas, issues, and/or experiences presented in
media texts, and give evidence from the texts to support their opinions
OVERALL EXPECTATION
2. identify some media forms and explain how the conventions and techniques
associated with them are used to create meaning ;
SPECIFIC EXPECTATIONS
Understanding Media Forms
2.1 describe in detail the main elements of some media forms
Instructional Components and Context
Terminology
Collage
Water Resources
Conservation
Consumption
Slogan
Economical
Prior Knowledge
Students should have an established understanding of how to:
 take notes
 read and summarize key information from a variety of sources
 answer written questions
 use art materials
 follow classroom routines
 to work well with others
 previous experience with internet searches
 recognize water savings
Materials:
 BLM 6 Ways to Save Water
(Student Resource)
 BLM 7 Diminishing Perspective
(Student Resource)
Resources:
Sites About Perspective
http://www.artyfactory.com/perspective_dra
wing/perspective_3.html
http://www.svam.org/education/07b.pdf
Sites about Collage Artists:
http://www.collageart.org/links/
google.ca search " matisse collage work"
http://images.google.com/search?tbm=isch
&q=matisse+collage+work&safe=active
Cubism and Collage:
http://www.artlex.com/
http://www.metmuseum.org/toah/hd/cube/hd_cube.htm
http://www.anothermag.com/current/view/3318/Top_10_Collage_Artists_
Hannah_H%C3%B6ch_to_Man_Ray
http://www.yellowbellywebdesign.com/hoch/gallery.html
http://paperstreetsupplies.com/art-and-artists/dada-collagephotomontage-by-raoul-hausmann/
http://www.hockneypictures.com/photos/photos_collages_04.php
http://www.thisiscolossal.com/2013/11/the-surreal-collages-of-josebaelorza/
Sites for Exaggeration–Surrealism:
http://www.1stwebdesigner.com/inspiration/modern-surrealism-andhistory/
http://www.renemagritte.org/
Sites about Cartoonists:
Greg Hindle-artist who does exaggerated narrative (story) paintings
about the environment
http://logsendstudio.com/comfortstation.htm
http://logsendstudio.com/thinedge.htm
Other Resources:
http://www.mcmichael.com/collection/seven/
http://www.vanartgallery.bc.ca/collection_and_research/emily_carr.html
http://www.robertbateman.ca/
Minds On
(Approximately 15 minutes)
Teacher will:
 Ask students to take out their BLM 4 Ways to Save Water
assignment
Teacher will:
 Have assessed students’ journal responses about water savings in
their homes and answer questions stemming from. “Something I
need explained more is…”.
In pairs (30 minutes)
Students will:
 Refer to the completed BLM #6 Ways to Save Water in Lesson 2
and choose at least one idea they initialed from each category to
illustrate out of the 16 different ways to conserve water;
 They can show these sketches to their families and discuss
practical ways to adjust water usage with their families;
 This may be completed for homework.
In pairs students will: (15 minutes.)


Carefully examine and critique one another’s homework sketches
about water conservation and guess his or her partner’s
expressed plans of water conservation;
Select the best drawings and in their journals note why they have
selected a particular drawing as “their best”.
Connections
Teacher will:
 Mount students’ sketches about water conservation on board or
display pane after student pairs have critiqued the work.
Whole Class:
 Students and teacher can view the work of their
classmates/students to interpret the messages communicated
about water conservation to gain inspiration from one another.
Action!
(Approximately 90 minutes)
Now that students have a firm grasp of the subject matter, the teacher can
assign the exploration of particular artists or allow students to select them
depending on the group of students.
In pairs students will: (40 minutes)





Research a range of artistic styles through the exploration of a
variety of websites;
Gain familiarity with how colour is used to create distance (aerial)
perspective;
Gain familiarity with how size and layering impacts and deepens
space in a composition;
Explore and become familiar with a variety of collage styles from
well-known artists;
Respond to the guiding questions in their journals and use this
response as a springboard for class presentations.
Some artists to refer to collage could include:

Hugo Barros

Reginald Case
 Joseba Elorza
 Richard Hamilton
 Raoul Hausmann
 Hannah Höch
 David Hockney
 Henri Matisse
 Kurt Schwitters
Some artists to refer to for their use of colour, overlapping, and space to
create diminishing perspective in natural environments:




Emily Carr
The Group of Seven
Robert Bateman
Greg Hindle (Narrative works about the environment, which use
exaggeration)
Refer to website in the materials section for online resources for the
following titles to support students’ understanding of compositional
elements in art works



Cubism
Surrealism
Cartoon
Connections
Guiding Questions:
As students read through and explore
the information about collages and
subject matter set in the natural
environment, they will respond to the
following guiding questions in their
journals:
Select an art work and respond to the
guiding questions in your journal
1. What materials did the artist use to
make collages? (paint paper, glue,
magazine/ newspaper pictures)
2. Describe the steps involved to
make these collages.
3. How is size used to show distance?
4. a. Where do more distant subjects
appear on the page in both the
collages and the paintings? b.
Where are items? c. How does this
compare with items that appear
nearer?
5. What exaggerations are present in
the work of the collage artists’?
6. Do objects always appear larger if
they are in the foreground?
7. How are colours used to show
distance in the art work set in
natural environment?
Consolidation
(approximately 40-60 minutes)
In pairs (present one art work per artist researched) or individually
(second art work from their pair grouping to present)
Students will:
 Project an image of an artist’s work they have researched on the
SMART Board or show in a book or an image of an artist’s work in
a book to the class;
 Present their research to the class using visual imagery, arrows
discussing how emphasis or a particular message in a collage is
created;
 Use the answers to the guiding questions as the presentation
content.
Notes:
Connections