The Mystique of the Artist
Developed By
Gweneth Branch-Rice
Suggested Length
Lesson 1: Three+ 80 minute classes
Lesson 2: Three+ 80 minute classes
Lesson 3: Two 80 minute classes
Lesson 4: Three 80 minute classes
Suggested Grade Level(s)
11, 12
Subject Areas
Social studies, visual arts, language arts
Overview
Students will create art works that consider the role of the artist.
Links to Curriculum Outcomes
Students will (be expected to)
 create art works to carry personal messages to a diverse range of
audiences (visual arts)
 analyse how the function of a group may be influenced by such factors as
ethnicity, age, gender, and status (social studies)
 identify and use primary and secondary source material to evaluate
questions (social studies)
 make effective choices of language and techniques to enhance the impact
of imaginative writing and other ways of representing (language arts)
Links to Telling Stories: Themes / Key Words
 power
 art as source of historical information
 symbols of identity
Art Works
 Studio Boy’s Private View, Robert Harris, CAG H-571
 Robert Harris as a Boy and his Sister Sarah, Robert Harris, CAG H-198
 Photo of Robert, CAG H-225
 Harris’ Studio, Robert Harris, CAG H-499
 Mahogany Sketch Box With Harris Self-portrait, Robert Harris, CAG H2120
 The Artist’s Sitting Room, James Harris, CAG H-566
 Ante-Room of the Atelier Bonnat Paris, Robert Harris, CAG H-77



Letter, Robert Harris, CAG H-1725a, CAG H-1725b
The Rt. Hon. Sir John A. MacDonald, Robert Harris, CAG H-8314
Meeting Of The Delegates Of British North America, Robert Harris, CAG
H-79
Lesson #1: Unique Containers
Objective
Students will use mixed media to create a personal expression on a
canvas bag used to hold their art supplies.
Materials
 canvas bags (available online from Aboveground Art Supplies)
 acrylic paint
 brushes
 containers for water
 palettes
 scrap fabric
 beads
 thread and sewing needles
Activities
Viewing the image of Robert Harris’ paint box, students will notice how unique he
has made this container. He painted this box with his self portrait – how much
more wonderful than just signing your name on your possessions.
1. Examine the brushwork and the colour used in the self portrait. This
painting would have been done for pleasure. Compare it to some of
his earlier self-portraits or commissioned portraits with regard to
paint application and colour palette.
2. Lots of artists like to make their possessions unique and
individualized. Each student will receive a plain zippered canvas
bag and they will make that bag as unique as possible. Have acrylic
paint and supplies available so that students can design and paint
their bag. Using appliqué, dyeing techniques, embroidery, and
other types of embellishment should be encouraged.
3. Students could line their bag with another fabric, adding pockets to
accommodate specific supplies. The finished work will reflect the
student’s culture and time. This is such a fun project – encourage
students to be as creative as possible.
Computer Option
 Search for unique painted containers.
Ideas for Assessment
Students can turn these generic bags into the most marvellous art works and
they really deserve an exhibition of their own. Each piece could be accompanied
with an artist’s statement.
Lesson #2: A Space to Create
Objective
Students will design a 3-dimensional model of their ideal studio
space.
Materials
 heavy cardboard box
 clay
 wire
 found objects
 glue
 scissors
 wire cutters
Activities
1. Viewing and discussing Harris’ Studio and Ante-Room of the Atelier
Bonnat Paris, students will note the requirements for a figurative
painter’s studio. These would include:
 water source
 dais for the models to pose on
 somewhere to store materials and supplies
 easel, etc.
2. Artists’ studios are such personal places, filled with things that
inspire them. They give us a glimpse into the soul of the artist. If an
artist’s work interests you, you sometimes wonder how it came to
be – seeing the artist’s studio gives you some insight into the
process. As a class examine the paintings of studios thinking about:
 light
 arrangement of objects
 types and kinds of objects and art work displayed
 shape
 feel of the space
3. Making a list of their favourite art activities will give students a place
to start imagining their own studio. Encourage students to be
creative about the location of their ideal space. (Studios have been
set up wherever the artist can find space – in boats, churches,
tents, hotels, carriages, and even in a lion’s cage).
4. Students could then create sketches of their studio and a floor plan
for the space. After they have worked out their ideas these could be
realised 3-dimensionally, utilising a sturdy box for the structure,
found objects, and clay.
5. Make students aware that, in essence, the completed work from
Lesson #1 is also a studio, albeit a travelling one.
Computer Option
 Search for keywords: photos of artist’s studios
Ideas for Assessment
Taking digital photos of the studio and the artist and displaying these on the
school web site would prompt comments from students and parents.
Lesson #3: Demystifying the Artist
Objective
Students will write a character sketch of Robert Harris using the
images of him, a letter he wrote, and his art work for inspiration.
Materials
 paper
 writing tools
Activities
1. During a class discussion of the artefacts and the art works listed,
students will record ideas that they form about the personality of
this artist. Pay particular attention to:
 what the artist chooses to paint
 the objects he owns
 the things he surrounds himself with
 where he chooses to live
 how he chooses to live
 how he relates to the people close to him
 All of these things tell us about the person that he is.
2. Reading visual information is a must to completing a character
sketch of Robert from the information that is at hand. One way to
start is to examine the visuals as carefully as possible. Working in
small groups will provide information from a number of
perspectives.
3. Working in small groups, students will demystify the artist Robert
Harris by writing an imaginative account of the person they believe
him to be. Groups should defend their perceptions by referring to
the source material they have available.
Computer Option
 Students could do additional research on Robert Harris by exploring this
website further, reading more of his letters and journals, and viewing more
visuals of him and his art.
Ideas for Assessment
Students should demonstrate clarity in their writing and a believable narrative.
Lesson #4: Power of the Visual
Objective
Students will create a short video on how they feel the artist
impacts society.
Materials
 paper
 writing tools
 video camera
Activities
1. Robert Harris’ painting of the Fathers of Confederation and his
society portraits were powerful images in the 1800s. While viewing
and analysing some of the more famous of Robert’s paintings,
students could record ideas about how they feel he influenced the
society of his time. They could answer:
 What do you think was his major influence?
 Do you think he still has influence today? Why or why not?
 What are some ways that artists can exert power?
2. Challenge students to identify a modern artist – maybe someone in
the local community – who has made a powerful statement. They
interview the artist and find out about their views. Students then
present the information to the class along with a reproduction of the
artist’s work, or invite the artist into the classroom as a guest
speaker.
Computer Option
 Students could research an artist online if they aren’t able to interview
someone from the local community.
Ideas for Assessment
Use peer assessment forms when students present their ideas to the class.
Bringing it all Together
Students could visit local artists’ studios and find out more about art making in
their community.
Suggested Resources
 local artists
 local art gallery