One Nation – Many Voices (Themes on
Cultural Diversity)
Developed By
Elizabeth Wendt
Suggested Length
Lesson #1:
Lesson #2:
Lesson #3:
Lesson #4:
Suggested Grade Level(s)
10, 11, 12
Subject Areas
Social Studies, Visual Arts, Language Arts
One 80 minute class
Five 80 minute classes
Three or four 80 minute classes
Two or three 80 minute classes (plus
video production)
Overview
Students will view art from various cultural backgrounds across Canada in order
to gain a better understanding and appreciation of the history and cultural
diversity of their country.
Links to Curriculum Outcomes
Students will (be expected to)
 analyze and explain the ways cultures address human needs and wants
(Social Studies)
 understand the influence of the visual arts, their impact on daily life, and
their power to create, alter, and reflect culture (Visual Arts)
 create art works to carry personal messages to a diverse range of
audiences (Visual Arts)
 use writing and other ways of representing to explore, extend, and reflect
on their experiences with and insights into challenging texts and issues
(Language Arts)
 use technology to effectively serve their communication purposes
(Language Arts)
Links to Telling Stories: Themes / Key Words
 Stories of various cultures
 Roots
 Pictorial mapping
Art Works
 Indian Woman Cutting Wood, Robert Harris, CAG H-112 (see also CAG
H-180 or CAG H-181)
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Old Acadian Woman of Prince Edward Island, Robert Harris, CAG H-418
(see also CAG H-102 or CAG H-576)
Charlottetown Arabs, Robert Harris, CAG H-1389
Those who share together, stay together, Jane Ash Poitras, CAG 97.1
Emigratsii (On Emigration), Tanya Rusnak
Context
These lessons might fit into a Social Studies unit dealing with Culture and
Diversity, a Visual Arts unit dealing with the role of the arts in creating and
reflecting culture, or a Language Arts activity that encourages students to reflect
and express their ideas about cultural issues.
Lesson #1: Culture Clues
Objective
Students will examine and analyze artworks illustrating various
cultural groups in order to gain an understanding and appreciation
of the diverse nature of their community.
Materials
 paper
 pencil
 flipchart (optional)
Activities
1. Have students brainstorm a list of the various cultures in their local
community (i.e., school, family, etc.). List these cultures on the
board or flipchart. The idea of culture does not have to be limited to
race, nationality, or religion. Other factors affecting a culture could
include age, gender, etc.
2. Have students record characteristics that make these groups
distinctive and unique. Encourage students to avoid stereotypes.
Have students work in small groups where each student assumes a
particular role (e.g. recorder, reporter, facilitator, etc.).
3. Ask the reporter from each group to record his /her findings on the
board or flipchart. Students will compare their responses with those
of the other groups.
4. Introduce the class to examples of past and recent artworks that
illustrate Canada’s cultural diversity. Refer to artworks listed above.
Have students compare Harris’ works with Poitras’ collage:
 How is Harris’ view of Canada different from Poitras’?
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How did Harris view his community?
How does it look today? Has it changed?
This could lead into a discussion about how our understanding
and appreciation of culture has changed over the past one
hundred years.
Computer Option
 Students might search for more information on culture using words such
as stereotypes, cultural diversity, and multicultural
Ideas for Assessment
Have students record their observations about the activity and what they learned
by filling out a feedback sheet.
Lesson #2: Mapping our Community
Objective
Students will construct a visual map of their community in the form
of a mural using drawing, painting, and collage techniques.
Related Art Work(s)
 Those who share together, stay together, Jane Ash Poitras, CAG 97.1
Materials
 images gathered from a variety of sources (newspaper, magazines,
photographs, drawings, photocopies, letters, etc)
 brushes
 white glue
 a support material such as masonite
Activities
1. Have students view Jane Ash Poitras’ Those who share together,
stay together.
In a whole class discussion, ask students the following question:
 How does Poitras communicate her ideas about cultural
diversity and community?
 Have the students prepare a list of visual images, symbols,
objects, and words that represent a culture found in their
community. Alternatively, students could compare one culture to
which they personally belong with another culture found in their
community.
2. Review and demonstrate collage techniques and the principles of
successful design. Emphasize the importance of planning the
layout and manipulating the images before permanently fixing them
to the support material. Encourage students to add colour media,
drawings, and textured materials for a more dynamic, multi-layered
effect.
3. Have students work in groups of three or four and construct a
collage that expresses their thoughts and feelings about cultural
diversity within their community.
 Using their sketchbooks or journals, students research, record,
and collect information and images for their collages.
 They will plan, design, and construct their collages using the
techniques they have learned.
 Encourage students to experiment and develop new
approaches to collage.
Computer Option
 Have students research key words such as collage, and artists who work
with collage (e.g. Robert Rauschenberg, David Hockney, and Nick
Bantock.)
Ideas for Assessment
Have students write an artist’s statement that identifies and describes the various
cultural elements, symbols, and images they have used as well as the message
they are trying to communicate to the viewer.
Some students might choose to present their work in the form of an oral
presentation.
Lesson #3: Where Do I Come From?
Objective
Students will create photomontages based on images that relate to
their cultural origins in order to understand and appreciate the
cultural experiences of people in their communities.
Related Art Work(s)
 Emigratsii (On Emmigration), Tanya Rusnak
 Those who share together, stay together, Jane Ash Poitras, CAG 97.1
Materials
 photocopies of family photos (old and recent), old documents (e.g., birth
certificates, passports), maps and images from countries of emigration
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objects that can be photocopied such as family heirlooms, coins, and
paper currency
a support material such as cardboard or illustration board
scissors and x-acto knives
glue
watercolour paint, felt-tip markers, coloured pencils, pastels
Activities
1. Planning and preparation should begin several weeks before
starting the studio project. Students can gather information about
their origins by interviewing their families, collecting data from
library resources, and conducting research on the Internet. Items to
be included in the montage must be photocopied. Do not use the
originals.
2. Have the class view Tanya Rusnak’s installation, O Emigratsii.
Discuss how she combines objects from her past to examine issues
of cultural identity and heritage.
3. Introduce the project to the class. Explain to students that, whereas
Rusnak’s work is three dimensional, they will be creating a two
dimensional photomontage illustrating their cultural heritage.
Examples of artworks by artists who use photomontage could be
viewed at this time (e.g. Robert Rauschenberg, Nick Bantock).
4. Students will arrange and glue their photocopied images in a
composition that is visually unified and expresses their thoughts
and feelings about their cultural origins. They may reduce or
enlarge images or use multiple copies of images. They may use a
variety of colour or black and white media to unify their design.
Computer Option
 Key words: photomontage.
 Students can research their cultural origins on the Internet.
Ideas for Assessment
Have students write an artist statement in their sketchbook / journals that
describes how they developed their ideas and what the images represent in
terms of their cultural origins.
Lesson #4: Where Do You Come From?
Objective
By interviewing recent immigrants in their community, students will
learn about and appreciate other cultures and traditions.
Related Art Work(s)
 See Lessons #2 and #3
Materials
 Paper
 Pencil
 Video cameras
Activities
This lesson uses themes and images from the two previous lessons to further the
understanding and appreciation of different cultures.
1. In a whole class brainstorming session, make a list of questions
that develop cultural awareness, and can be used when
interviewing recent immigrants. Questions could include the
following examples:
 Could you describe what is unique and distinct about your
culture?
 How is it different and how is it the same as Canadian culture?
2. Ask students if they know anyone who has recently immigrated to
Canada. Have students complete a list of countries or cultures that
are represented in their community through recent immigration.
They could contact a local multicultural organization to obtain more
information.
Students participating in English as a second language courses in
the community might be excellent interviewees. They might
welcome the opportunity to practice speaking English.
3. Working in groups of two, have students prepare a script for the
interview.
 The use of a storyboard could be helpful in the planning stages.
Provide students with a time limit for their interviews.
 Give students ample time to produce and edit the videos.
 One student could assume the role of cameraperson while the
other could act as the interviewer.
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Ask the school AV department or Visual Communications
instructor for editing tips.
4. Have students present their edited videos to the class. Have
students respond to the activity by writing a short essay or poem
that answers the following question: “How has this project changed
your understanding and appreciation of other cultures?”
Ideas for Assessment
Students and / or teachers could evaluate the interview video using a checklist or
rubric. Categories might include planning and preparation, maintaining audience
interest, delivery, and clarity of purpose.
Bringing it all Together / Wrapping up the Learning
Organize a school wide multicultural event celebrating the diverse nature of the
local community that includes art exhibits, dance, theatre, and music
performances, as well as food from around the world.
Suggested Resources
 Canadian Art, Building a Heritage, (MacGregor, Hall, Bennett, Calvert,
1987)
 A Concise History of Canadian Painting, (Dennis Reid, 1988)
 Collage Techniques: A Guide for Artists and Illustrators, (Gerald Brommer,
1994)
 The following website is an excellent art history resource:
http://witcombe.sbc.edu/ARTH20thcentury.html#Later20century