Liens avec le programme d’études
Planification selon le programme d’études de l’Ontario (OCUP)
Visitez http://www.ocup.org/ (Nouveau programme primaire). Les « Unités et profils en concordance avec la planifications selon le programme d’études de l’Ontario » offre des codes et une liste de vérification des attentes élémentaires du programme. Ce lien peut vous aider à faire de Artsearch une unité d’études.
Activité préparatoire 1: Définir le paysage
Objectifs du programme d’études
Students will…
Visual Arts
- identify the elements of design and the principles of design, and use them in ways appropriate for this grade when producing and responding to works of art (p.31, The Arts, The Ontario Curriculum)
- explain their interpretation of a variety of art works, supporting it with examples of how the elements and some of the principles of design are used in the work (p.31)
- produce two- and three-dimensional works of art that communicate a range of thoughts, feelings, and ideas for specific purposes and to specific audiences (p.32) Oral and Visual Communication
- express and respond to a range of ideas and opinions concisely, clearly, and appropriately (p.37, Languages, grades 1–8, The Ontario Curriculum )
- contribute and work constructively in groups (p. 37, Languages, grades 1–8, The Ontario Curriculum)
Objectifs
Students will…
Attitudes
- work co-operatively as well as independently through activities and assignments.
Skills
- demonstrate awareness that an artist intentionally uses some of the elements and principles of design to convey meaning, and explain how the artist accomplishes his or her intentions (Visual Arts, p.32, The Arts, The Ontario Curriculum)
- use constructive strategies in small-group discussions (Oral and Visual Communication, p.37, Languages, grade 1–8, The Ontario Curriculum)
- follow-up on others’ ideas, and recognize the validity of different points of view in group discussions or problem-solving activities (p.37)
- use writing for various purposes and in a range of contexts (Writing p.15, Languages, grades 1–8, The Ontario Curriculum)
- organize information to convey a central idea, using well-linked paragraphs (Writing p.15, Languages, grades 1–8, The Ontario Curriculum)
Knowledge
- create a definition of “landscape art” and apply it to a given work
- describe how artists can use the elements and principles of design to evoke an emotional response in the viewer (Visual Arts, p.31, The Arts, The Ontario Curriculum)
Activité préparatoire 2: Redéfinir le paysage
Objectifs du programme d’études
Students will…
Visual Arts
- identify the elements of design and the principles of design, and use them in ways appropriate for this grade when producing and responding to works of art (p.31, The Arts, The Ontario Curriculum)
- explain their interpretation of a variety of art works, supporting it with examples of how the elements and some of the principles of design are used in the work (p.31, The Arts, The Ontario Curriculum)
- describe, in their plan for a work of art, how they will research their subject matter, select their media, and use the elements and principles of design in solving the artistic problems in their work (p.32, The Arts, The Ontario Curriculum)
Reading
- select appropriate reading strategies (p.28, Languages, grades 1–8, The Ontario Curriculum)
- plan a research project and carry out the research (p.28, Languages, Grades 1–8, The Ontario Curriculum)
- Summarize and explain the main ideas in information materials, and cite details that support the main ideas (p. 28, Languages, grades 1–8, The Ontario Curriculum)
Writing
- communicate ideas and information for a variety of purposes and to specific audiences (p.15, Languages, Grades 1-8, The Ontario Curriculum)
- use writing for various purposes and in a range of contexts (p.15, Languages, Grades 1–8, The Ontario Curriculum)
- organize information to convey a central idea, using well-linked paragraphs (p.15, Languages, Grades 1–8, The Ontario Curriculum)
- produce pieces of writing using a variety of forms, techniques, and resources appropriate to the form, purpose, and materials from other media (p.15, Languages, Grades 1-8, The Ontario Curriculum)
Oral and visual communication
- express and respond to a range of ideas and opinions concisely, clearly, and appropriately (p.37, Languages, grades 1–8, The Ontario Curriculum )
- contribute and work constructively in groups (p.37, Languages, grades 1–8, The Ontario Curriculum)
Life Systems: Diversity of Living Things
- compile data gathered through investigation in order to record and present results, using charts, tables, labelled graphs, and scatter plots produced by hand or with a computer (p.27, Science and Technology, Grades 1–8, The Ontario Curriculum)
- formulate questions about and identify the needs of different types of animals, and explore possible answers to these questions and ways of meeting these needs (p.27, Science and Technology, Grades 1–8, The Ontario Curriculum)
Heritage and Citizenship: Aboriginal Peoples and European Explorers
- describe the relationship between Aboriginal peoples and their environment (e.g. with respect to food, shelter, cultural practices) (p. 28, Heritage and Citizenship, Grade 6, The Ontario Curriculum)
- identify some of the consequences of Aboriginal and European interactions (e.g. economic impact of the fur trade on Aboriginal peoples; transmission of European diseases to Aboriginal peoples) (p. 28, Heritage and Citizenship, Grade 6, The Ontario Curriculum)
- identify early explorers (e.g. Viking, French, English) who established settlements in Canada and explain the reasons for their exploration (e.g. fishing; fur trade, resulting in the establishment of the Hudson’s Bay Company) (p. 28, Heritage and Citizenship, Grade 6, The Ontario Curriculum)
Objectifs
The students will…
Attitudes
- work co-operatively and independently through activities and assignments
Skills
- demonstrate awareness that an artist intentionally uses some of the elements and principles of design to convey meaning, and explain how the artist accomplishes his or her intentions (Visual Arts, p.32, The Arts, The Ontario Curriculum)
- use constructive strategies in small-group discussions (Oral and Visual Communication, p.37, Languages, Grades 1–8, The Ontario Curriculum)
- follow-up on others’ ideas, and recognize the validity of different points of view in group discussions or problem-solving activities (Oral and Visual Communication, p.37, Languages, grades 1–8, The Ontario Curriculum)
- communicate the procedures and results of investigations for specific purposes and to specific audiences, using mediaworks, oral presentations, written notes and descriptions, charts, graphs, and drawings (e.g. create a clearly labelled chart of organisms observed and identified during a pond study) (p. 28, Science and Technology, Grades 1–8, The Ontario Curriculum)
Developing Inquiry/Research and Communication Skills
- formulate questions about and identify the needs of different types of animals, and explore possible answers to these questions and ways of meeting these needs (e.g. design an experiment to study whether certain insects will grow larger if given large quantities of food) (p.27, Science and Technology, Grades 1–8, The Ontario Curriculum)
- use appropriate vocabulary (e.g. social, political, economic, explorers, contributions) to describe their inquiries and observations) (p. 29, Heritage and Citizenship, Grade 6, The Ontario Curriculum)
- locate relevant information about the relationship between the environment and Aboriginal lifestyles, using primary sources (e.g. interviews, field trips) and secondary sources (e.g. maps, illustrations, print materials, videos, CD- ROMs) (p. 29, Heritage and Citizenship, Grade 6, The Ontario Curriculum)
- analyze, classify, and interpret information (e.g. about the concerns of Aboriginal people in contemporary Canada) (p. 29, Heritage and Citizenship, Grade 6, The Ontario Curriculum)
Knowledge
- broaden their understanding of what landscape art and realism in art can be
- learn that there is great diversity in the way that artists respond to and reflect upon landscapes
- identify various kinds of plant or animal organisms in a given plot using commercially produced biological or classification keys (e.g. organisms observed in a pond study, in the school yard, in wildlife centres) (p.28 Science and Technology, Grades 1–8, The Ontario Curriculum)
- describe early explorers’ perceptions of Aboriginal peoples’ way of life (p. 29, Heritage and Citizenship, Grade 6, The Ontario Curriculum)
- describe specific characteristics or adaptations that enable each group of vertebrates to live in its particular habitat (e.g. fish in water), and explain the importance of maintaining that habitat for the survival of the species (p. 28, Science and Technology, Grades 1–8, The Ontario Curriculum)
- identify current concerns of Aboriginal peoples (e.g. self-government, land claims) (p. 29, Heritage and Citizenship, Grade 6, The Ontario Curriculum)
- describe the current relationship between the government of Canada and the Aboriginal peoples (p. 29, Heritage and Citizenship, Grade 6, The Ontario Curriculum)
- identity the contributions of Aboriginal peoples to the political and social life of Canada (e.g. in music, art, politics, literature, science) (p. 29, Heritage and Citizenship, Grade 6, The Ontario Curriculum)
Activité de réinvestissement 1: Histoires communautaires des paysages
Objectifs du programme d’études
Students will…
Visual Arts
- identify the elements of design and the principles of design, and use them in ways appropriate for this grade when producing and responding to works of art (p.31, The Arts, The Ontario Curriculum)
- explain their interpretation of a variety of art works, supporting it with examples of how the elements and some of the principles of design are used in the work (p.31, The Arts, The Ontario Curriculum))
- describe, in their plan for a work of art, how they will research their subject matter, select their media, and use the elements and principles of design in solving the artistic problems in their work (p.32, The Arts, The Ontario Curriculum)
Reading
- select appropriate reading strategies (p.28, Languages, grades 1–8, The Ontario Curriculum)
- plan a research project and carry out the research (p.28, Languages, grades 1–8, The Ontario Curriculum)
- summarize and explain the main ideas in information materials, and cite details that support the main ideas (p. 28, Languages, grades 1–8, The Ontario Curriculum)
Writing
- communicate ideas and information for a variety of purposes and to specific audiences (p.15, Languages, grades 1–8, The Ontario Curriculum)
- use writing for various purposes and in a range of contexts (p.15, Languages, Grades 1–8, The Ontario Curriculum)
- organize information to convey a central idea, using well-linked paragraphs (p.15 Languages, Grades 1–8, The Ontario Curriculum)
- produce pieces of writing using a variety of forms, techniques, and resources appropriate to the form, purpose, and materials from other media (p.15, Languages, grades 1–8, The Ontario Curriculum)
Oral and visual communication
- express and respond to a range of ideas and opinions concisely, clearly, and appropriately (p.37, Languages, grades 1–8, The Ontario Curriculum )
- contribute and work constructively in groups (p.37, Languages, grades 1–8, The Ontario Curriculum)
Life Systems: Diversity of Living Things
- compile data gathered through investigation in order to record and present results, using charts, tables, labelled graphs, and scatter plots produced by hand or with a computer
Heritage and Citizenship: Aboriginal Peoples and European Explorers
- describe the relationship between Aboriginal peoples and their environment (e.g. with respect to food, shelter, cultural practices) (p. 28, Heritage and Citizenship, Grade 6, The Ontario Curriculum)
- identify some of the consequences of Aboriginal and European interactions (e.g. economic impact of the fur trade on Aboriginal peoples; transmission of European diseases to Aboriginal peoples) (p. 28, Heritage and Citizenship, Grade 6, The Ontario Curriculum)
- identify early explorers (e.g. Viking, French, English) who established settlements in Canada and explain the reasons for their exploration (e.g. fishing; fur trade, resulting in the establishment of the Hudson’s Bay Company) (p. 28, Heritage and Citizenship, Grade 6, The Ontario Curriculum)
Objectifs
The students will…
Attitudes
- work co-operatively and independently through activities and assignments
Skills
- demonstrate awareness that an artist intentionally uses some of the elements and principles of design to convey meaning, and explain how the artist accomplishes his or her intentions (Visual Arts, p.32, The Arts, The Ontario Curriculum)
- use constructive strategies in small-group discussions (Oral and Visual Communication, p.37, Languages, grades 1–8, The Ontario Curriculum)
- follow-up on others’ ideas, and recognize the validity of different points of view in group discussions or problem-solving activities (Oral and Visual Communication, p.37, Languages, Grades 1–8, The Ontario Curriculum)
- communicate the procedures and resluts of investigations for specific purposes and to specific audiences, using medi aworks, oral presentations, written notes and descriptions, charts, graphs, and drawings (e.g. create a clearly labelled chart of organisms observed and identified during a pond study) (p. 28, Science and Technology, Grades 1–8, The Ontario Curriculum)
Developing Inquiry/Research and Communication Skills
- formulate questions about and identify the needs of different types of animals, and explore possible answers to these questions and ways of meeting these needs (e.g. design an experiment to study whether certain insects will grow larger if given large quantities of food) (p.27, Science and Technology, Grades 1–8, The Ontario Curriculum)
- use appropriate vocabulary (e.g. social, political, economic, explorers, contributions) to describe their inquiries and observations) (p. 29, Heritage and Citizenship, Grade 6, The Ontario Curriculum)
- locate relevant information about the relationship between the environment and Aboriginal lifestyles, using primary sources (e.g. interviews, field trips) and secondary sources (e.g. maps, illustrations, print materials, videos, CD- ROMs) (p. 29, Heritage and Citizenship, Grade 6, The Ontario Curriculum)
- analyze, classify, and interpret information (e.g. about the concerns of Aboriginal people in contemporary Canada) (p. 29, Heritage and Citizenship, Grade 6, The Ontario Curriculum)
Knowledge
- recognize that landscape art can be created to record personal and social (or collective) history
- describe early explorers’ (and artists’) perceptions of Aboriginal peoples way of life (p.26, Heritage and Citizenship: Aboriginal Peoples and European Explorers, The Ontario Curriculum)
- broaden their understanding of what landscape art and realism in art can be
- learn that there is great diversity in the way that artists respond to and reflect upon landscapes
- identify various kinds of plant or animal organisms in a given plot using commercially produced biological or classification keys (e.g. organisms observed in a pond study, in the school yard, in wildlife centres) (p.28, Science and Technology, Grades 1–8, The Ontario Curriculum)
- describe early explorers’ perceptions of Aboriginal peoples’ way of life (p. 29, Heritage and Citizenship, Grade 6, The Ontario Curriculum)
- describe specific characteristics or adaptations that enable each group of vertebrates to live in its particular habitat (e.g. fish in water), and explain the importance of maintaining that habitat for the survival of the species (p. 28, Science and Technology, Grades 1–8, The Ontario Curriculum)
- identify current concerns of Aboriginal peoples (e.g. self-government, land claims) (p. 29, Heritage and Citizenship, Grade 6, The Ontario Curriculum)
- describe the current relationship between the government of Canada and the Aboriginal peoples (p. 29, Heritage and Citizenship, Grade 6, The Ontario Curriculum)
- identity the contributions of Aboriginal peoples to the political and social life of Canada (e.g. in music, art, politics, literature, science) (p. 29, Heritage and Citizenship, Grade 6, The Ontario Curriculum)
Activité de réinvestissement 2: Le paysage racontant des histoires de culture et de pouvoir
Objectifs du programme d’études
Students will…
Visual Arts
- identify the elements of design and the principles of design, and use them in ways appropriate for this grade when producing and responding to works of art (p.31, The Arts, The Ontario Curriculum)
- explain their interpretation of a variety of art works, supporting it with examples of how the elements and some of the principles of design are used in the work (p.31)
- produce two- and three-dimensional works of art that communicate a range of thoughts, feelings, and ideas for specific purposes and to specific audiences (p.32, The Arts, The Ontario Curriculum)
Reading
- select appropriate reading strategies (p.28, Languages, grades 1–8, The Ontario Curriculum)
- plan a research project and carry out the research (p.28, Languages, grades 1–8, The Ontario Curriculum) Continued on next page
- summarize and explain the main ideas in information materials, and cite details that support the main ideas (p.28, Languages, grades 1–8, The Ontario Curriculum)
Writing
- communicate ideas and information for a variety of purposes and to specific audiences (p.15, Languages, grades 1–8, The Ontario Curriculum)
- use writing for various purposes and in a range of contexts (p.15, Languages, Grades 1–8, The Ontario Curriculum)
- organize information to convey a central idea, using well-linked paragraphs (p.15, Languages, Grades 1–8, The Ontario Curriculum)
- produce pieces of writing using a variety of forms, techniques, and resources appropriate to the form, purpose, and materials from other media (p.15 Languages, Grades 1-8, The Ontario Curriculum)
Heritage and Citizenship: Aboriginal Peoples and European Explorers
- identify the ways in which the environment molded Canadian Aboriginal cultures (p.25, Heritage and Citizenship: Aboriginal Peoples and European Explorers, The Ontario Curriculum)
- identify early explorers and describe their impact on the development of Canada (p.25)
- demonstrate an understanding of the social, political, and economic issues facing Aboriginal peoples in Canada today (p.25)
- identify some of the consequences of Aboriginal and European interactions (p.25)
Objectifs
Students will…
Attitudes
- work co-operatively and independently through activities and assignments
Skills
- demonstrate awareness that an artist intentionally uses some of the elements and principles of design to convey meaning, and explain how the artist accomplishes his or her intentions (Visual Arts, p.32, The Arts, The Ontario Curriculum)
- use constructive strategies in small-group discussions (Oral and Visual Communication, p.37, Languages, Grade 1–8, The Ontario Curriculum)
- follow-up on others’ ideas, and recognize the validity of different points of view in group discussions or problem-solving activities (Oral and Visual Communication, p.37, Languages, Grade 1–8, The Ontario Curriculum)
Knowledge
- recognize that both intentionally and unintentionally, landscape artists can express through their work their values about culture, politics, gender, race, and class.
- describe early explorers’ (and artists’) perceptions of Aboriginal peoples way of life (p.26, Heritage and Citizenship: Aboriginal Peoples and European Explorers, The Ontario Curriculum)
- identify current concerns of Aboriginal peoples (p.26, Heritage and Citizenship: Aboriginal Peoples and European Explorers, The Ontario Curriculum)
- describe the current relationship between the government of Canada and the Aboriginal peoples (p.26, Heritage and Citizenship: Aboriginal Peoples and European Explorers, The Ontario Curriculum)