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Image Conveys a Powerful Voice: Yours

Secondary

Description

Image Conveys a Powerful Voice: Yours! is a lesson plan designed for secondary students in preparation for Martin Luther King, Jr. Day. The students will use visual literacy skills to analyze the components and message of an image. The students will identify issues that are meaningful to them and create a simple image/message and then design a social media campaign to advocate for their issue.

In this resource, students will:

  • use visual literacy thinking skills to explore the meaning and emotions presented in an art image
  • identify a difficult issue that they care about
  • examine the elements of design and language to communicate effectively
  • create an image to communicate an advocacy message
  • design a social media campaign to spread that message
  • reflect on the importance of conversations and advocacy in civil society

The resource also provides optional activities to enhance the learning. 

General Assessment

What skills does this resource explicitly teach?

Students learn to use literacy thinking skills to explore the meaning and emotions presented in an art image. Students will also learn to advocate for what they care about. 

Strengths

  • All instructions to complete this lesson are clear in the resource
  • This lesson also has optional activities for students to go deeper into the issue
  • Students have choice of what they want to advocate for during this lesson

Weaknesses

  • Assessment tools are not provided in the resource
  • No strategies for learners with difficulties are provided in the lesson

Recommendation of how and where to use it

This lesson is meant to be used at the secondary level in preparation for Martin Luther King, Jr. Day. This lesson would be excellent in Visual Arts classes with a focus on citizenship. 

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Knowledge and Employability: Canada - Governance and Citizenship
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts: Compositions
        • Visual Arts: Drawings
    • Grade 10
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1 (Perspectives on Globalization) Globalization & Identity
        • Social Studies 10-1(Perspectives on Globalization) CitizensResponse to Globalization
        • Social Studies 10-4 (Living in a Globalizing World) Globalisation and Identity?
      • Visual Art
        • Step 4Relevant matches
        • Art 10: Composition
        • Art 10: Drawings
    • Grade 11
      • Step 3Select a subject
      • Visual Art
        • Step 4Relevant matches
        • Arts 20: Composition
        • Arts 20: Drawings
        • Arts 21: Creation
    • Grade 12
      • Step 3Select a subject
      • Sociology
        • Step 4Relevant matches
        • Applied Sociology 30: Changes in Culture
  • Manitoba
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Visual Art
        • Step 4Relevant matches
        • Creating
        • Visual Arts
        • Visual Arts: Connecting
        • Visual Arts: Making
        • Visual Arts: Responding
    • Grade 10
      • Step 3Select a subject
      • Visual Art
        • Step 4Relevant matches
        • Creating
        • Visual Arts
        • Visual Arts: Connecting
        • Visual Arts: Making
        • Visual Arts: Responding
    • Grade 11
      • Step 3Select a subject
      • Visual Art
        • Step 4Relevant matches
        • Creating
        • Visual Arts
        • Visual Arts: Connecting
        • Visual Arts: Making
        • Visual Arts: Responding
    • Grade 12
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Citizenship and Sustainability: Area of Inquiry: Social Justice and Human Rights
        • Global Issues
      • Visual Art
        • Step 4Relevant matches
        • Creating
        • Visual Arts
        • Visual Arts: Connecting
        • Visual Arts: Making
        • Visual Arts: Responding
  • New Brunswick
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Canadian Identity: Citizenship
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts: Creating, Making, and Presenting
        • Visual Arts: Perceiving, Reflecting, and Responding
        • Visual Arts: Understanding and Connecting Contexts of Time, Place, and Community
    • Grade 10
      • Step 3Select a subject
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts: Creating, Making, and Presenting
        • Visual Arts: Perceiving, Reflecting, and Responding
        • Visual Arts: Understanding and Connecting Contexts of Time, Place, and Community
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Visual Art: Perceiving,Reflecting and Responding
        • Visual Arts: Contextualize
    • Grade 10
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 1201: Individual Rights and the Common Good
        • Social Studies 1201: Power, Citizenship, and Change
      • Visual Art
        • Step 4Relevant matches
        • Visual Art 1202: Creating, Making and Presenting
        • Visual Art 1202: Perceiving, Reflecting, and Responding
        • Visual Arts 1202: Understanding and Connecting Contexts of Time, Place, and Community
    • Grade 11
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Art & Design 2200: General Expectations
    • Grade 12
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Art and Design3200: Creating, Making, and Presenting
        • Art and Design3200: Perceiving, Reflecting, and Responding
        • Art and Design3200: Understanding and Connecting Contexts of Time, Place, and Community
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 9: Visual arts
    • Grade 10
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) CitizensResponse to Globalization
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Identity?
        • Social Studies 10-4 (Living in a Globalizing World) Globalisation and Identity?
      • Visual Art
        • Step 4Relevant matches
        • Art 10: Composition
        • Art 10: Drawings
    • Grade 11
      • Step 3Select a subject
      • Visual Art
        • Step 4Relevant matches
        • Arts 20: Composition
        • Arts 20: Drawings
        • Arts 21: Creation
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts: Perceiving, Reflecting, and Responding
        • Visual Arts: Understanding and Connecting Contexts of Time, Place, and Community
        • Visual Arts:Creating, Making, and Presenting
    • Grade 10
      • Step 3Select a subject
      • Visual Art
        • Step 4Relevant matches
        • Visual Art 10: Perceiving and Responding
        • Visual Art 10: Understanding and Connecting Contexts of Time, Place, and Community
        • Visual Arts 10: Creating, Making and Presenting
    • Grade 11
      • Step 3Select a subject
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts 11: Creating, Making, and Presenting
        • Visual Arts 11: Perceiving, Reflecting, and Responding
        • Visual Arts 11: Understanding and Connecting Contexts of Time, Place, and Community
    • Grade 12
      • Step 3Select a subject
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts 12: Creating, Making, and Presenting
        • Visual Arts 12: Perceiving, Reflecting, and Responding
        • Visual Arts 12: Understanding and Connecting Contexts of Time, Place, and Community
  • Nunavut
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 9: Creative/Productive
        • Arts Education 9: Critical Responsive
        • Arts Education 9: Cultural/Historical
    • Grade 10
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Rights & Responsibilities
        • Social Studies 10-1 (Perspectives on Globalization) Globalization & Identity
        • Social Studies 10-1(Perspectives on Globalization) CitizensResponse to Globalization
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Identity?
      • Visual Art
        • Step 4Relevant matches
        • Art 10: Composition
        • Art 10: Drawings
    • Grade 11
      • Step 3Select a subject
      • Visual Art
        • Step 4Relevant matches
        • Arts 20: Composition
        • Arts 20: Drawings
        • Arts 21: Creation
    • Grade 12
      • Step 3Select a subject
      • Visual Art
        • Step 4Relevant matches
        • Art 30: Composition
  • Ontario
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Integrated Arts (Open): Creating and Presenting
        • Integrated Arts (Open): Foundations
        • Integrated Arts (Open):Reflecting, Responding and Analysing
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts (Open): Foundation
        • Visual Arts (Open):Creating and Presenting
        • Visual Arts (Open):Reflecting, Responding and Analysing
    • Grade 10
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Integrated Arts (Open): Creating and Presenting
        • Integrated Arts (Open): Foundations
        • Integrated Arts (Open):Reflecting, Responding and Analysing
        • Media Arts (Open): Creating and Presenting
        • Media arts (Open): Foundations
        • Media arts (Open): Reflecting, Responding, and Analysing
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts (Open): Creating and Presenting
        • Visual Arts (Open): Foundations
        • Visual Arts (Open): Reflecting , Responding and Analysing
    • Grade 11
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Media Arts (Open): Foundations
        • Media Arts (Open): Reflecting, Responding and AnalysingAnalysis
        • Media Arts:(Open) Creating and Representing
      • Social Studies
        • Step 4Relevant matches
        • Equity, Diversity, and Social Justice (Workplace Pre.) Equity, Social Justice, and Change
        • Equity, Diversity, and Social Justice (Workplace Prep.) Promoting Equity and Social Justice
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts (Univ./College Prep.) Creating and Presenting
        • Visual Arts (Univ./College Prep.): Foundations
        • Visual Arts (Univ./College Prep.): Reflecting, Responding and Analysing
    • Grade 12
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Exploring and Creating in the Arts (Open): Foundations
        • Exploring and Creating in the Arts (Open): Reflecting, Responding and Analysing
        • Exploring and Creating in the Arts (Open):Creating and Presenting
        • Media Arts (Workplace Preparation): Reflecting, Responding and Analysing
        • Media Arts (Workshop Preparation): Foundations
        • Media Arts(Workplace Preparation): Creating and Presenting
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts (Univer./College Prep.): Creating and Presenting
        • Visual Arts (Univer./College Prep.): Reflecting, Responding and Analysing
        • Visual Arts (Univer/College Prep.): Foundations
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts: Drawing Unit
    • Grade 10
      • Step 3Select a subject
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts 401A: Creating, Making, and Presenting
        • Visual Arts 401A: Perceiving, Reflecting, and Responding
        • Visual Arts 401A: Understanding and Connecting Contexts of Time, Place, and Community
    • Grade 11
      • Step 3Select a subject
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts: Perceiving, Reflecting, and Responding
        • Visual Arts:Creating, Making, and Presenting
        • Visual Arts:Understanding and Connecting Contexts of Time, Place, and Community
    • Grade 12
      • Step 3Select a subject
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts: Creating, Making, and Presenting
        • Visual Arts: Perceiving, Reflecting, and Responding
        • Visual Arts: Understanding and Connecting Contexts of Time, Place, and Community
  • Quebec
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts: Appreciates images
        • Visual Arts: Creates media images
        • Visual Arts: Creates personal images
    • Grade 10
      • Step 3Select a subject
      • History & Citizenship Education
        • Step 4Relevant matches
        • An Issue in Society Today
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts: Appreciates images
        • Visual Arts: Creates media images
        • Visual Arts: Creates personal images
    • Grade 11
      • Step 3Select a subject
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts: Appreciates images
        • Visual Arts: Creates media images
        • Visual Arts: Creates personal images
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 9: Creative/Productive
        • Arts Education 9: Critical Responsive
        • Arts Education 9: Cultural/Historical
    • Grade 10
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 10: Tell It Like It Is!
      • Visual Art
        • Step 4Relevant matches
        • Visual Art 10: Creative/Productive
        • Visual Art 10: Cultural/Historical
    • Grade 11
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 20: Tell It Like It Is!
        • Arts Education 20: The Arts and Popular Culture
      • Visual Art
        • Step 4Relevant matches
        • Visual Art 20: Creative/Productive
    • Grade 12
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 30:Tell It Like It Is!
        • Arts Education 30:The Arts and Popular Culture
      • Visual Art
        • Step 4Relevant matches
        • Visual Art 30: Creative/Productive

Themes Addressed

  • Citizenship (1)

    • Community-Building and Participation
  • Human Rights (1)

    • Social Justice

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

This whole lesson is centered around issues of justice, fairness, and respect for differences. Throughout the lesson, students are encouraged to share their point of view and listen to others points of view. As well, students will create an image with a simple message to advocate for an issue of their choosing. 

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good
Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good
Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Good

In this lesson, students will create an image with a simple message to advocate for an issue of their choosing. They will then come up with a mini-campaign with written goals as to what they want to communicate about their issue therefore working toward positive change. 

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Very Good

Throughout this lesson, students get a chance to share their own opinions and their own beliefs through discussions and also during the creating of their image and social media campaign.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Very Good

Students are taught to discuss ways to listen with generosity and to value others' perspectives. As well, this resource has a focus on issues of justice, fairness, and respect for differences.

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Poor/Not considered

This is not a focus of this resource

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good

Students will be creating images and a social media campaign to showcase to their peers therefore the learning experiences will be relevant to their local community.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

Since one of the goals of this lesson is to promote listening with kindness, students get to share their opinions without the fear of being criticized by their peers. As well, students get to create an image about an issue that they feel is important to them and would like to advocate. 

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good

This lesson has a focus on the Visual Arts but you could easily use it in Language Arts classes as well as Social Studies classes that have a focus on citizenship.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory
Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

The wide range of activities in this lesson address well the needs of visual, auditory, and kinesthetic learners. There are no strategies provided for students with learning difficulties.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Satisfactory

This is not a focus of this resource.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Good

Students are taught how to listen with generosity during discussions and also have to work in groups. However, no assessment of these skills is completed.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Poor/Not considered

The lesson explains that the students' social media campaigns could be used as an assessment; however no rubrics or checklists are provided.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Good

In creating a social media campaign, students are hoping that their local community will make positive changes towards their issue. 

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Poor/Not considered

This is not a focus of this resource

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Very Good

In this resource, students will create their own social media campaign on an issue of their choice and decide on the target audience and goals. 

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.