Search for Resources

A Response Through Artwork

Elementary, Middle

Description

This resource consists of a series of four art lessons designed to educate students about the kinds of experiences that refugees encounter while developing creative imagination and practising to translate powerful emotions into artwork.

Students will:

  • create original pieces of art based on the emotions they feel when listening to the stories of refugee children.
  • Interpret the artwork created by refugee children.

General Assessment

What skills does this resource explicitly teach?

  • This resource explicitly teaches students how to represent their emotions through art.

Strengths

  • Resource utilizes art as a means of expressing feelings and values.
  • The resource is well laid out and easy to use.
  • The resource provides necessary materials such as literature and pictures to accompany lessons.
  • Additional resources are provided for students.
  • Age appropriate case studies are provided for students.

Weaknesses

  • Students are not provided with opportunities to take part in action projects.
  • Students are not encouraged to develop a personal affinity with the Earth and non-humans.
  • Assessment strategies are not provided for students and teachers.
  • Multiple dimensions of problems and solutions  are not addressed.

Recommendation of how and where to use it

With some additional research, teachers could easily adapt this lesson to highlight the current Syrian Refugee Crisis.

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 5
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Art
        • Visual Arts
    • Grade 6
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Visual Art
        • Visual Arts
  • Manitoba
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Visual Art
  • New Brunswick
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts: Responding to Art
        • Visual Arts: Visual Awareness
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • World Cultures: Canada: Reflections on a Multicultural Mosaic
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Creating, Making, and Presenting
        • Arts: Understanding and Connecting Contexts of Time, Place, and Community
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Canada: Reflections on a Multicultural Mosaic
      • Visual Art
        • Step 4Relevant matches
        • Art: Creating, Making, and Presenting
        • Art:Perceiving, Reflecting, and Responding
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts:Visual Art
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Our Place in the Nation: The Faces
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts 5
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 6: An Introduction to Culture
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts 6
  • Nunavut
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 5: Creative/Productive
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Our Place in the Nation: The Faces
  • Ontario
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Visual Arts
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Canada: Reflections on a Multicultural Mosaic
      • Visual Art
        • Step 4Relevant matches
        • Visual Arts: Creating and Presenting
  • Quebec
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Geography, History and Citizenship Education: Canadian Society 1820
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 5: Creative/Productive

Themes Addressed

  • Human Rights (1)

    • Refugees and Immigration

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Satisfactory
  • The point of view of refugee children is well represented within this resource.
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 Satisfactory
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 Poor/Not considered
  • Students are not provided with opportunities to take authentic action relating to the issues presented.
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 Satisfactory
Values Education:

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

Empathy & Respect for Humans Good
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
  • Students are not given the opportunity to reflect on the impact of war on non-humans or the Earth.
  • Activities take place entirely indoors.
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 Satisfactory
  • Students are encouraged to reflect on the lives of refugee children, and compare their own lives to those of refugees.
  • Learning is not extended to include personal connections of refugees within the classroom or 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 Satisfactory
  • Students do not spend an extensive amount of time examining the future of these young refugees, or young refugees who have grown into adults.
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 Good
  • Lessons are open ended and allow students to reflect on their own feelings regarding child refugees.
Open-Ended Instruction :

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

Integrated Learning Satisfactory
  • Opportunities for interdisciplinary instruction are present, but are not fully explored.
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 Satisfactory
  • Activities are suited to a wide range of learning styles simply due to the nature of activities, but alternative methods of instruction are not provided.
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
  • Simulation activities are used to demonstrate an understanding of refugee children.
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 Satisfactory
  • Students are encouraged to work and discuss in groups, but are not explicitly taught cooperative learning strategies.
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
  • Assessment strategies are not provided for students or teachers.
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 Poor/Not considered
  • Students are not given authentic opportunities to present their knowledge to peers.
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 Good
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 Good
  • Through their artwork, students are able to choose the medium in which they work.
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.