The Art of Norval Morrisseau Going Deeper Getting

The Art of Norval Morrisseau Going Deeper, Getting Personal, Making Connections W. R. Best Memorial P. S. Gina Taylor, Teacher-Librarian In partnership with grade 5 teachers, Kerri Joslin and Amanda Emerton 2015

Basic curriculum precepts that guide this project: Education in the arts is essential to students’ intellectual, social, physical, and emotional growth and well-being. Experiences in the arts – in dance, drama, music, and visual arts – play a valuable role in helping students to achieve their potential as learners and to participate fully in their community and in society as a whole. The arts provide a natural vehicle through which students can explore and express themselves and through which they can discover and interpret the world around them. Participation in the arts contributes in important ways to students’ lives and learning – it involves intense engagement, development of motivation and confidence, and the use of creative and dynamic ways of thinking and knowing. It is well documented that the intellectual and emotional development of children is enhanced through study of the arts. Through the study of dance, drama, music, and visual arts, students develop the ability to think creatively and critically. The arts nourish and stimulate the imagination, and provide students with an expanded range of tools, techniques, and skills to help them gain insights into the world around them and to represent their understandings in various ways(p. 3, 2009, Arts Curriculum, Ministry of Ontario). Participation in the arts and learning about the arts can also broaden students’ horizons in various ways. Through study of the arts, students learn about some of the diverse artistic practices, both traditional and contemporary, of a variety of cultures. They learn that they are part of a living and changing culture (page 3, 2009, Arts Curriculum, Ministry of Ontario). Through interacting with various works of dance, drama, music, and visual arts, including multimedia art works, students deepen their awareness and appreciation of diverse perspectives. They can empathize with the characters in a dance work, a drama, a song, or a visual art work, and can imagine what it would be like to be in the same situation as these people. They can identify common values, both aesthetic and human, in various works of art, and in doing so, increase their understanding of others. The arts can also encourage students to be responsible and critically literate members of society and citizens of the world (page 4, 2009, Arts Curriculum, Ministry of Ontario).

Slide 2. The context W. R. Best Memorial P. S. , Simcoe County District School Board Grade 5 (previous years, Grade 6) Visual Arts and Social Studies Making personal connections to art while gaining understanding of one of Ontario’s best known First Nations artists, Norval Morrisseau • Includes all 6: Character, Citizenship, Collaboration, Communication, Creativity and Critical Thinking Purpose: To deepen an awareness and appreciation of aboriginal values, culture and contributions to society, while at the same time expanding students’ own awareness of personal stories and how they can be expressed using visual arts, writing, technology and spoken word, in a meaningful way. Learning Goal(s): To create a meaningful work of art in the style of Morrisseau that expresses a personal story. • •

Slide 3. The task What was done: Students explored the work of Morrisseau both in an independent web quest and in daily discussions with the class. The teacher guided students through the creation of a “Visual Dictionary” of Morrisseau’s use of symbolism. Students created a work of art, using pastel, that told a personal story, using Morrisseau’s techniques. They then wrote about their experience and explained the meaning of their piece, while reflecting on their successes and challenges. Gallery shots using the Green Screen were created to give students the sense of the scope and breadth of Morrisseau’s work. Some students recorded their reflections using Green Screen filming technology. Length: • • • 4 -5 explicit teaching lessons 4 -5 periods to work on personal pieces 1 -2 periods to create a short write-up, expressing their learning, how they used their knowledge of Morrisseau’s visual dictionary to express their own story 1 -2 periods to “gallery” photograph using green screen 3 -4 periods to green screen video record students’ reflections Sydney “Mc. Arthur Forest” Every member of my family is represented here in this picture. My father has the strength and wisdom of the bear and my mother the fortitude of the moose as she deals with a lot of health issues.

The task continued … Curriculum Expectations (Overall): The Arts D 1. Creating and Presenting: apply the creative process (see pages 19– 22) to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings; D 2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23– 28) to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences; D 3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their sociocultural and historical contexts. https: //www. youtube. com/watch? v=79 muuu 1 t 9 kg 6 Cs selected: All 6 could be included, but this project most aptly emphasizes: Communication, Creativity and Critical Thinking. As the 6 Cs are new to us, this year Creativity was assessed. Success Criteria: Students must include the following from Morrisseau’s Visual Dictionary: shape, line, symbolic objects/animals, use of colour, x-ray vision, and painting technique of flat blocks of solid colour. The piece must have personal meaning. Students must be able to verbally or in written form, reflect on their use of his techniques and how that is reflected in their personal stories. Dylan: Family

Pedagogical practices – • Individual web quest • Explicit teaching of symbolism and drawing techniques • Large and small group discussions of artists’ work • Personal coaching, conferencing with teachers & peers DEPTH – Many students were able to express and reveal Learning partnerships – Other boards of Education who have supported the development of units of study in this area Classroom teachers and Teacher-Librarian Principal (participated in lessons) Unit of study is now being shared with teacher partners across our county using Google Drive • • extremely personal and emotional thoughts and feelings – ones perhaps previously unknown to teachers, peers, parents, and even themselves! Leveraging digital – • • • Web Quest on artists’ work Powerpoint and Smart board Technology for explicit teaching and modelling of drawing techniques Green Screen/i. Pad recording of student reflections on their art Green Screen “gallery shots” of students with their work QR coding of videos and audio for School Expo Learning environments – • • Resource Centre (Library) Classrooms High-level of engagement of the whole school community for deep learning and a driving interest in attempting strategies that will support our vision (willingness to support and engage in change) Effective and supportive leadership at administrative level

The task score [Insert a scanned copy of the scored Learning Design Rubric ]

An Integrated Intermediate Level Art Document Developed and Written by Lucy Mc. Kenna, Arts Teacher, HSCDSB The task score http: //www. hscdsb. on. ca/Userfiles/Companies /1/File/curriculum/NSL_document. pdf

Slide 4. Assessment approaches used What assessment tools/strategies did you use and how would inform others to plan and deliver progressive learning opportunities? What assessment tools/strategies did you use to enable learners to see and appreciate the progress that they have made and promote further learning and development ? What was the impact on student learning? (Assessment of student achievement against goals and standards) • • Descriptive feedback was given to students throughout the project (Teacher-Librarian, Classroom Teacher, Peers) Completed work and unit outline is being shared with the SCDSB community through Google Drive and at NDPL and Teacher. Librarian Workshops Success criteria and Learning goals were co-created Students were directed to refer to their Visual Dictionaries Opportunities to compare and absorb Morrisseau’s techniques were encouraged daily (visuals readily available) Students made very personal connections to Morrisseau’s life and work Student achievement was high as a result of their feelings of success and empowerment For many, this was the first time they created a work of art that had PERSONAL MEANING rather than art that was just an imitation of a famous work (eg. Monet’s Waterlilies)

Slide 5. Academic Impact (Curriculum/Curricula) Student name/ identifier Male/ Female Preassessment Student A M Student B Post. Assessment Evidence Level 4, exceeded expectations Student used traditional forms to communicate personal story with a high degree of effectiveness. F Level 3, exceeded expectations Student used traditional forms to communicate personal story with a considerable degree of effectiveness. Student C M Level 3, exceeded expectations Student used traditional forms to communicate personal story with a considerable degree of effectiveness. Student D F Level 2 N/A If student participated in the task and completed the work (which they all did) then they did not receive marks any lower than C. Student E M Level 2 N/A Please note, that in keeping with the Growth Mind Set, while students were evaluated for purposes of Report Cards, no mark was Student F F Level 1 N/A directly given to students. Feedback was given verbally throughout the process. The end piece was celebrated with a “Gallery Photo”. Level 4: https: //www. youtube. com/wat ch? v=5 Ks_jtu. Ni. Ww Anastasia: The Special Day

How does your academic data inform your assessment of learning using the 6 C’s? Student name/ identifier Male/ Female Student prerating Student A F N/A (See Anastasia’s video, slide 4) Student B (Student was able to complete art task to a level C for assessment purposes. ) F 1 = Limited evidence 2 = Emerging 3 = Developing 4 = Accelerating 5 = Proficient 6. The impact (6 Cs/broader life skills) CREATIVITY (Text from 2014, New Pedagogies for Deep Learning Global Partnership) Economic and Social Entrepreneurialism 4 Asking the Right Inquiry Questions 4 Leveraging Digital 4 Considering and Pursuing Novel Ideas and Solutions 3 Leadership for Action 3 (Not previously assessed using 6 cs) Learner is skilled at finding ways to bring talents together to create opportunities. Their spirit embodies innovation, risk taking, vision and a can do attitude. Learner is able to identify real-world and controversial issues. They have acquired significant human values, dispositions and attitudes. Learner can clearly articulate how incorporating digital elements enhanced their ability to express their creative ideas and reflections. Learner is developing good skills in a range of thinking and creativity strategies, but are not yet at the stage of actively considering and pursuing ideas that are risky or long shots. Learner is developing good skills in leadership, including making good decisions, managing a team, balancing roles, etc. However, they are unlikely to challenge that status quo or know how to manage difficult members of the group. N/A (Not previously assessed using 6 cs) 1 2 1 1 1 Learner has not yet developed an “entrepreneurial eye” for spotting opportunities to create value or meet needs, whether social or economic. Learner is only beginning to generate inquiry questions. They still need significant guidance and support. Although learner used some digital elements during the creative process, these were very “surface level” and did not substantially contribute to the quality of work. Learner is still in the mindset of looking for a pre-determined or existing solution rather than coming up with original approaches. Learner is does not yet have the skills or confidence to bring together other people to make a vision into a reality.

7. Other impact Unexpected impact/ benefits (social, environmental, economic) a. Self-confidence b. Awareness of self c. Awareness of others d. Making Connections to Differing/Same Cultures e. Artistic f. Social Students were able to gain confidence in their abilities to use visual arts as a medium for self-expression. Students were able to examine those thoughts and personal stories that have impacted themselves and their families. Students were able to learn of the struggles of Morrisseau and how he rose about those challenges (and sometimes faltered) to become a most successful artist. Students were able to gain a better appreciation of, or pride in, the FNMI culture, whether they be outside of that culture or selfidentified as part of it. Students were able to create critical knowledge/creative pieces that reflect a truly artistic expression, not an imitation of a previous work (eg. Van Gogh’s Starry Nights) By sharing their own stories with their classroom and school community, students were able to reach out and make connections with others – empathy sprang up automatically.

8. Learners’ voices Children’s voice – their opinions/account of what happened. This student (Ainsley) used this opportunity to express her care and concern over the death of the soldier fatally shot while standing guard at the National War Memorial in Ottawa. https: //www. youtube. com/watch? v=An. R_R-D 5 k 70

8. Learners’ voices Children’s voice – their opinions/account of what happened This student (Emma) was able to express her feelings about the relationship interactions that happen in her family with her stepfather. https: //www. youtube. com/watch? v=ni 9 -SEWt. Rg. I

Emily “Me and My Sister” This is about my sister’s battle with cancer. She is represented by the moose (meaning, difficult to kill) wearing the medicine bag. I am the fox (clever) giving her encouragement and support.

Maddison “Our Family” This is a portrait of my whole family. My parents are on one side of the page, my mom is represented as a turtle (creator of us) and my dad as a beaver (agility). The kids in my family are on the other side of the page as our parents are teaching us and guiding us through life.

Mackenzie “Me and My Hamsters” I was never allowed to have a dog, so I had hamsters. When they died we buried them in a special place in our yard. In my picture, they are in the spirit world (canoe surrounded by blue) and I am sitting on a log, reading and visiting their graves.

Jade “Love” This painting depicts me praying to my dad as he passes away and him talking to me in my dreams as the birds take him to heaven.

Gallery Shots: Designed to give students an opportunity to see their art in the scale of Morrisseau’s. (They loved doing this!)

9. Teacher’s voices “I have had the privilege and joy of teaching this unit, to grades 5 and 6 students, over several years. The students have never failed to surprise me with their willingness to immerse themselves in the life and art of Morrisseau while at the same time share, what are sometimes, the most intimate and important stories of their lives. Students have expressed, both artistically and in written responses, such stories as importance of sport and hobbies in their lives, family members battling with cancer, difficult relationships, the love and loss of beloved pets, and even the death of a parent. This year, with the help of digital leveraging (i. Pad filming, Green Screen technology), we were able to take their learning a step further – allowing them to visualize their work on a very large scale (Green Screen “Gallery” photo) and reflect on their learning using their art as the background template (Green Screen video). Many students claimed that this was the “best art” that they had ever created and that they didn’t know that they were capable of such great work. Through the use of Google Drive, I was able to share these recorded responses with parents and community members, who often responded with awe and admiration. This year, one parent, upon seeing the Green Screen video of their child telling the story of her adoption came into my library, hugged me, cried, and expressed deep thanks for providing her child with the opportunity to celebrate their family story. She then happily shared this video and coloured photocopies of the art piece with many family members. This, to me, reinforced the deep learning that can come from powerful inquiries set in environments that encourage a sense of safety and acceptance, further supported by digital celebrations of achievement. ” Gina Taylor, Teacher-Librarian, W. R. Best Memorial P. S. , SCDSB

10. Our Partners’ voices Partners’ voice – their opinions/account of what happened, skills developed, their role in the project. Partner Voice “As a participant in the Morrisseau project, I was able to receive explicit instruction focusing on the elements and style of the artist as well as the symbolism associated with it. The art became a personal expression of my own experiences and relationships in my life. This led to a written expression of my piece to tell the story of what it represented as it related to Morrisseau’s work. This journey was painful and cathartic at the same time and allowed me to experience firsthand the powerful impact that Morrisseau’s art had on me personally. I was able to demonstrate first hand a growth mindset, because I did not consider myself to be artistic at all. In past years I have had a surface level understanding of this project but after experiencing it as a “student” I realize the impact that the experience had on me was profound. ” (Eileen Carl, Principal, W. R. Best Memorial P. S. ) Principal Voice “In past years as a Principal, I have been able to observe parts of the Morrisseau lessons and see the beautiful artwork which was created by students. I also read the write-ups that the students created describing what their art depicted and what it meant to them personally. What’s different this year is the green screen film technology where students can stand before their artwork and speak articulately around what their art represented. Leveraging digital made the whole process significantly more meaningful for the audience and the artist. In turn the parents and family of the students were moved ( brought to tears) by their child’s artwork and video. This is evidence of deeper learning on many levels. ” (Eileen Carl, Principal, W. R. Best Memorial P. S. )

11. Final comments Next year, I’d like to use explicit teaching of the 6 cs in conjunction with a rubric for assessing students growth in those areas. It always touches me deeply, the stories that the students share with us through their art. Their honesty is breathtaking, bringing many of us to tears as we see their art and hear them tell their stories. I wonder how we can connect the New Pedagogies for Deep Learning and its particular assessment strategies with the requirements placed on us formal report card marks? How can we make those two formalities work together?

12. Credits, acknowledgements and permissions An Integrated Intermediate Level Art Document Developed and Written by Lucy Mc. Kenna, Arts Teacher, HSCDSB Illuminations of the Spirit – A First Nations Study Unit Prepared by Claudia Mandler Mck. Night with Julie Ough, with research assistance by Elvis Stocco SMCDSB and OECTA The Ontario Curriculum, Government of Ontario [Permissions have been secured for all images, audio, video footage and student work featured in this presentation. ]