Author

Violet Rosengarten  and John Malone

Title

INUKSHUK

Grade Level

Grade 9

Subject Area

Art

Overview of unit/lessons/activities (assumptions of prior knowledge/learning)

1.Students begin this unit with a web quest of inukshuks and their cultural significance in Inuit culture. They print out an image of an inukshuk.

2. Students draw an inukshuk in their sketchbooks and make them look 3 dimensional and

create a background that reflects the Northern environment in which they are found.

3. In the computer lab, students use the Paint program to construct an inukshuk being inspired by what they have learned about Inuit peoples and their architecture.

Correlations to ICT and curriculum

BOC 9.1 (Relates to 6.1) operate a  variety of school media, computer, and other educationally appropriate equipment for learning, communication, and the representation of their learning, independently and safely with teacher supervision

outcomes

Art Outcomes addressed:

-Manipulate and organize design elements and planned compositions

-Assess and evaluate various art media to convey messages and meaning

-Analyze and use a variety of techniques

-Demonstrate increasing complexity in techniques

-Realize the direct influence expanding on the individual and society

Projected timeline for preparation and for carrying out activities

1. 30 minutes for the initial research on INUKSHUKS and their meaning.
2. 1 hour for the completed drawing of an inukshuk in a Northern landscape.
3.  1 hour for the painting of an inukshuk on the Paint program.
4. Total: 2 hours and 30 minutes

Equipment Requirements: (computers, software, etc)

Paper, pencils, coloured pencils

Paint program

Teaching materials provided (Blacklines, worksheets, templates, teacher materials)

See above. 

Resources available for teacher/student use (websites, references, etc)

 en.wikipedia.org/wiki/inukshuk-37k     

http://www.freespiritgallery.ca/inukshuk.htm

Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)

 The teacher should be familiar with the Paint program and demonstrate how to create a Northern environment and construct, shade and texturize an inukshuk to make it look 3 dimensional and organic.

Student products expected

Drawing of an inukshuk in a Northern environment in colour with a variety of values.

Painting of an inukshuk with texture and value on the Paint program. 

Samples (include teacher notes, assessment information, student work if available)

 SAMPLE INUKSHUK

Logistics (organization, grouping, management issues, access to technology)

Assessment information (e.g., rubrics for products and/or process)

Outcomes	3	2	1
Manipulate and organize design elements and planned compositions.
Assess and evaluate various art media to convey messages and meaning while using a variety of  techniques with increasing complexity.
operate a  variety of school media, computer, and other educationally appropriate equipment for learning, communication, and the representation of their learning, independently and safely with teacher supervision

Possible extensions

 Creation of a Northern environment with texture and value.