A multi-disciplinary approach to learning about local history
Once students have collected information about a person or people - whether through research and examination of documents and artifacts, or through interviews with living people - they synthesize their learning into a portrait of the person studied.
Students study the works of Kehinde Wiley, Amy Sherald, Kent Monkman and other portrait artists.
They choose a portrait style and make sketches from photographs or real-life observations. �A mini-lesson can be given on proportions and drawing faces
Students create their portrait. A vernissage can be held unveiling the portraits and the stories that go with them.
Portraits
A mural can be made about a group of people, or about a place, or both. Once the class as a collective has finished the research phase, they can synthesize their learning into a mural depicting people, places and events.
Students study historical murals (samples can be found in the Local History Arts Padlet) and make observations as to the layout of the murals seen.
Students work in groups to design sections of a single mural. They sketch out their designs, all groups using the same scale. The sketched sections of the mural are put together to see the big picture emerge. Certain students are assigned the task of making the different sections of the mural work together.
Students execute the final version of the mural.
Mural(s)
Photography
Based on the historically significant place they have been studying, student take photographs of important locations and remix them in various ways with older photographs found through local museums or on the Internet.
Students study various superimposed images created by artists like Nick Sullivan (see Local History Arts Padlet). They make observations as to the framing of photographs and the techniques used in merging or juxtaposing two images.
Students learn the digital media techniques involved and apply them to the photographs they have taken or found.
Collage/Mixed-Media
Based on the historically significant place they have been studying, students use collage as a medium to create an artistic rendering of a location, infusing it with the meaning that it has for them based on their research.
Students ask themselves, how would I render the place where _______ happened? How can I use art techniques and materials to provide experiential information?
Students study various samples of mixed media approaches.
LOCAL HISTORY THROUGH THE ARTS - Overview of suggested arts projects
Monologue/Sketch
Students create a monologue or a sketch about a situation faced by a person or group of people. The situations or dilemmas will have been collected as part of research done about a person or a group of people.
Sample situations:
Students work solo or in small groups of 2-3 people, depending on the situation. They use what they learned as a springboard to plan out their monologue or sketch. Students write the script for their monologue/sketch. They gather props and any setting elements they feel they will need. Finally, students perform their monologues or sketches for each other or for other classes.
© LEARN 2022
Padlet of resources to support the Local History Through the Arts project ideas : https://padlet.com/sbielec2/qnndn8y3il2upoe
All the suggested Arts projects represent an artistic integration of learning. As such, they fit into the middle and final phases of your Local History Project. It is not necessary to know which artistic integration you will be doing to begin previous phases. It is also possible to give students choices as to which arts project they would like to pursue.
This part begins after students have already engaged with certain aspects of the project: the topics and the research will have been done through other subject areas such as History and ELA. The stimulus for creation is found in this research and learning process. Student arrive at the artistic integration armed with a sizeable baggage of information and an awareness of key issues.
At this stage, the students will be immersing themselves in a type or genre of art-making. Based on this immersion, students will make choices about styles, materials and approaches to use in their own production.
They will understand the task and it will be clear to students how their historical research will be used in their artistic production. Their artistic production will be a personal interpretation of the research they have gathered.
This part is about how things are shown to students. Traditionally, the teacher is the one that imparts information. In a UDL approach, the means of presenting information are varied to take into account student diversity.
In the arts, there are several different ways of presenting information to learners:
Padlet of resources for LHTK & Arts
Artists and grants through ArtInspire
This aspect of learning has to do with developing students’ ability to act strategically during their learning and choose ways to show what they have learned.
Students need to know themselves and their strengths and what they need to work on. They need to plan out their learning, set milestones and decide what tools they need to succeed.
OVERVIEW OF CLASSROOM PROCESS
This overview is to provide a big picture of how all the arts integration activities are structured.
Competencies
All activities target one of the production competencies and the appreciation competency as well. The Arts competencies are structured around the creative process/dynamic.
Arts Subject Specific Approaches
Each Arts subject has ways and approaches unique to the discipline. Here is where you will find some detail regarding the parts of the QEP that are being addressed in the activity.
Learning Goal
In this section, the historical learning serves as the stimulus for creation, and inspires the making of an artistic production. Students engage in the production process using the various disciplinary approaches, techniques and vocabulary in order to complete their work.
How will learners engage with the project?
How is information presented to learners?
How will learners act strategically and express themselves?
Students choose the person they will research. This is done in preparation for the portrait in previous phases, involving the ELA research process as well as historical research methods such as examining artifacts and conducting interviews.
Students study the works of Kehinde Wiley, Amy Sherald, Kent Monkman or other portrait artists of their choice. Based on their explorations, they choose a style or approach for their own portrait.
Facilities and materials permitting, students can also choose the medium for their portrait, whether it is paint, pastels, charcoal, etc.
Students can use a graphic organizer and checklist to organize their ideas and self-assess their progress.
�The teacher can choose to present a mini-lesson on proportions and drawing faces. Students can practice drawing each other’s faces in their sketchbooks.
An alternative way is to direct students to YouTube videos or other skills-based media like books. Books can be stored in a classroom library. A computer station can be set up so that students can consult videos during class time. Students can also be encouraged to consult the videos at home.
The Art of Portraits - student padlet
The teacher can also suggest that students examine portraits for examples of specific techniques.
Students make choices about materials and style of portraiture with which they engage. Based on their choices, they make a plan of action, with specific milestones.
They also set an art goal for themselves, based on their previous works, their personal interests and the teacher’s feedback.
Students begin the process of creating their portrait. They make sketches from photographs or real-life observations. They move from sketch to final production, keeping in mind the materials and the style of portraiture chosen.
A vernissage can be held unveiling the portraits and the stories that go with them.
Project: Portraits
Once students have collected information about a person or people - whether through research and examination of documents and artifacts, or through interviews with living people - they synthesize their learning into a portrait of the person studied.
Competencies
C1 - To produce individual works in the visual arts
C3 - To appreciate works of art…
Transforming Gestures & Vocabulary
Learning Goal
Students synthesize their learning about a person/people into a portrait. They use the language of portraiture and the transforming gestures that portraiture entails to share information about the person, their background and their role in society. They finalize their production and share it with others in a vernissage.
How will learners engage with the project?
How is information presented to learners?
How will learners act strategically and express themselves?
Historical Research Focus Example 1:
Women’s Suffrage / Key Feminists
Students could focus on one of the key players in the
suffragette movement that lived in their region.
Or students could research key players in the feminist and/or suffragette movements in their region who were not mentioned.
Or students could simply focus on a woman in their community who lived through or was affected by the suffragette movement and women’s right to vote.
Secondary resources at Women’s Suffrage
Elementary resources at Women – Societies and Territories and Women 1980 – Societies and Territories
Historical Research Focus Example Idea…
WW! Or 2 ar participants
Historical Research Focus Example Idea…
1980s… one of these societies, or social group discussed!
Students choose the person, group, event, place or issue they will research. This is done in preparation for the mural in previous phases, involving the ELA research process as well as historical research methods such as site visits examining artifacts and conducting interviews.
The idea of the mural can be suggested by the teacher, or expressed through a need by the community. A suitable space for the mural needs to be chosen, with consultation with the community or school.
Students work in groups and make choices about the aspect of the research that they would like to turn into a mural. If the class is working on a single mural together, the mural can be divided into sections that different groups design.
The teacher shows students examples of murals on the whiteboard/projector.
Padlet of resources for LHTK & Arts
Working with a mural artist would be a good way to take some of the burden off the teacher. The artist can share some of their experiences with students.
Artists and grants through ArtInspire
The teacher will also have to show students how to work out the logistics of dividing the mural into sections OR present students with the sections already divided.
Students engage strategically in the process of choosing the site and style of the mural. This also entails knowing how to prepare the surface and what type of paint to use on it.
Student groups plan out their section of the mural. This includes making a plan of action, with specific milestones and tasks assigned to various group members.
Working with the teacher or artist, students create a scale model of the mural and its sections. Each group designs its own section through a scaled sketch. They will have to work with other groups to make sure the sections work together.
Student create the final mural based on their sketches, and unveil their work at a special event.
Project: Mural(s)
A mural can be made about a person, group of people, a place, a historical event or even an issue. Once the class as a collective has finished the research phase, they can synthesize their learning into a mural depicting people, places, events or one that highlights an issue.
Program Targets
C1 - To produce individual works in the visual arts
C3 - To appreciate works of art…
Learning Goal
Students synthesize their learning about a group of people, or about a place, into a mural. They use the visual language of murals and the transforming gestures that mural-making entails to share information about the people, place or event. They finalize their production and share it with others through a mural unveiling.
How will learners engage with the project?
How is information presented to learners?
How will learners act strategically and express themselves?
Historical Research Focus Example :
Post War Years
Students could create a mural on the 1950s period, where they illustrate a social phenomenon, then also illustrate the way that phenomenon affected life in Canada during and after it.
Students choose one of topics below, in order to reflect the units learning intentions, namely:
Secondary resources at https://secondaryhistory.learnquebec.ca/1945-1980/post_war_years
Historical Research Focus Idea :
Railways, and when people were arriving!
Ex. The Laurentians
Could do a mural that included the technological developments plus the people arriving and why.
This project could span the whole or part of the year.
Historical Research Focus Idea :
Quebec around 1905:
on things like Railways, and when people were arriving, technology changes, etc.!
-social changes
-technological changes
-daily life (education, leisure, religion)
- natural resource and agriculture
-prominent individuals
Historical Research Focus Idea :
The 1837 Rebellions and Patriots:
On individuals and events of the rebellion that affected or that actually occurred in your area!
Ex. St. Eustache area!
Resources at https://secondaryhistory.learnquebec.ca/1791-1840/rebellions-of-1837-38
Transforming Gestures & Vocabulary
Students research and learn about a historically significant place. This is done in previous phases in preparation for the photography project. It involves the ELA research process as well as historical research methods such as examining artifacts and conducting interviews. Ideally, students are given a choice regarding their final production.
Once students have completed their research/learning about a significant historical location or event, they choose an aspect to work with through digital photography remixing.
Students study various superimposed images created by artists like Nick Sullivan (see Local History Arts Padlet). They make choices about the images they will work with, and what they would like their final work to be about.
The teacher offers students a variety of ways to access the information about digital imagery and remixing photographs. If everyone is working on a digital photography project, the teacher can choose to do a series of whole-group mini-lessons on key features of the software used, or logistical issues of how to import images from students’ phones.
An alternative way is to direct students to YouTube videos. A computer station can be set up so that students can consult videos during class time. Students can also be encouraged to consult the videos at home.
Students make observations as to the framing of photographs and the techniques used in merging or juxtaposing two images.
Students learn the digital media techniques involved and apply them to the photographs they have taken or found.
If students don’t already have images to work with, they go on location to take photographs or find copyright free images on the Internet.
Students make choices about which image to remix, and which remixing technique they will use: superimposition, juxtaposition, desaturation, digital collage etc.
Based on their choices, they make a plan of action, with specific milestones.
They also set an art goal for themselves, based on their previous works, their personal interests and the teacher’s feedback.
Students begin the process of creating their photography project.
An exhibit can be held unveiling the photographs and the stories that go with them.
Project: Photography
Based on the historically significant place they have been studying, student take photographs of important locations and remix them in various ways with older photographs found through local museums or on the Internet.
Program Targets
C2 - To produce media works in the visual arts
C3 - To appreciate works of art…
Learning Goal
Students synthesize their learning about a place into a remixed photograph or photograph series. They use the language of digital photography and the transforming gestures that it entails to share information about the place and why it is significant or how it has changed. They finalize their production and share it with others in a exhibit.
How will learners engage with the project?
How is information presented to learners?
How will learners act strategically and express themselves?
Elementary Example :
Local places related to urbanization of Quebec around 1980, industry or commerce.
Transforming Gestures & Vocabulary
Students research and learn about a historically significant place. This is done in previous phases in preparation for the collage project. It involves the ELA research process as well as historical research methods such as examining artifacts and conducting interviews. Ideally, students are given a choice regarding their final production.
Once students have completed their research/learning about a significant historical location or event, they choose an aspect to interpret through collage or mixed media.
Students study samples of collage and mixed-media and take note of various approaches or methods they would like to use in their own production.
They make choices about the images they will work with, and what they would like their final work to be about.
The teacher offers students a variety of ways to access information about collage/mixed-media. This can range from showing examples of mixed media art to techniques and how-to guidance. They can show the information to the whole class, or direct students to YouTube videos, to be viewed at home or at a computer station on an as-needed basis.
Students make observations as to how the collages/mixed-media pieces were put together and the techniques used. They also examine and articulate how the medium affects the representation of the place that was chosen by the artists: How does the viewer see the place being represented through the collage?
Students begin to understand collage as a medium that is referential by nature, that is, that the images used to create the art piece are integral to its message.
Students make choices about their final work, including the place to represent and the images used in the collage making process.
Based on their choices, they make a plan of action, with specific milestones. They also set an art goal for themselves, based on their previous works, their personal interests and the teacher’s feedback.
Students begin the process of creating their collage or mixed-media work by gathering collage images/materials that relate in some way to the location they have chosen. They play with the composition and techniques before finalizing with adhesive. They can photograph various iterations to keep track of process.
An exhibit can be held unveiling the collages and the stories that go with them.
Project: Collage/Mixed Media
Based on the historically significant place they have been studying, students use collage as a medium to create an artistic rendering of a location, infusing it with the meaning that it has for them based on their research.
Program Targets
C1 - To produce individual works in the visual arts
C3 - To appreciate works of art…
Learning Goal
Students synthesize their learning about a place into a collage or mixed media piece. They use the language of collage and the transforming gestures that it entails to share information about the place and why it is significant or how it has changed. They finalize their production and share it with others in a exhibit.
How will learners engage with the project?
How is information presented to learners?
How will learners act strategically and express themselves?
Historical Research Focus Example :
1945-1980 Period:�On Consumer Society: American Culture, New Generation, and Ads!
Secondary resources at https://secondaryhistory.learnquebec.ca/1945-1980/consumer-society
Historical Research Focus Example Idea :
Plains of Abraham photo collage idea!
Historical Research Focus Example Idea :
Indigenous language groups
!500-Now in your local area
Represent a theme:
-Daily life
-Economy
-Transportation
-Territory
Elementary: My Community around 1980/1905
Students select media that illustrates what life was like in their community around 1980. They could contrast that period with a different society during the same historical period OR show how their town has changed over time (eg. 1905 - 1980-2022)
Them may focus on some of the themes below:
They could create a before and after collage or multi-media project.
Transforming Gestures & Vocabulary
Students choose the person, group, event, place or issue they will research. This is done in preparation for the monologue in previous phases, involving the ELA research process as well as historical research methods such as examining artifacts and conducting interviews.
Students choose the issue around which they will write their monologue or sketch - this issue will be their stimulus for creation. A class brainstorm on the possible issues would be a good way to allow students to think of different possibilities. They should choose something that resonates with them, that moves them.
Students can choose to work in groups on a sketch, or work by themselves on a monologue. The teachers provides students clear criteria for success at the outset of the project - following the viewing of successful sample works.
The teacher shows students examples of monologues or spoken word performances, as well as sample skits. This is done as a whole class activity, or given to students as a task to complete on their own. Examples of monologues can be used to develop Competency 3 - Appreciates dramatic works. Sample works can be found here: Padlet of resources for LHTK & Arts
Based on the viewed monologues/spoken word/dramatic skits, the class builds criteria for success together. The teacher scribes the criteria on paper that gets put up permanently in the drama classroom, or set up on an easel or other panel.
Important drama vocabulary is also shared with students and put up in a visible location. This can be any vocabulary that you are working with currently.
Artists and grants through ArtInspire
Students engage strategically in the process of creating and performing their monologues. They make a plan of what needs to be done or use a checklist as guidance. The teacher provides specific milestones such as: first draft, ready to rehearse, final draft, script memorized, performance.
Students working in a group on a skit work within parameters set by the teacher. They could perform live, or work on an edited recording. An example of a parameter would be to have 1 minute as the desired length for an edited piece, with Heritage Minutes as the inspiration. A live sketch could be longer, but brevity as a constraint is very useful in drama.
Students can choose to perform in front of their peers, or to record themselves and submit the recording. They can choose to share the recording with the class, or have it be just for the teacher.
Project: Monologue/Scene/Spoken Word
Students create a monologue or a scene about a situation faced by a person or group of people. The situations or dilemmas will have been collected as part of research done about a person or a group of people.
Program Targets
C1 - Creates dramatic works
C2 - Performs dramatic works
C3 - Appreciates dramatic works
Learning Goal
Students synthesize their learning about a person or group into a monologue or sketch that they perform. Students create a monologue or a sketch about a situation faced by a person or group of people. They use playwriting and performance skills to create and bring to life a relevant character(s) or scene that illustrates an issue faced by people in historical situations.
How will learners engage with the project?
How is information presented to learners?
How will learners act strategically and express themselves?
Elementary Themes/Topics:
Students create a monologue or Sketch about daily live in their community around 1980.
They may explore:
Drama Vocabulary (suggested)
Performance
Characterization
Playwriting
Character: Distinctive traits, Motivation, Historical characteristics
Methods: Storyline, dramatic structure (ex: Setup, action, reaction)
Sample historical situations:�
Learning Goals:
Students will
Phase:
Activity description:
Program Targets
I.O.s
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