MacKenzie Art Gallery, post visit lesson 1

Class: Grade 6                                                                    
Topic: Identity
Subject: Arts Ed.

Post-lesson 1 after to students visit MacKenzie Art Gallery 
Content: Students work in small groups discussing how cultural identity is reflected in the art work of James Nicholas and Sandra Semchuk. Discuss how Nicholas and Semchuk’s cultural traditions and art have influenced intercultural understanding. Students, in small groups, are encouraged to create cut poetry using James Nicholas’s poems as well as contemporary poets of countries bordering the Atlantic Ocean.
Outcomes and Indicators:
Arts Ed. CH6.2 Students will explore collaborative artworks between Cree artist James Nicholas and Ukrainian Canadian artist Sandra Semchuk that use portraiture, landscape photography, and poetry to explore ideas about contemporary cultural identity. Analyze and discuss how artists reflect cultural identity in their work. Make connections between traditional expressions of cultural identity (e.g., throat singing, quill work) and the ideas of contemporary artists.
Social Studies IN6.2 Examine the social and cultural diversity that exists in the world, as exemplified in Canada and a selection of countries bordering the Atlantic Ocean. b. Research ways in which cultural traditions, celebrations, art, music, literature, drama, and sport have influenced intercultural understanding.
Prerequisite Learning: None
Lesson Preparation Equipment/Materials Poster board (one per group), scissors, glue Advanced Preparation Photocopies of poetry by James Nicholas as well as contemporary poets of countries bordering the Atlantic Ocean.
Presentation
Set: (10 min) How did Sandra Semchuk and James Nicholas reflect their cultural identity in their work that we saw at the Mackenzie Art Gallery last week? Allow time for reflection, discussion and questions.
How did Sandra Semchuk and her husband James Nicholas’s art influence each other to achieve intercultural understanding? (remember Semchuk was Ukrainian/ Polish and Nicholas was Nisichawayasihk Cree).

Development: (30 min) Divide students into 3-4 groups. Hand out paper copies of poetry by James Nicholas as well as contemporary poets of countries bordering the Atlantic Ocean, one of each to each group. Encourage group members to look for traditional expressions James Nicholas and Sandra Semchuk employed to tap into their own cultural identity (Nisichawayasihk Cree and Ukrainian/ Polish). What connections of cultural identity can you identify in contemporary artists (of countries bordering the Atlantic Ocean)? Research ways in which cultural traditions, celebrations, art, music, literature, drama, and sport have influenced intercultural understanding. Students can use the provided poetry for a jumping off point if needed Groups are then encouraged to work together to create their own poetry by cutting words/ phrases from the given poetry.

Closure: (10min) Students may choose to read their cut poetry to each other. Allow for discussion and questions.
 

Extensions: Students may want to write their own poetry. This can be added to their personal portfolio or they can use it towards the group’s cut poetry. Students may wish to research poetry of poets from countries that border the Atlantic Ocean.

Adaptive Dimension: Students may want to explore with cultural traditions, art, or photography instead of poetry. Have them use the same questions in the development section using Semchuk’s and Nicholas’s other art mediums and those of countries bordering the Atlantic Ocean.

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