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Education Programs

gallery 501

2012 - 2013 | Grades K - 12 Providing cross-curriculum aligned visual literacy programs Gallery@501 #120, 501 Festival Avenue Sherwood Park, AB T8A 4X3 780-410-8585 • www.strathcona.ca/artgallery


Gallery@501 Education Programs Gallery@501 is a contemporary art gallery in Strathcona County that features artwork from local, national and international artists in a variety of media. Education programs are available for students in grades K to 12. Engaging, interactive gallery tours & exhibition-linked, hands-on studio projects are designed for each grade level, with age appropriate content, language and studio materials. Free added-value options are also available to enhance cross-curriculum connections.

Contents Pg 1

How to Book a Program & Program Fees

Pg 2

Program Options

Pg 3

Free Added Value Options

Pgs 4-13 2012 / 2013 Exhibitions listings Pg 14

Free Upcoming Opportunities

Pg 15

Other Community Culture Contacts for School Groups

2011/2012 Teacher Quotes “Great to have the gallery in town…Confirms the importance of art as more than the making, but also the creating of ideas and developing of new perspectives to understand others’ ideas.” —Teacher, FR Haythorne Junior High School “Both instructors were very good – approachable, knowledgeable and maintained our time schedule.” —Teacher, Holy Spirit Catholic School “The children, parents and I enjoyed all aspects of our field trip to Gallery@501 and Festival Place. Thank you so much!” —Teacher, Uncas School


How to Book a Program

1) Choose Your Program Options Choose your “Program Options” and “Added Value Activities” from pages 2 & 3. The length of program depends upon the activities you choose. Programs are generally offered between 9 a.m. – 3:30 p.m., but we are flexible to program outside those hours. Snack & Lunch Space Let us know if your group will need a space to eat a snack and/or lunch. We will find an indoor or outdoor space (weather permitting), and will add time onto your program to accommodate this. Group Size Larger classes and multiple classes will be split into separate groups to rotate around activities. This usually increases the amount of time needed for the program. Custom Programs If you would like us to design a program to suit your specific needs, please contact us. We can adapt our programming to fit with your class size, a special class project or whatever your need may be. Cost will depend on the program design.

2) Contact the Education Programmer Kris Miller, Education Programmer 780-410-8585 kristene.miller@strathcona.ca Our Education Programmer will discuss all your options with you, as well as date and time choices.

3) Plan for your Gallery Visit Once you have booked your program, we will email you a Teachers Welcome Package. This features information to help you prepare for your visit here, including maps, parking info, chaperone info, gallery rules, photography and more.

Program Fees for Gallery@501 Gallery Tour only Gallery Tour & Studio Project Festival Place Option

$5/person $7.50/person (includes free added value options) $50 per class (see next page for details)

Teachers, Education Assistants and parent helpers attend for FREE.

Payment Information After your visit to the gallery, we will give you an invoice to take back to the school that reflects the number of students that attended the program. Please have your school make out a cheque to Strathcona County and send it to Gallery@501. This information and mailing address will be on the invoice.

Rescheduling Process If you need to reschedule your program, please contact us as soon as possible so we can open up the time for other groups. We will be happy to schedule in your group at another time that is convenient for you. 1


Program Options Gallery Tour Engaging, interactive tours of the gallery exhibitions focus on cross-curriculum connections, visual literacy and student participation. Gallery Educators encourage students to discover the stories in art through observation, the senses, personal interpretation and cultural context. See the exhibitions listing for dates and more information. Designed for each grade level, with age appropriate content and language. Extra Gallery Activity Options – please request upon booking: *Sketching in the gallery from the artwork *Short writing activity Time: 30 to 60 minutes

Studio Project There is a hands-on studio project that is linked to each exhibit, further enhancing the learning that happens during the gallery tour. The focus in the studio is to experiment and explore ideas, so that students value both the artistic process and the end product. Projects and media are chosen based on the curriculum, ties to the exhibition, process involved, and time available. Designed for each grade level, with age appropriate studio materials. Time: 60 to 90 minutes

Festival Place Get a behind the scenes tour of this vibrant performing art facility, and learn how the performers, staff and stage crew bring countless productions and programs to life for our community. Option 1: Gallery & Festival Place Combo Request this option with your Gallery@501 program, and we will schedule it in with your other activities. Subject to availability. Time: 60 minutes Cost: Extra $50 per class on top of your gallery program fee

Option 2: Festival Place Custom Program Teachers can contact Festival Place directly and they can customize a program for your class. Activities, program length and cost will depend upon the program design. www.festivalplace.ab.ca

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Contact: Susan Mullen Performing Arts Programmer 780-410-8566 susan.mullen@strathcona.ca


FREE Added Value Options Included when you book the Gallery Tour/Studio combo. Choose your options & we will book them for you.

Artrium Tour The Artrium is a permanent visual arts display area that features artwork from the Strathcona County Permanent Art Collection, as well as rotating community exhibitions. This tour is a wonderful opportunity to see local artwork and community connections. Time: 15 to 30 minutes “Along Baseline” by James Burbank

Public Art Tour The Community Centre features a variety of dynamic public art pieces from the Strathcona County Collection. These artworks are located inside and outside the facility; The outdoor options are weather dependent. Includes an activity worksheet! *Sketching from the art, architecture or landscape is available – please request this upon booking. Time: 15 to 60 minutes

Council Chambers See where all of the debate and discussion happen with a powerpoint presentation inside the Strathcona County Council Chambers. This presentation is a good introduction to the structure of the local government. Time: 15 to 30 minutes

Strathcona County Library Bring your school group (K to 12) to the Strathcona County Library, where they can enjoy a tour and a short program. Strathcona County

LIBRARY

30 minutes: Interactive tour of the library, including a great introduction and orientation 45 – 60 minutes: Interactive tour plus short program The short program can consist of a storytime, a research or curriculum based presentation, book talks on award winners or a number of other staff picks. www.sclibrary.ab.ca 780-410-8600

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Spyder Yardley-Jones | September 17 – October 26, 2012 | Grades: 4 to 12 Exhibition Edmonton artist Spyder Yardley-Jones focuses on subject matter that affects us politically, ethically and environmentally. He wants to make the viewer aware that the information we are receiving through the mainstream media is usually one-sided and biased. In this exhibition, learn how artists use visual means to convey stories, perspectives and commentaries. Spyder has created ink drawings, satirical posters and modified traditional landscapes to express his concerns about the oilsands in Alberta, and its impact on people and the environment. Several pieces in the exhibit also comment on our use of technology (such as cell phones), how reliant we are on it and how it’s impacted our culture, identity and behaviours.

Studio Project – Drawing Conclusions Grades 4-6: Students will choose a current issue (eg. recycling, wetland management, forests, space travel) and develop a mixed media poster using point of view, theme, text/font choice and symbolism. Learn about context, audience, critical thinking, interpreting/analyzing information and appreciating multiple perspectives. Grades 7-9: Students will choose a current issue (eg. ecosystem management, worldviews, quality of life, economy) and develop a mixed media poster using point of view, theme, text/font choice and symbolism. Expand on critical thinking skills, observations, group discussion and understanding contemporary issues from multiple perspectives. Grades 10-12: Students will choose a current issue (eg. energy resources, diversity, globalism, technology) and develop a mixed media poster using point of view, theme, text/font choice and symbolism. Develop critical/creative thinking, consciousness for the environment, consciousness of global citizenship and an understanding of multiple layers of meaning.

Before your visit to Gallery@501... The Education Programmer will discuss this preparation with you when you book your program, to ensure this activity is right for your class. • Think about what current issues you would like your students to focus on and discuss these with your class. Have each student choose one issue to explore. This will become the theme for their artwork in the Studio. • Connect a brainstorming activity to these themes. This is a great way to plan out thoughts and ideas before creating a work of art! Bring your class’ written ideas to the Studio, it will provide background information and save time for their project. • In the Studio, Gallery Educators will help students bring their themes to life, working from written ideas and translating them into visual language to create a poster. The poster will reflect their chosen viewpoint about their “current issue” theme. 4

“Oil Change” by Spyder Yardley-Jones

“Tailings Lakes” by Spyder Yardley-Jones

I’m Amazed We Made it Out of the Swamp


I’m Amazed We Made it Out of the Swamp | Curriculum Connections Gallery Educators will introduce connections to the Programs of Study listed below through the Gallery Tour and Studio Project. Curricula discussed will depend upon program length and focus. Teachers are encouraged to continue exploring these curricula connections with their students back in the classroom.

Grade Subject

4-6

7-9

10-12

Curriculum Connections

Visual Arts

Learn how all aspects of art contribute to the story, how art contains symbolic representations of theme and how contextual information helps us interpret art.

Social Studies

Demonstrate a consciousness for the limits of the natural environment, stewardship for the land, and an understanding of the principles of sustainability. Understand historic and contemporary issues including controversial ones, from multiple perspectives.

English Language Arts

Discover multiple interpretations, create personal responses, make observations, analyze visual imagery, reflect on visual information, discuss in groups, build on ideas and learn how artists use visual language to express information.

Science

Make connections with life cycles, needs of animals, plants, weather or ecosystems, depending on which theme is chosen.

Health & Life Skills

Make connections with healthy habits, safety, food, respect, bullying, stress, responsibility or role models, depending on which theme is chosen.

Visual Arts

Learn about shapes, space, proportion, alteration, basic art criticism vocabulary, image source, themes and symbols.

Social Studies

Demonstrate a consciousness for the limits of the natural environment, stewardship for the land and an understanding of the principles of sustainability. Understand historic and contemporary issues including controversial ones, from multiple perspectives.

English Language Arts

Discover multiple interpretations, create personal responses, make observations, analyze visual imagery, reflect on visual information, discuss in groups, build on ideas and learn how artists use visual language to express information.

Science

Make connections with space exploration, forests, energy and matter, the human body, vision, DNA or diversity, depending on which theme is chosen.

Health & Life Skills

Make connections with healthy habits, safety, food, respect, bullying, stress, responsibility or role models, depending on which theme is chosen.

Visual Arts

Use art vocabulary to critique and interpret artwork, look at the impact of personal situations and events on the artist’s vision, create subjective and analytical responses to the artwork, and explore image content.

Social Studies

Demonstrate a consciousness for the limits of the natural environment, stewardship for the land and an understanding of the principles of sustainability. Understand historic and contemporary issues including controversial ones, from multiple perspectives.

English Language Arts

Reflect on new ideas, think about universal themes, understand how artists can use visual language to produce multiple layers of meaning, appreciate the creations of others, explore levels of visual information, expand vocabulary and critiquing skills, learn how visual imagery is integral to contemporary life.

Science

Make connections with contemporary issues in biology, chemistry or physics, depending on which theme is chosen.

CALM

Make connections with healthy habits, safety, food, respect, bullying, stress, responsibility or role models, depending on which theme is chosen.

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The Wordless Book and other deserts Allen Ball | November 5 – December 14, 2012 | Grades: 4 to 12 Exhibition Edmonton artist Allen Ball is exhibiting work that combines two areas of study. The first area includes contemporary mixed media paintings, based on the visual evangelical teaching device called “The Wordless Book” by Baptist preacher Charles Haddon Spurgeon. This book consisted of pages of symbolic colors that represented Christian teachings, and without words could be understood across cultures. Ball creates powerful yet simple paintings that reflect the impact of visual literacy and the connections to colonialism and art history through color, symbolism, decoration and design. Photographs from his research as an embedded official Canadian War Artist with Canadian Forces Operation Calumet in El Gorah, in the Sinai Peninsula, are also on display. Ball documented the daily lives of Canadians working in the region through photographs and multi-media techniques. These images reflect his perspective on this environment and the people who are working to maintain peace in the region. Ball introduces/superimposes the cross imagery and Spurgeons’ four colour theory into his photographs, creating multiple layers of meaning. This layering of peacekeeping with colonialism creates an oxymoron that that has been repeated throughout history.

Studio Project – Framing our History Grades 4-6: Students will create a framed mixed media painting to communicate a story and teach others about their theme using the power of an image, symbol, color and texture. Themes will be relevant to what your class is currently studying, and may include recycling, plants, prisms, Alberta/Canadian history, geography, weather or additional topics. Grades 7-9: Students will create a framed mixed media painting to communicate a story and teach others about their theme using the power of an image, symbol, color and texture. Themes will be relevant to what your class is currently studying, and may include energy, ecosystems, the human body, Japan, Spain, Aztecs, space, identity or additional topics. Grades 10-12: Students will create a framed mixed media painting to communicate a story and teach others about their theme using the power of an image, symbol, color and texture. Themes will be relevant to what your class is currently studying, and may include health, values, climate change impacts, energy needs, identity, nationalism, or additional topics.

“Installation view of Sentry from the exhibition Photography in a State of Exception: Documents of Contemporary War, 2011 at the Liu Institute for Global Issues, University of British Columbia, Vancouver, British Columbia, Canada” by Allen Ball

“Red Cross: Righteousness” by Allen Ball

“The Wordless Book” by Allen Ball

Before your visit to Gallery@501... The Education Programmer will discuss this preparation with you when you book your program, to ensure this activity is right for your class. • Talk about symbols with your class and look at how symbols are used across cultures to tell stories, share ideas and teach people. How do symbols help in our daily lives with visual communication? What symbols might connect with themes you are currently studying in class? Have each student choose one theme and decide what story they want to tell about their theme. • In the Studio, Gallery Educators will help students bring their theme to life in their mixed media painting. Students will choose images, symbols, colors and textures that tell a story and connect cohesively to their theme. 6


The Wordless Book and other deserts | Curriculum Connections Gallery Educators will introduce connections to the Programs of Study listed below through the Gallery Tour and Studio Project. Curricula discussed will depend upon program length and focus. Teachers are encouraged to continue exploring these curricula connections with their students back in the classroom.

Grade Subject

4-6

7-9

Curriculum Connections

Visual Arts

Learn about visual interpretation, narratives, symbols, themes, details, patterns, shapes, messages and context.

Social Studies

Explore themes of visual literacy, respect, community, identity, audience and purpose, connecting art to stories/people, culture, citizenship and communities in the world.

English Language Arts

Discover multiple interpretations, create personal responses, make observations, analyze visual imagery, reflect on visual information, discuss in groups, build on ideas and learn how artists use visual language to express information.

Science

Make connections with life cycles, needs of animals, plants, weather or ecosystems, depending on which theme is chosen.

Visual Arts

Learn about transformation of form, alteration, space, composition, pattern, texture, point of view, image source, themes and symbols.

Social Studies

Listen to others to understand multiple perspectives, generate creative ideas, critically evaluate ideas, and build consensus.

English Language Arts

Discover multiple interpretations, create personal responses, make observations, analyze visual imagery, reflect on visual information, discuss in groups, build on ideas and learn how artists use visual language to express information.

Science

Make connections with space exploration, forests, energy and matter, the human body, vision, DNA or diversity, depending on which theme is chosen.

Visual Arts

Use art vocabulary to critique and interpret artwork, look at the impact of personal situations and events on the artist’s vision, create subjective and analytical responses to the artwork, and explore image content.

Social Studies

Determine relationships among information and explore how individuals express identity. Learn about context, communication and technology and information. Appreciate and respect how multiple perspectives shape Canada’s political, socioeconomic, linguistic and cultural realities

English Language Arts

Reflect on new ideas, think about universal themes, understand how artists can use visual language to produce multiple layers of meaning, appreciate the creations of others, explore levels of visual information, expand vocabulary and critiquing skills, learn how visual imagery is integral to contemporary life.

Science

Make connections with contemporary issues in biology, chemistry or physics, depending on which theme is chosen.

10-12

7


“Nomadic Bounce” By Jason Baerg

“Nomadic Bounce” By Jason Baerg

“Relations” By Jason Baerg

Nomadic Bounce Jason Baerg | January 8 – February 22, 2013 | Grades: K to 12 Exhibition Métis Toronto-based multi-media installation artist Jason Baerg explores indigenous philosophical relationships with the earth and how they affect human existence. This exhibition features visual and sound components, showing students how artists use “installation art” to tell stories and encourage global consciousness. “2012 is upon us and it is no surprise that the Indigenous world would embrace the opportunity to offer its continued interest through the lens of their contemporary artists. The Hopi, Mohawk, Mayan and Tibetan are some of the Peoples that have expressed predictions surrounding the positioning of the December 21, 2012 cosmologies. Many scientists acknowledge the Mayan calendar for it precise accuracy. Science also confirms that the activity on the Sun affects the molten core of our Earth. The Earths molten center pulsates and the rhythm of this beat also affects us as humans; our brain waves mirror this measure. This influences us on many levels, including the way we perceive time. Humans have a deeper physical relationship with the elements then most consciously understand.” – Jason Baerg

Studio Project – Sound Sculpture The focus for all grades is on simplicity of form and materials, as well as on the connections between art, music and community. Grades K-6: Students will create a sculpture out of various found objects, and add an element into it that creates basic sound. Materials & process are adjusted for the grade level and time available, and may include bells, bowl gong, strings to strum, or other. Learn about sculpture, pattern, decoration and detail, recycling, symbolic color, resonance and sound. Grades 7-9: Students will create a sculpture out of various found objects and add an element into it that creates basic sound. Materials & process are adjusted for the grade level and time available, and may include bells, bowl gong, strings to strum, or other. Learn about form, pattern, composition, recycling, visual language, symbolic color, resonance and sound. Grades 10-12: Students will create a sculpture out of various found objects, and add an element into it that creates basic sound. Materials and processes will be adjusted for each grade level and amount of time available. This activity may include bells, bowl gongs, strumming strings or a variety of other materials. Learn about sculpture, pattern, diversity, traditions, recycling, symbolic color, resonance and sound.

Before your visit to Gallery@501... The Education Programmer will discuss this preparation with you when you book your program, to ensure this activity is right for your class. • Explore the basics of sound and how our sensory perception of the world around us influences our interpretation of cultures, stories and memories. • In the Studio, Gallery Educators will help students discover how simple forms and basic sounds can unite as a powerful sculpture, resonating with meaning. 8


Nomadic Bounce | Curriculum Connections Gallery Educators will introduce connections to the Programs of Study listed below through the Gallery Tour and Studio Project. Curricula discussed will depend upon program length and focus. Teachers are encouraged to continue exploring these curricula connections with their students back in the classroom.

Grade Subject

K-6

7-9

10-12

Curriculum Connections

Visual Arts

Learn how all aspects of art contribute to the story (details, patterns, shapes, messages), how a narrative can be retold or interpreted visually, how art contains symbolic representations of theme, and how contextual information helps one interpret art.

Social Studies

Understand the diversity of Aboriginal traditions, values and attitudes. Learn about visual literacy, multiple points of view, respect, community, identity, decision-making, problem solving, critical thinking, and connect art to people, stories and culture.

English Language Arts

Discover how visual language preserves and enriches culture. Discover multiple interpretations, create personal responses, make observations, analyze visual imagery, reflect on visual information, discuss in groups, build on ideas and learn how artists use visual language to express information.

Science

Learn about resonance, earth and sun connections, the senses, sound and energy flow.

Music

Describe sounds and rhythm, discover different beats and harmony, and talk about resonance.

Visual Arts

Explore the transformation of form, alteration, shapes, space, proportion, composition, pattern, texture, point of view, basic art criticism vocabulary, image source, themes and symbols.

Social Studies

Understand the diversity of Aboriginal traditions, values and attitudes. Listen to others to understand multiple perspectives, generate creative ideas as a group, critically evaluate ideas and build consensus.

English Language Arts

Discover multiples interpretations, respond personally, focus attention, make observations, analyze visual imagery, reflect on visual information, discuss in groups, build on ideas, and learn how artists use visual language to express information.

Science

Learn about resonance, earth and sun connections, the senses, sound and energy flow.

Music

Describe sounds and rhythm, discover different beats and harmony, and talk about resonance.

Visual Arts

Use art vocabulary to critique and interpret artwork, look at the impact of personal situations and events on the artist’s vision, create subjective and analytical responses to the artwork, and explore image content.

Social Studies

Understand the diversity of Aboriginal traditions, values and attitudes. Practice critical thinking, creative thinking and evaluation. Determine relationships among information presented and explore how individuals express identity. Learn about context, communication and technology and information. Demonstrate a global consciousness with respect to humanity and world issues.

English Language Arts

Reflect on new ideas, think about universal themes, understand how artists can use visual language to produce multiple layers of meaning, appreciate the creations of others, explore levels of visual information, expand vocabulary and critiquing skills, learn how visual imagery is integral to contemporary life.

Science

Learn about resonance, earth and sun connections, the senses, sound and energy flow.

Music

Describe sounds and rhythm, discover different beats and harmony, and talk about resonance.

9


Retrospective of Location Brenda Francis Pelkey | March 4 – April 26, 2013 | Grades: K to 12 Exhibition Ontario based photographer Brenda Francis Pelkey explores interior spaces devoid of people, and the meaning and experience of “place.” She encourages viewers to question “the inherent narrative connotations embedded in these sites,” how they express parts of our identity and the feelings or the memories they evoke. From Pelkey’s series “Home” she explores what makes a home, who might live there, what objects are brought there and what objects and memories are left behind. From her series “Spaces of Transformation,” she has photographed courtrooms, hospitals and bars. These are very public spaces that hold memories and stories of multiple uses, outcomes and “extremes of emotional experience,” both positive and negative. Examination of mood, context, sensory exploration and viewpoint lead the viewer to a personal response to the work. Explore storytelling, memory, character development, design, and the stories and memories that interior spaces evoke.

Studio Project – Interiors & Identity Grades K-6: Students will create a mixed media drawing of a room they design, exploring materials, colors, textures and patterns that connect to the story of their room. Grades K to 2 will then draw a person that lives in this space – encouraging visual literacy and oral storytelling. Grades 3 to 6 will write a short artist statement about their room – encouraging writing and visual literacy skills as well as interpretation. Grades 7-9: Students will create an assemblage collage of a room they design, exploring materials, colors, textures and mood that connects to the story of their room. The focus will be on artistic expression, composition and design. Students will write an artist statement about their room – encouraging writing and visual literacy skills as well as interpretation.

Before your visit to Gallery@501... The Education Programmer will discuss this preparation with you when you book your program, to ensure this activity is right for your class. • A sense of “place” is often important in how we define our identity, our histories and our culture. “Place” is often talked about in terms of outdoor spaces or geography. Ask your students how they relate to places in terms of where people live, work, play and memories associated with a location (indoors or outdoors). • In this exhibition, we’re exploring how interiors also hold that sense of “place”. Upon first glance, a room might seem basic, but through interpretation of materials, colors, textures and memories, a whole new story emerges. • In the Studio, Gallery Educators will help each student create a room where all the elements connect to share a story that goes beyond the “four walls”. 10

“Coburg” by Brenda Francis Pelkey

“Moy Ave.” by Brenda Francis Pelkey

“Untitled” by Brenda Francis Pelkey

Grades 10-12: Students will create a triptych: a mixed media assemblage of a room they design in the middle, flanked on both sides with writing about their room. Explore text, fonts, word and material choices, mood, identity, narrative, composition, viewpoint and design. This activity encourages strong communication skills through writing and visual literacy.


Retrospective of Location | Curriculum Connections Gallery Educators will introduce connections to the Programs of Study listed below through the Gallery Tour and Studio Project. Curricula discussed will depend upon program length and focus. Teachers are encouraged to continue exploring these curricula connections with their students back in the classroom.

Grade Subject

K-6

Visual Arts

Learn how all aspects of art contribute to the story (details, patterns, shapes, messages), how a narrative can be retold or interpreted visually, how art contains symbolic representations of theme, and how contextual information helps one interpret art.

Social Studies

Explore visual literacy, appreciate multiple points of view and create images for particular audiences. Practice critical thinking, decision-making, problem solving, and connecting art to people, stories and culture.

English Language Arts

Discover multiple interpretations, create personal responses, make observations, analyze visual imagery, reflect on visual information, discuss in groups, build on ideas and learn how artists use visual language to express information.

Visual Arts

Learn about point of view and practice using basic art vocabulary. Explore image source, themes and symbols.

Social Studies

Listen to others to understand multiple perspectives, generate creative ideas in a group, critically evaluate ideas and build consensus.

English Language Arts

Discover multiple interpretations, create personal responses, make observations, analyze visual imagery, reflect on visual information, discuss in groups, build on ideas and learn how artists use visual language to express information.

Visual Arts

Use art vocabulary to critique and interpret artwork, look at the impact of personal situations and events on the artist’s vision, create subjective and analytical responses to the artwork. Explore positive and negative space, and discuss image content

English Language Arts

Reflect on new ideas, think about universal themes, understand how artists can use visual language to produce multiple layers of meaning, appreciate the creations of others, explore levels of visual information, expand vocabulary and critiquing skills, learn how visual imagery is integral to contemporary life.

7-9

10-12

Curriculum Connections

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“Surokhan - Arabian Stallion” by Joan Larson

“Using Old Ball for Puck” by Allen Sapp

Strathcona Salon Series Local Strathcona County Artists | May 6 – June 28, 2013 | Grades: K to 12 Exhibition What inspires you to make art? What can local art tell us about our community? This exhibition will feature the 2013 submissions for the Strathcona County Permanent Art Collection, in both Adult and Youth (teen) categories. Work from professional practicing artists, to beginners and students will be featured in this exhibit. Discover what influences and inspires local artists, and how they tell their stories through the visual arts. Explore how artists choose themes based on their environment, heritage and culture and personal histories. Learn how the choice of materials, media, themes, imagery, scale and elements of design work together and engage the viewer.

Studio Project – Elements of Design Grades K-12: All grades will focus on the key foundations of art – the elements of design! Students will create colourful string paintings that reflect understanding of the elements of colour, shape, line, texture, space and composition. Students will also gain inspiration from the fibre work of local artists in addition to artists from other cultures such as the Huichol people of Mexico. Using string, felt and other textured materials, students will create a wall hanging – a fantastic fibre art piece that can inspire and challenge all age groups. Themes will be discussed with the teacher upon booking. Inspiration can be taken from the current exhibition or reviewed from the curriculum. The Education Programmer will discuss options for themes to create a unique experience for your group!

Before your visit to Gallery@501... The Education Programmer will discuss this preparation with you when you book your program, to ensure this activity is right for your class. • Students in every grade can always learn more about the Elements of Design, as they are such a key part of visual expression. Professional artists often spend their lifetimes exploring the subtleties and endless combinations of the elements. Before you come to the gallery, peek at a few more works of art with your class – you choose the artist and media – and see what your students notice about how the elements are utilized to tell a story, create mood and express the artist’s perspective. • In the Studio, Gallery Educators will challenge students to use their knowledge of the Elements of Design to make choices about how to use the elements in their string painting. Younger grades will create basic images, while older grades can experiment with more detail. 12


Strathcona Salon Series | Curriculum Connections Gallery Educators will introduce connections to the Programs of Study listed below through the Gallery Tour and Studio Project. Curricula discussed will depend upon program length and focus. Teachers are encouraged to continue exploring these curricula connections with their students back in the classroom.

Grade Subject Visual Arts

Learn how all aspects of art contribute to the story (details, patterns, shapes, messages), how a narrative can be retold or interpreted visually, how art contains symbolic representations of theme, and how contextual information helps one interpret art.

Social Studies

Honour and value the traditions, concepts and symbols that are the expression of Canadian identity. Learn about visual literacy, multiple points of view, respect, community, identity, decision-making, problem solving and critical thinking. Connect art to people, stories and culture.

English Language Arts

Discover multiple interpretations, create personal responses, make observations, analyze visual imagery, reflect on visual information, discuss in groups, build on ideas and learn how artists use visual language to express information.

Science

Make connections with life cycles, needs of animals, plants, weather or ecosystems, depending on which theme is chosen.

Visual Arts

Explore point of view, image source, themes and symbols. Learn to use basic art criticism vocabulary.

Social Studies

Listen to others to understand multiple perspectives, generate creative ideas as a group, critically evaluate ideas and build consensus.

English Language Arts

Discover multiple interpretations, create personal responses, make observations, analyze visual imagery, reflect on visual information, discuss in groups, build on ideas and learn how artists use visual language to express information.t

Science

Make connections with space exploration, forests, energy and matter, the human body, vision, DNA or diversity, depending on which theme is chosen.

Visual Arts

Use art vocabulary to critique and interpret artwork, look at the impact of personal situations and events on the artist’s vision, create subjective and analytical responses to the artwork, and explore image content.

English Language Arts

Reflect on new ideas, think about universal themes, understand how artists can use visual language to produce multiple layers of meaning, appreciate the creations of others, explore levels of visual information, expand vocabulary and critiquing skills, learn how visual imagery is integral to contemporary life.

Science

Make connections with contemporary issues in biology, chemistry or physics, depending on which theme is chosen.

K-6

7-9

Curriculum Connections

10-12

13


Strathcona County Permanent Art Collection

“Vase with Magnolias” by Rita McGie

“Coming Out” by Joyce Hill

“Autumn in Lamont” by Sig Moser

These are examples from previous Strathcona County Permanent Art Collection Acquisitions – to see the whole collection up to 2012, go online to www.strathcona.ca/artgallery and click onto “Art Collection”.

FREE Upcoming Opportunities Gallery Exhibition Opening Receptions & Artist Talks A wonderful chance to preview the shows and hear the artists talk about their work!

I’m Amazed We Made it Out of the Swamp by Spyder Yardley-Jones Opening Reception & Artist Talk: Friday, September 14, 7 p.m. Panel Discussion on ‘Industry & Environment’: Saturday, September 15, 2 p.m.

The Wordless Book and other deserts by Allen Ball Opening Reception & Artist Talk: Friday, November 2, 7 p.m.

2013 Exhibition Opening Receptions – Watch for information online at www.strathcona.ca/artgallery.

Alberta Culture Days | Saturday, September 29 Strathcona County Library and Gallery@501 present a FREE afternoon with guest artist Spyder Yardley-Jones. To register, please contact the Strathcona County Library in person, by phone at 780-410-8600, or online at www.sclibrary.ab.ca. Ages 18+ are welcome. Location: Gallery@501. 1 p.m. – 2 p.m.

Spyder will lead an interactive tour through his exhibition “I’m Amazed We Made it Out of the Swamp.” Learn how art can address themes of politics, ethics, the environment, and mainstream media. Program #407

2:15 p.m. – 4 p.m.

Join Spyder in the studio for a hands-on workshop creating postcards, using printing process and environmental themes. All supplies are included and no experience is necessary. Registration required. Program #408

Environmental Art Project | Sunday, September 30

Gallery@501 staff will be at the Strathcona County Wilderness Centre’s Open House, facilitating a free hands-on art project with the public from 1 p.m. – 4 p.m. Inspired by nature, we’ll be making “earthworks” - art that uses the outdoor natural environment. Come check out all the fun, free activities! www.strathcona.ca/wildernesscentre

Teacher Feedback If you have questions, ideas or feedback, please contact Kris Miller, Education Programmer 780-410-8585 or kristene.miller@strathcona.ca.

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More Culture Program Opportunities The following facilities host fantastic cultural programs for school groups, with options for a variety of grade levels. The availability and the length of the program will depend upon the facility and the program you choose. Please contact each facility directly for more information on programs and fees.

The museum has developed hands-on interactive exhibits modeled after a rural community in the 1900s portraying the history and heritage of Strathcona County. Tour guides engage students of all grades while exploring and learning about the historical exhibits and artifacts. Educational activity booklets are available which augment Alberta Education’s curriculum, highlight community history and enhance museum learning experiences for students in Grades 1-4. The Strathcona County Museum is located on 913 Ash Street just off Wye Road. www.strathconacountymuseum.ca 780-467-8189

Clay Hut at the Smeltzer House Centre for Arts & Culture The Clay Hut offers a unique hands-on clay program for school groups, in a real pottery studio setting. Students can hand-build a sculpture piece with a theme connecting to the curriculum for their grade level. Clay work is kiln fired for pickup at a later date and can be painted back in the school classroom. The Clay Hut is located at #1 Broadmoor Blvd, just north of the traffic circle and is a Strathcona County, Recreation, Parks & Culture facility. For fee information and to book a program, please contact Smeltzer House at 780-464-2023.

Special Thanks Gallery@501 would like to thank the following organizations and staff for their support of our Education Programs: Strathcona County Library Elk Island Public School Board Community Centre Elk Island Catholic School Board Smeltzer House & Clay Hut Strathcona County Museum & Archives Education Station Festival Place

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Gallery@501 Education Programs  

Strathcona County Art Gallery@501 Education Programs

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