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GORDON SMITH GALLERY

ARTISTS FOR KIDS

SMITH FOUNDATION

The Gallery is open Wednesday through Saturday from 12 noon - 5:00 p.m. We are closed on holiday weekends.
Primary School Educators

​​​At Artists for Kids, we have produced a range of resources to engage, inspire and educate our youngest students.

We regularly update this page, so please check back to explore our latest resources. 


New Curriculum Visual Arts Units 

For Kindergarten & Grade 1 

Curriculum_k-1-front page.jpg

Please click on this link​, or on the image above, to download the two-page document. Note that it's designed to be an 11x17 file. 

Click on the title of the supporting images to download a copy for your classroom.  

1. Emily's Place by Ted Harrison

2. Atomic Fountainby B.C. Binning

3. Owl at Sundown by Kenojuak Ashevak


For Grades 2 & 3

Curriculum_k-1-front page.jpg 

Please click on this link​, or on the image above, to download the two-page document. Note that it's designed to be an 11x17 file. 

Click on the title of the supporting images to download a copy for your classroom.  

1. There is Light in Darkness by Robert Davidson

2. Whale Song song​ by Ann Meredith Barry

3. Pender Harbour by Gordon Smith


For Grades 4 & 5

Curriculum_4-5.jpg

Please click on this link​, or on the image above, to download the two-page document. Note that it's designed to be an 11x17 file. 

Click on the title of the supporting images to download a copy for your classroom.  

1. Songs of Spring by Kenojuak Ashevak

2. Wreck of the Nickerson song​ by David Blackwood

3. Mystic by Karin Bubas


[ab-strak-shuh n]

Gallery Team Cover page.jpg

Explore lesson plans from our recent teaching exhibition [ab-strak-shuh n].

Click on this link to download a selection of eight lesson plans that explore various aspects of asbtract art. 



For Grades 6 & 7

Curriculum_6-7.jpg

Please click on this link​, or on the image above, to download the two-page document. Note that it's designed to be an 11x17 file. 

Click on the title of the supporting images to download a copy for your classroom.  

1. Numbered Each and Everyone by George Littlechild

2. Oxford Tire Piles by Edward Burtynsky

3. Shore Image by Jack Shadbolt


Visual Art Lessons

​Grade Level

​Summary

​Download plan

​K - 2
Collection, Connection and the Making of Meaning
​In introducing children to artwork created by adults one must consider the age gap between the young audience and the older artist. Accepting that a child of five or seven has not the breadth of experience, education or cognitive development of the grown-up, educators must then draw upon elements in the artwork, with which the child can most readily connect with. Once the familiar element has been determined, it can be used as a springboard to experimentation, questioning and understanding beyond what the child initially brings to the artwork.
K-2 curriculum.pdf
Lesson 2 Diagram.pdf
Haida Sockeye Salmon 1981.jpg
Lesson 3 - template.pdf
ni plus, ni moins 1993.jpg
Wesleyville Seabird Hunters Returning Home 1991.jpg
​K - 7
Building Forts and Drawing on Walls:
Fostering Student-Initiated Creativity Inside and Outside the Elementary Classroom by David Rufo
Over the years my classroom has developed into a site where students are afforded agency by self-governance. They are co-creators of the curriculum and make choices in
how they go about their learning and investigations.
AE_May2012_Rufo.pdf

2 - 4

Collection, Connection and the Making of Meaning
T
he images upon which these lessons are based have in common the theme of our relation to nature, fundamental to our physical and spiritual being, which forms us even as we alter and exploit it for survival, comfort or gain. Children in Grades 2 to 4 can be inspired by three Canadian artists to engage their imagination and their environmental consciousness as they create images that tell the story of their own place in the natural and built environment using painting, stamping, mixed media and photography.

2-4 curriculum.pdf
Mystic 2008.jpg
Red Rock Lake 1990.jpg
​3 - 7
Discover Indigenous Peoples
The following collection of lessons and activities can be extended, enriched and integrated into Social Studies, ​Language Arts as well as Visual Arts. By studying the art of indigenous British Columbian peoples in the context of their culture students will gain a greater appreciation of the great art traditions and how they influence and describe indigenous culture.
DIP 1.pdf
DIP 2.pdf
DIP 3.pdf
DIP 4.pdf
DIP 5.pdf
DIP 6.pdf
DIP 7.pdf
DIP 8.pdf
DIP 9.pdf
​4 - 8
“Object Lesson”: Using Family Heirlooms to Engage by Maurice Rose
Students in Art History​After having engaged with an object close to their and their families’ lives, students become sensitive to the connections that people and communities make with works of art of all different types.
AE_July2012_Rose.pdf
​5 - 7
Collection, Connection and the Making of Meaning
​Very early on we establish strong attachments to objects. You see it all the time—children can’t go to bed without their blanket or leave the house without their favourite teddy bear. This affinity begins to define who we are and how quickly we develop affections for our personal belongings. We also develop attachments to those objects owned by others. Many possessions are passed down from generation to generation; memories are formed and stories are told associated with those things. On a larger scale, people feel strong connections based on where they live. Culturally and geographically our identity is formed by our memories of growing up; our responsibility to preserve a certain way of life and our desire to protect our feeling of kinship toward the land. Object becomes icon.
5-7 curriculum.pdf
Betty Goodwin Untitled 1993.jpg
West Coast 2002.jpg
Venice Sinks with Postcards from Marco Polo27 1991.jpg

​7 - 8
Exploring Shop Window Displays by Martha Christopoulou
In a world saturated by visual images, aesthetic experience can be encountered almost anywhere. It seems that everything that appeals to the sense of sight can be considered in an artistic and aesthetic realm and analyzed. The very diff erent sites of everyday culture may simultaneously offer immense visual pleasure and enable viewers to construct their own identities and self-concepts by providing them with a wide range of sources and cultural options (Duncum, 1999). Using visual resources from everyday life in art lessons, therefore, can enrich students’ knowledge about the creation of visual images, artifacts, and sites, and develop their critical understanding about the cultural impact of these images and their effects on people’s lives.
ArtEd_IR_May2011.pdf
​5 - 12
Kara Walker: Subtelty as a Big Idea by Laura K. Reeder
In the early summer of 2014, artist Kara Walker was commissioned by Creative Time, an organization that “commissions, produces, and presents art that engages history, breaks new ground, challenges the status quo, and infiltrates the public realm” (Creative Time, 2014, Mission) to install a temporary 40-foot-tall, 75-foot-long, and 35-foot-wide sculpture of sugar in the Williamsburg neighborhood of Brooklyn. The sculpture was surrounded by attendants—boy-shaped figures made of a molasses and sugar resin. The gigantic white sculpture was produced in an old sugar factory destined for demolition and provided an iconic Instructional Resource for exploring important issues of arts education for years to come. Those issues include: standardization of education, contemporary concepts of visual art and learning, and persistent racism and inequity in our schools and the worlds that surround them.
a3ebe628-3e0a-401b-9649-b51736b51a32.pdf
​8 - 10Collection, Connection and the Making of Meaning
John Hartman’s aerial view painting of Vancouver, 2011 is representational. From a distance, the viewer knows it is Vancouver. Observed at close range, we are seduced by the thick paint, the colours and the brushstrokes. Close-up it is abstract. What else can you find hiding under the surface?
8-10 curriculum.pdf
Blue Quantifier 6.jpg
No Hostage Needed 2005.jpg
Rule of Thirds.JPG
Vancouver 2011.jpg
​10 - 12
Collection, Connection and the Making of Meaning
​Ian Wallace, and Etienne Zack offer two contemporary visions of constructing space and meaning in their art. Although each artist’s work has a unique and very different quality to it, there are some underlying similarities.
10-12 curriculum.pdf
Blue Field 2007.jpg
Daytime Motion Picture 2011 (Collage).jpg