Read the latest news from your Fine Arts Council - including a giveaway and some Save-the-Dates! Summer 2024 Email Newsletter - click here

(Back by Popular Demand!) Do you have a great project that you’ve done in your classroom? An amazing bulletin board? Something that you’ve done that’s resonated with your students and/or their families? A tip or trick you wish someone had shared with you long ago? This is your invitation to share this with the Fine Arts Council Membership! Send us a description and photo to have the opportunity to be featured in our September newsletter and on our website. Entries will receive a gift of appreciation from the Fine Arts Council - a gift card to Indigo or another retailer of your choice. Submission Requirements: Submission must be your own work or the original author must be credited An image must accompany the submission. If the image is of student work, the PIPA form must be completed. Write-Up must be included Submission must be Fine Arts related Author agrees to have the lesson featured in mailout and on the website Submissions will be accepted via this form until June 25, 2024.  EXTENDED DEADLINE JULY 15, 2024. Please note for photos of students or of student work, a short privacy release form must be completed. Click here for a copy of the form.

Click here to read the latest mailout and news from the ATA Fine Arts Council.

The Fine Arts Council was delighted to receive this note of thanks from member, Jennifer Dahl. Jennifer, thank you for creating these slides to go with the lesson plan by our Journal Editor, Kim Friesen. Please see Jennifer's note with a link to her slides below. Hello, I am a first-year teacher in Fort McMurray and I thoroughly appreciate the publications that the ATA Fine Arts Council has sent out this year. I have also benefited from an in-person Orff workshop in the fall in Fort McMurray, presented by Kim Friesen Wiens at Timberlea School. I was particularly eager to try one of Ms. Friesen Wiens' lesson plans as published in the Summer 2023 edition, "Spider-Man: Into the Spider-Verse Lesson Plan for Grades 5 and 6 Music". I drafted Google slides for the lesson and tried it with grades 4-6 at my school.  I have revised the slides based on my experience teaching the lesson and I would like to share those slides with Ms. Friesen Wiens in case they are of any use to her. With her permission, I am sharing these slides with the teachers of the Fine Arts Council. Click here for a link to the slides! Thank you for ATA Fine Arts Council and the value it brings to education! -Jennifer.

Join us for our annual AGM! There will be door prizes, great information, and opportunities to join the Fine Arts Council Executive. Did we mention the door prizes?! Join us virtually at 9:00am on October 21st. The link for the AGM can be found on the Events page on our website.

The ATA Fine Arts Council is pleased to present a FREE one-hour online PD session on February 3. Janice Pinnock will guide us through strategies in building spaces where all students feel a true sense of identity and belonging. This session promises to equip you with a treasure trove of actionable strategies, including the integration of culturally responsive music, ready for immediate implementation in your classroom.

Check out the latest updates from your Subject Area Reps! Including: Transformative Collaborative Art Spaces Inter-School Dance Collaboration Artstrek Feature for Drama Music Update Click here to see the resources www.fineartsata.ca/resources Read the whole mailout here.

February 2024 Giveaway! Find the link on our social media or in our newsletter to enter to win. Giveaway prize includes the book "Black is a Rainbow Color" as well as some assorted OurTone Band-Aids! Click on "Newsletters & Publications" -> "Monthly E-Newsletter" to find the link to enter. Good luck!

October is now referred to as Inktober. This challenge encourages your students to improve their artistic abilities by drawing every day for one month. See the rules and the prompts for each day below. For a link of a PDF of this article, click here.

One of the better resources I have found for integrating more holistic learning opportunities in our classrooms is the Resilience Project. While I am the type that likes to have a physical copy of the resources I use in class – and at $50, it is a bargain to buy – the website provides the cards for free and a teaching guide as a convenient PDF. Each of the 50 art cards pertain to 50 different female Indigenous artists with guiding questions that help you and your students dissect and explore the artists’ respective works. They also supply clear learning outcomes that connect to each task, making this a truly comprehensive set that can be easily integrated into your regular teaching time. From this series, I wanted to highlight one task that I developed that expands on what has already been created for this set. And while I do explore the themes and ideas the artist has outlined in her work, I never appropriate or encourage students to appropriate the work being showcased. Below, you will find the links to the artist’s work and her artist’s statement, as well as supplemental resources that you may find useful while exploring her work. Finally, I have a brief description of what I did in my classroom in case any of you would like to expand on what has already been provided in the Resilience Project set. Jennie William’s photographic series Nalujuk Night is one of my favourites from this series. The photographs of the traditional masks are terrifying and appealing to students. There is also a short documentary that explains this Labrador Inuit tradition. After discussing the photographs and documentary, students start thinking about images and symbols that are most frightening for them, drawing on the deep fears that they have and confronting them head-on through their artwork. From this brainstorming session, students begin creating masks using plaster strips and water – don’t forget the Vaseline if you want to keep your eyebrows. Once the masks are created and shaped – your students can continue to build up their masks after they are off their faces and hardened, creating elaborate prosthetic details like elongated noses, ears, and tongues. After they are done shaping their masks into grotesque facsimiles of their darkest fears, they can then paint them with acrylics and seal them with varnish – I like using Mod Podge. The results are pleasantly horrifying. For a link of a PDF of this article, click here.

The Transformative Power of School Art Projects to Foster Community and Identity Art projects within the school environment play a pivotal role in shaping not just the aesthetics of the campus but also the sense of community among students, teachers, and staff. When executed collaboratively, these projects forge bonds of mutual respect and camaraderie, contributing to a vibrant school culture. As an art teacher, I have witnessed the profound impact of such initiatives, mainly when students, student teachers and art teachers come together to create lasting pieces of art that become a testament to the shared experiences within the school. One such transformative project was a large-scale mosaic in our school's foyer. The intention was not merely to create a visually striking piece but to delve into the medium's potential by experimenting with broken tiles, different adhesives, and exploring the nuances of grout colouring. Importantly, this project became a platform for acknowledging and respecting the Indigenous heritage of many students in our school. The mosaic depicted "Turtle Island," symbolizing Canada, with the majestic Rocky Mountains in the background and an eagle overseeing, laden with symbolic meaning in Indigenous cultures. The success of this project spurred a series of smaller mosaic initiatives, with students working in assigned groups. Since last year, we have been embarking on a more extensive venture, creating seven large-scale murals with the assistance and collaboration of students, myself, and student teachers to represent various geographical regions of Canada. These murals intricately capture the essence of different regions, incorporating animals native to each location. The intention is not just to create visually appealing art but to immerse students in a profound exploration of Canada's geographical and cultural diversity. Our second floor has since become a colourful canvas showcasing our country's diverse landscapes and wildlife. This collaborative effort fosters a sense of pride in students while instilling respect for Indigenous peoples' traditions and wisdom. Our next endeavour will employ stencil techniques to paint representations of native Canadian animals in landscape environments. These paintings will adorn the boards hanging above students' lockers, transforming the second floor into a vibrant "Little Canada" that encapsulates the richness of our nation. This project will add aesthetic value to our school. It will also be a constant reminder to students, old and new, of their pride in being Canadian. In conclusion, collaborative school art projects are more than just creative endeavours; they are instruments of community building and identity formation. Similar to sports team activities, these projects provide students with a platform to express their sense of belonging, bridge gaps, and foster a shared appreciation for Canada's diverse tapestry. As students, teachers, and alums proudly walk through the hallways adorned with these creations, they carry a tangible connection to the community they helped build and the unique identity of the school they call home. For a PDF of this write-up, click here

Springtime in Alberta gently gives way to the warmth of summer, mirroring the excitement our students feel as they eagerly anticipate their summer break. As educators, we gracefully guide them through this transition, recognizing the power of art to engage and inspire. Imagine the joy of taking art class outdoors on a sunny day, where students can gaze at the ever-changing sky. This isn't just about appreciating nature; it's about integrating observation into our curriculum in a meaningful way. Picture students lounging on the school grounds, looking at clouds and talking about their shapes. Through guided exploration, they learn to translate their intricacies into sketches, capturing the sky's beauty. Encouraged to see clouds as dynamic entities, students explore concepts of design and perspective. They return to the classroom inspired, ready to express themselves through various artistic mediums. In subsequent classes, guided by their outdoor experience, students embark on exciting and fun artistic projects, drawing inspiration from Alberta's skies. Whether painting landscapes or exploring still life, their creativity knows no bounds! And speaking of still life, imagine the excitement as students gather around watermelons for a summer-themed art project. With sketchbooks in hand and the sweet aroma of watermelon in the air, they create vibrant masterpieces. As the final strokes are applied, students celebrate their achievements with a juicy feast, fostering a sense of community and shared learning. This is just the beginning of their artistic journey, filled with exploration and discovery. In conclusion, let's embrace the beauty of nature and the joy of creativity, guiding our students to forge memories that will last a lifetime. Dr. Izabella Orzelski, Art Representative.