Home
Summer Fair & Farm Expo
Art-in-the-Park
2017 Artists
2016 Artists
Educational Programmes
Kindergarten Programme
Early Settler Experience
Arts in the Park
How Farms Feed Us
Habitats, Food Chains and Ecosystems
Simple and Complex Machines
Sustainability
Teacher Information
Registration Form
Summer Camps
Guided Tours
Workshops
Artworks
Teaching Garden
Food Literacy
Contact Us
Development Partners & Sponsors
Board Members & Staff
Newsletters
Blog
Heritagia
Multimedia
Getting Here
Arts in the Park

When reflecting on what is art Lawren Harris said, “ The truth is that works of art test the spectator much more than the spectator tests them ”. During this programme, students will question and understand the subjectivity of art while also learning about various artistic mediums such as visual arts, drama, and dance.

Book Your Trip Today

Grade 1

Program Features:

This program consists of two one-hour sessions (one in the morning, one in the afternoon). Half of the day will be spent creating a visual art project (e.g. painting or a craft etc.). The other half will be spent doing a more physical activity (e.g. dancing or a drama skit etc.). In this program students will focus on learning a particular technique that is relevant to their grade level.

Curriculum Connections

Subject: The Arts
Contrast: light/dark; large/small; pure/mixed colour
Unit: Visual Arts

  • D1. Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings
  • D2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences
  • D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their social and/or community contexts

Grade 2

Program Features:

This program consists of two one-hour sessions (one in the morning, one in the afternoon). Half of the day will be spent creating a visual art project (e.g. painting or a craft etc.). The other half will be spent doing a more physical activity (e.g. dancing or a drama skit etc.). In this program students will focus on learning a particular technique that is relevant to their grade level.

Curriculum Connections

Subject: The Arts
Repetition and rhythm: repetition of colour and shape in patterns; random, alternating, and regular patterns in everyday objects (e.g., textiles, ceramics) and in art (e.g., works by M. C. Escher)
Unit: Visual Arts

  • D1. Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings
  • D2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences
  • D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their social and/or community contexts

Grade 3

Program Features:

This program consists of two one-hour sessions (one in the morning, one in the afternoon). Half of the day will be spent creating a visual art project (e.g. painting or a craft etc.). The other half will be spent doing a more physical activity (e.g. dancing or a drama skit etc.). In this program students will focus on learning a particular technique that is relevant to their grade level.

Curriculum Connections

Subject: The Arts
Variety: slight variations on a major theme; strong contrasts (e.g., use of different lines, shapes, values, and colours to create interest [bright or light colour values, dark colour values])
Unit: Visual Arts

  • D1. Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings
  • D2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences
  • D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their social and/or community contexts

Grade 4

Program Features:

This program consists of two one-hour sessions (one in the morning, one in the afternoon). Half of the day will be spent creating a visual art project (e.g. painting or a craft etc.). The other half will be spent doing a more physical activity (e.g. dancing or a drama skit etc.). In this program students will focus on learning a particular technique that is relevant to their grade level.

Curriculum Connections

Subject: The Arts
Emphasis: use of colour intensity, contrast in value, placement and size of shapes, and/or weight of line to create a particular focal point
Unit: Visual Arts

  • D1. Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings
  • D2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences
  • D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their social and/or community contexts

Grade 5

Program Features:

This program consists of two one-hour sessions (one in the morning, one in the afternoon). Half of the day will be spent creating a visual art project (e.g. painting or a craft etc.). The other half will be spent doing a more physical activity (e.g. dancing or a drama skit etc.). In this program students will focus on learning a particular technique that is relevant to their grade level.

Curriculum Connections

Subject: The Arts
Proportion: the relationship of the size and shape of the parts of a figure to the whole figure; the scale of one object compared to its surroundings, with indications of how close and how large the object is (e.g., figures with childlike proportions that are approximately “five heads high” and adult figures that are approximately “seven or eight heads high”; caricature; use of improbable scale for imaginary settings and creatures)
Unit: Visual Arts

  • D1. Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings
  • D2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences
  • D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their social and/or community contexts

Grade 6

Program Features:

This program consists of two one-hour sessions (one in the morning, one in the afternoon). Half of the day will be spent creating a visual art project (e.g. painting or a craft etc.). The other half will be spent doing a more physical activity (e.g. dancing or a drama skit etc.). In this program students will focus on learning a particular technique that is relevant to their grade level.

Curriculum Connections

Subject: The Arts
Balance: arrangement of the elements of design to create the impression of equality in weight or importance (e.g., a formal or symmetrical arrangement produced through distribution of shapes; an informal or asymmetrical arrangement produced through use of colour); colour concepts to be used in creating balance (e.g., light or neutral colours appear lighter in “weight” than dark or brilliant colours; warm colours seem to expand, cool colours seem to contract; transparent areas seem to “weigh” less than opaque areas)
Unit: Visual Arts

  • D1. Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings
  • D2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences
  • D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their social and/or community contexts

Grade 7

Program Features:

This program consists of two one-hour sessions (one in the morning, one in the afternoon). Half of the day will be spent creating a visual art project (e.g. painting or a craft etc.). The other half will be spent doing a more physical activity (e.g. dancing or a drama skit etc.). In this program students will focus on learning a particular technique that is relevant to their grade level.

Curriculum Connections

Subject: The Arts
Unity and Harmony: radial balance (e.g., a mandala); similarity (e.g., consistency and completeness through repetition of colours, shapes, values, textures, or lines); continuity (e.g., treatment of different elements in a similar manner); alignment (e.g., arrangement of shapes to follow an implied axis); proximity (e.g., grouping of related items together)
Unit: Visual Arts

  • D1. Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings
  • D2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences
  • D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their social and/or community contexts

Grade 8

Program Features:

This program consists of two one-hour sessions (one in the morning, one in the afternoon). Half of the day will be spent creating a visual art project (e.g. painting or a craft etc.). The other half will be spent doing a more physical activity (e.g. dancing or a drama skit etc.). In this program students will focus on learning a particular technique that is relevant to their grade level.

Curriculum Connections

Subject: The Arts
Movement: actual lines to lead the viewer’s eye (e.g., solid lines, dotted lines); subtle or implied “paths” using shape, value, and/or colour (e.g., an invisible path created by leading the eye from large shapes to small shapes, from shapes in dark colours to shapes in lighter colours, from familiar shapes to unfamiliar shapes, from colour to no colour); actual action (e.g., kinetic sculpture, animation); implied action (e.g., an invisible path created by an arrow, a gaze, or a pointing finger; the “freeze frame” effect of an object in motion, such as a bouncing ball suspended in mid-air or a runner about to take the next step)
Unit: Visual Arts

  • D1. Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings
  • D2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences
  • D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their social and/or community contexts

Contact Us

Contact our education department by phone at 905-878-8151 or toll free 888-307-3276, or email us at
info@countryheritagepark.com

Go to Top

Education
Summer Camps
Guided Tours
Food Literacy