Norval Morrisseau Art

Grade 5 English Language Arts

Duration: 60 minutes

Class size: 25 students

Curriculum Focus: Ontario Curriculum, Language Arts (The Arts integration)

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Curriculum Expectations and Learning Objectives

Ontario Curriculum Connections – Language (Grade 5)

• Oral Communication (Overall Expectation 1):
  1.2 demonstrate understanding of a variety of oral texts by identifying the main idea and relevant supporting details.
• Reading (Overall Expectation 1):
  1.1 use a variety of comprehension strategies before, during, and after reading to understand texts.
• Writing (Overall Expectation 3):
  3.1 generate, gather, and organize ideas and information to write for an intended purpose and audience.
• Media Literacy (Overall Expectation 4):
  4.1 demonstrate an understanding of a variety of media texts.

The Arts Curriculum - Visual Arts (Grade 5)

• A1. Artistic Pursuits – Explore and express ideas, messages, and experiences through creating art.
• A2. Reflecting, Responding and Analysing – Reflect on and interpret works of art from diverse cultures and periods.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Understand the importance of Norval Morrisseau’s contributions to Indigenous art in Canada, identifying his role as a prominent Anishinaabe artist.
2. Recognize and interpret key themes and symbols commonly found in Morrisseau’s artwork, including animals, spirituality, and Indigenous storytelling.
3. Appreciate the cultural significance of Morrisseau’s art as a means of preserving and sharing Indigenous heritage and stories.
4. Express comprehension and creativity by creating an original artwork inspired by Morrisseau’s style and symbols.
5. Engage in a group discussion about Indigenous culture, storytelling traditions, and the power of art as communication.

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Materials and Resources

• Colour printouts or a digital slideshow of selected Norval Morrisseau’s paintings (e.g., Androgyny, Legend of the Flying Canoe).
• Large chart paper or whiteboard for group notes.
• Art supplies: coloured markers, crayons, oil pastels, large drawing paper (one sheet per student).
• Visual vocabulary cards with symbols frequently used by Morrisseau and their meanings.
• “Story prompt” cards connecting Indigenous storytelling themes to the images.
• Projector or smartboard for displaying images.
• Handout summarizing Norval Morrisseau’s biography and artistic themes at a Grade 5-appropriate reading level.

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Lesson Procedures

1. Introduction and Purpose (10 minutes)

• Activate prior knowledge: Ask students if they have heard of Indigenous art or artists. Show a map of Canada highlighting Ontario and the traditional Anishinaabe territories.
• Introduce Norval Morrisseau as a famous Indigenous artist known as the “Picasso of the North” who used art to share Anishinaabe stories and traditions.
• Briefly read aloud the biography handout.
• Post learning objectives on the board; explain what students will be exploring.

2. Exploring Morrisseau’s Art – Visual Analysis (15 minutes)

• Display 3-4 selected paintings prominently via projector or printed posters.
• Students work in pairs to observe and discuss: What do they see? What symbols or colours stand out? What feelings or stories might the painting tell?
• Distribute symbol vocabulary cards; guide students through identifying key symbols (animals, circles, “x-ray” visuals showing spirit inside bodies).
• Write key themes on the whiteboard as students share (e.g., nature, spirituality, transformation).
• Teacher models the “think aloud” process for interpreting one painting’s symbols and possible story.

3. Group Discussion on Indigenous Culture and Storytelling (10 minutes)

• Facilitate a whole-class discussion: How does art help tell stories or share culture? Why might Norval Morrisseau’s art be important for preserving Indigenous heritage?
• Prompt with questions: How do stories help us understand each other? How can symbols connect us to history and culture?
• Encourage respectful listening and include Indigenous perspectives emphasizing oral storytelling traditions.

4. Creative Activity – Make Your Morrisseau-inspired Artwork (20 minutes)

• Students create their own artwork inspired by Morrisseau’s style, using bold black outlines, bright colours, and symbols to tell a personal or imagined story.
• Invite them to include at least two symbols explained earlier in the lesson and think about the story behind their art.
• Circulate to provide guidance and encouragement; remind students to consider how their piece tells a story beyond words.

5. Sharing and Reflection (5 minutes)

• Invite a few volunteers to briefly share their artwork and explain the story or symbols they chose.
• Facilitate a quick reflection: What did they learn about Norval Morrisseau and Indigenous storytelling through this lesson? How can art be a powerful way to communicate?

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Assessment Strategies

• Formative:

  • Observation during pair discussions and group sharing of insights about themes and symbols.
  • Teacher notes on students’ ability to identify and describe Morrisseau’s themes.
  • Review of creative artwork to assess understanding of symbolic use and narrative intention.

• Summative (optional extension):

  • Have students write a short paragraph describing their artwork and summarizing what they learned about Morrisseau’s meaning in Indigenous art.

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Differentiation and Adaptations

• Provide symbol vocabulary cards with images and keywords for ELL learners or students requiring support.
• Allow choice of medium (colours, crayons, or markers) to suit fine motor skills.
• Pair students strategically to encourage peer support.
• Use sentence starters for reflection and discussion (e.g., “This symbol means…”; “I think the story is about…”).

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Teacher Reflection and Extensions

• Consider inviting an Indigenous elder or local artist to speak or workshop with students in a follow-up lesson.
• Use additional media resources such as video interviews with Morrisseau or virtual gallery tours of Indigenous art exhibits.
• Extend learning to Language Arts by having students create their own oral stories inspired by their artwork using descriptive language learned in curriculum reading and writing expectations.
• Link to Social Studies or History curriculum expectations on Indigenous Peoples in Canada for cross-curricular integration.

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This lesson nurtures respect and appreciation for Indigenous culture through art and storytelling, meeting Ontario’s Education standards with meaningful student engagement.