Inuit Instruments Art

Overview

This 70-minute visual arts lesson engages 5th grade students in exploring Inuit musical instruments through drawing and colouring. The lesson aligns with the Ontario Curriculum for the Arts (The Ontario Curriculum, Grades 1-8: The Arts, 2009 – Visual Arts, Grade 5). Students will develop an appreciation for Indigenous cultures while practising specific artistic skills and expressing their understanding creatively.

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Curriculum Connections

Overall Expectations Addressed

• Creating and Presenting:

  • CV5.1: Use the elements of visual arts to communicate feelings, experiences, and ideas in their art works.
  • CPV5.2: Use a variety of materials, tools, and techniques to produce art works in two and three dimensions, individually and collaboratively.

• Reflecting, Responding, and Analysing:

  • RRV5.1: Demonstrate an understanding and appreciation of the diverse traditions and contemporary contributions of Indigenous artists to art and culture.

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Learning Goals

• I can identify Inuit musical instruments and their characteristics.
• I can use drawing and colouring techniques to represent these instruments.
• I can explain how Inuit culture influences artistic expression.
• I can respect and appreciate Indigenous art traditions through visual arts.

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Success Criteria

• Accurately draw at least one Inuit musical instrument showcasing key features.
• Use colour intentionally to represent materials, texture, or symbolic meaning.
• Describe how the instrument relates to Inuit culture with at least three details.
• Participate respectfully in discussions about Indigenous art.

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Materials Needed

• Reference images of Inuit musical instruments (e.g., qilaut drum, frame drum, thumb piano)
• Drawing paper (9" x 12")
• Pencils, erasers
• Coloured pencils, markers, or crayons
• Optional: metallic or textured colouring materials to mimic authentic textures

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Lesson Outline (70 Minutes)

1. Introduction (10 minutes)

• Begin with a short, engaging discussion:
  • Ask: "What do you know about Inuit music or musical instruments?"
  • Show images of common Inuit instruments (qilaut, frame drum, etc.), name them, and describe their use and cultural importance.
• Connect the instruments to Inuit culture and tradition.
• Share the lesson goals and success criteria using “I can” statements on the board.

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2. Demonstration & Guided Practice (15 minutes)

• Explain basic drawing techniques to represent the shapes and patterns of Inuit instruments.
• Model creating a simple sketch of one instrument, highlighting key features: shape, size, texture, decoration.
• Invite students to try sketching the outline of an instrument, encouraging neatness and observation.

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3. Independent Drawing and Colouring (30 minutes)

• Students choose one Inuit musical instrument to draw and colour.
• Encourage creativity in colour choices to reflect materials like wood, animal skin, or metal, and texture techniques such as cross-hatching or stippling.
• Circulate the room to provide feedback, support, and differentiation:
  • For students needing extra support, provide tracing templates of instruments or step-by-step visual guides.
  • For advanced learners, encourage adding background elements or incorporating symbolic patterns seen in Inuit art.

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4. Reflection and Sharing (10 minutes)

• Invite volunteers to share their artwork and explain their colour choices and what they learned about the instrument and Inuit culture.
• Facilitate a respectful class conversation about Indigenous contributions to the arts and how art can honour cultural traditions.

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5. Wrap-Up and Clean-Up (5 minutes)

• Summarise key learnings and remind students to treat Indigenous cultural materials respectfully.
• Collect materials and display artworks around the classroom or in a cultural corner.

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Differentiation Strategies

• For English Language Learners: Use labelled images with simple vocabulary; allow drawing/sketching as a form of expression before writing.
• For Students with Fine Motor Challenges: Use larger paper and thicker colouring tools; allow collage or mixed media using textured papers to represent instruments.
• For Gifted Students: Challenge them to research an additional Inuit instrument and present a short verbal report next class.
• For Students with Learning Disabilities: Incorporate oral instructions, visual aids, and one-on-one support during drawing.

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Assessment (Formative)

• Use a simple rubric aligned with success criteria:
  • Observation of student participation and engagement in discussion and activities.
  • Review drawings for accuracy in representation of instrument features and creative use of colour.
  • Listen to students’ reflections to assess understanding of cultural context.

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Teacher Reflection Questions

• Did students demonstrate understanding of Inuit culture through their art?
• How effectively did the differentiation strategies support diverse learners?
• What worked well in engaging students with Indigenous content respectfully?
• How might I deepen cultural understanding in future lessons?

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This lesson plan fosters artistic skills, cultural awareness, and respectful engagement—key competencies in the Ontario Visual Arts curriculum. It encourages students to create with purpose and empathy, providing a meaningful arts experience that honours Indigenous heritage.