Seasonal Stories Through Art

Overview

Lesson 1 of 3 in Seasons Stories Through Art. Students examine how artists use visual elements to communicate personal, family, community, and seasonal experiences, then develop a thumbnail sketch and visual plan for a finished artwork.

Learning intentions

Students will be able to:

• Identify and discuss line, shape, colour, texture, pattern, foreground, and background.
• Use visual evidence to explain how an artwork communicates an idea or experience.
• Discuss seasonal and special-occasion imagery respectfully, recognising that families and communities celebrate in different ways.
• Create a clear plan for an artwork connected to a season or meaningful occasion.

Success criteria

• I can identify at least three visual elements in an artwork.
• I can explain my chosen season or occasion using words, labels, or drawings.
• I can create a clear sketch showing a subject, setting, and colour plan.
• I can explain how at least one visual choice communicates a feeling, memory, or message.

Curriculum links

• Creating and communicating ideas through visual art using observation, imagination, and personal experience.
• Understanding and applying visual elements, including line, shape, colour, texture, pattern, foreground, and background.
• Collaborative discussion: listening, taking turns, asking questions, and building on others’ ideas.
• Explanatory communication: describing choices and supporting interpretations with evidence from visual sources.

Lesson structure (60 minutes)

1. 0–5 minutes – Hook and noticing Open with the seasonal image hook. Display a striking collage showing four contrasting seasonal scenes and ask: “How can an artist make us recognise a season without writing its name?” Students silently notice details, then share one observation with a partner.

2. 5–15 minutes – Explore visual language Use the visual vocabulary slides to introduce line, shape, colour, texture, pattern, foreground, and background. Model a quick description of one artwork, thinking aloud: “I notice repeated shapes in the background, warm colours in the foreground, and rough texture that makes the scene feel autumnal.” Students identify three elements in a second projected artwork.

3. 15–25 minutes – Compare artworks and discuss meaning Show the seasonal and celebration examples in the artwork comparison slides. Include age-appropriate artworks suggesting fall, winter, spring, and summer, as well as possible Thanksgiving, Christmas, Easter, Mother’s Day, and Father’s Day themes. Explain that students may choose a different family, cultural, community, or seasonal occasion—or simply a season. In pairs, students use the prompts “I notice…,” “I think…,” and “This makes me feel…” and refer to visible evidence.

4. 25–35 minutes – Teacher modelling and planning Model choosing a season or occasion and completing the seasonal artwork planning sheet. Demonstrate a small thumbnail sketch with a clear subject, setting, foreground, background, and three planned colours. Show how symbols, objects, weather, clothing, plants, food, or gathering places can communicate a personal or community story without needing detailed drawing.

5. 35–52 minutes – Independent thumbnail planning Students complete their own planning sheet and thumbnail sketch. They may choose fall, winter, spring, summer, or a meaningful special occasion. Circulate and ask: “What is the main subject?”, “Where is it happening?”, “What will be in front and behind?”, and “How will your colour choices communicate the mood?” Students may use pencils first and add coloured-pencil notes or small colour swatches.

6. 52–60 minutes – Peer share and exit reflection Revisit the reflection and share slides. Partners exchange plans and identify one visible strength and one question using: “I can see…,” “Your visual choice shows…,” and “Have you considered…?” Invite several students to share. Collect planning sheets and ask students to name or point to three visual elements they used.

Resources

• the seasonal artwork observation and planning deck
• the seasonal artwork planning sheet
• Seasonal image cards
• Teacher-selected, copyright-safe mentor artworks
• Pencils, erasers, sketch paper, and coloured pencils
• Visual vocabulary cards with images and simple definitions
• Bilingual word banks and sentence frames
• Projector or interactive display
• Manitoba Arts Education curriculum documents, school library books, museum or gallery collections, and copyright-safe image libraries

Assessment

• Observe partner discussions for accurate use of visual vocabulary, respectful listening, and explanations supported by visible evidence.
• Review planning sheets for at least three labelled visual elements, a recognisable subject and setting, foreground/background thinking, and a colour plan.
• Confer briefly with students who need help selecting an idea or making their intended message clearer; retain plans as evidence for Lessons 2 and 3.

Differentiation

• Support EAL learners with picture vocabulary cards, bilingual word banks, sentence frames, teacher modelling, pre-drawn planning boxes, and a peer discussion partner.
• Allow oral explanations, labelled diagrams, or drawn responses instead of extended writing. Read instructions aloud, chunk tasks, and provide a quiet workspace or visual timer for students needing reduced language or sensory load.
• Offer choice of a familiar season, a school/community setting, or a teacher-provided image prompt. Provide tracing shapes, lightly pre-drawn boxes, or a teacher scribe where fine-motor or written-output needs affect participation.
• Advanced learners may develop two contrasting compositions, research a cultural art tradition connected to a season, or plan a symbolic visual message using deliberate colour, scale, and placement.