This lesson will require approximately two 30-minute classes:
104-8: demonstrate the importance of using the languages of science and technology to compare and communicate ideas, processes, and results (e.g., use appropriate terminology such as "constellations," "planets," "moons," "comets," "asteroids," and "meteors" to describe objects in space)
205-2: select and use tools in manipulating materials and in building models (e.g., select appropriate materials to build model constellations)
205-7: record observations using a single word, notes in point form, sentences, and simple diagrams and charts (e.g., use a data table to record night sky observations)
This activity is intended to reinforce students understanding of the Aurora, expanding on their skills in artistic expression and appreciation. As an introduction to landscape drawing and painting, students will observe in photos and prints the different layers (background, middle ground, foreground) that make up a landscape. Students will experiment with colours and colour intensity to create depth and distance. More detail may be added to enhance this effect in a follow-up lesson, using a cut-out black construction paper silhouette. Students will practice using oil pastels in a creative and controlled way. Students will improve their art vocabulary: background, middle ground, foreground, line, shape, colour, depth, overlapping shapes.
In this lesson, students will create oil pastel rubbings depicting aurora. This activity will follow the students research of aurora and will enable them to draw a connection between the science and inherent beauty of the aurora.
Introduction: Students look at and discuss pictures of the aurora, observing the lines and overlapping shapes. Explain that they will be creating an oil pastel rubbing of the aurora, in a design of their choosing.
Distribute the dark blue and black paper to students, as well as the oil pastels and scissors.
Show various images of aurora in different designs and colours, and have sample images available for students to study individually.
Show students the sample image. It is highly recommended that the teacher prepare a sample prior to assigning the project to students.
When artwork is complete, have students write their names in the bottom right corner before submitting for evaluation.
The evaluation for this activity should focus on the artistic aspects rather than on scientific accuracy. Use the following questions to guide the evaluations: