Minds On
Let’s get started!
Notice and wonder
Explore the following painting and consider the following questions:
- What do you notice about the painting?
- How does the painting make you feel?
- What do you notice about the relationship between the animals, the children and the tree?
- What elements of design can you identify in the piece?
Girl Singing and Playing Drum by Norval Morrisseau, 1991
An image of a girl sitting and playing a drum while being surrounded by butterflies and flowers. The sun is hanging in the sky. The butterflies and flowers are focused on the girl, who is the largest and most complex part of the image. There are lines connecting the flowers and the butterflies to the rest of the image. The colours are flat and vibrant, and are not realistic. The overall emotions of the painting could be described as calm, happy, and connected.
What are the elements of design?
The elements of design are the basic attributes, ideas and parts of artwork that are used to create an artwork. The seven elements are line, shape, colour, value, form, texture and space.
Press the following tabs to check out the elements of design!
Lines are the paths left by a moving point, such as a pencil or a digital drawing tool. A line can be a mark, a guide, or a boundary that leads the audience’s attention in an artwork. Diversity in the type, orientation, and/or quality of lines can be used to suggest a variety of ideas, shapes, or emotions. For example, horizontal and curving lines can feel restful or inactive. Vertical and diagonal lines can create the idea of movement or action. Horizontal and vertical lines can create stability.
A shape is a form that is enclosed or outlined. For example, when three lines meet they create the shape of a triangle. A shape has length and width. A shape’s boundary can be created by line, value, colour and/or texture. Shapes may be geometric or organic.
In scientific terms, colour is the particular wavelength of light viewed by the eye when an object reflects or emits light. The four characteristics of colour are hue, value, intensity, and temperature. Colour categories include primary, secondary and tertiary. Colours can also be sorted into the temperatures of warm or cool colours. Cool colours include blue, green and purple. Warm colours include red, orange and yellow.
Value is the lightness or darkness in an artwork. Value is created by the gradual changes in the lightness or darkness of an artwork even when colour is absent.
Changes in value can be created by adding white or black to a colour and/or by erasing or adding more art medium to an art piece. Value is used to create the illusion of texture and light in art.
Form is the three-dimensional shape and dimensions of an artwork, or objects within an artwork. Form can also mean the illusion of a two-dimensional object being three-dimensional. A shape can appear to be a form with length, width and height by using shading and/or perspective. Forms can be geometric or organic.
Texture is the feeling and appearance of a surface. Texture can be smooth, rough, furry or soft. Texture can be the illusion of texture or real texture.
Space can be the area around, inside, or between parts of an artwork. Space can be a physical distance between objects. Space can also be an illusion of distance in a two-dimensional piece. The illusion of space can be created by a variety of techniques, including overlapping parts, a variety of sizes, changing value or colour, the use of detail, and perspective.
Record your ideas using a method of your choice. Share your thoughts with a partner, if possible.
Action
Get ready, get set…
While the content in this learning activity is aligned to the curriculum, some content may be sensitive to individual learners. Consider reaching out to a trusted adult to share your feelings and questions.
Before we get started, it is important to note that the word “Indian” is used in this learning activity because it is deeply entrenched in law and policy in this country when referring to the Indian Act in 1867. Over time, several terms have been used to refer to Indigenous peoples. The original term, “Indian,” was replaced by the term “Aboriginal.”
Today, we use the term “Indigenous.”
Indian is a term that has been historically used to exclude and oppress Indigenous peoples. Due to the Indian Act, this term is still used by the government in official documents and is considered a legal definition used in Canada. Only use this term if it is a historical or legal reference. Although some Indigenous peoples still use this word as a term of reclamation, please note that this term is offensive when used by non-Indigenous people.
Woodland Art
Also referred to as medicine painting, Woodland Art is a specific style of art founded by Norval Morrisseau. Woodland Art is influenced by creation stories and shares the relationships between animals, people, creation and the environment.
Indigenous communities have their own creation stories that express their understanding of the universe and its origins, and how the physical, spiritual, and human world came to be.
Indigenous peoples have extremely diverse cultures and communities, and their stories and their art forms are diverse according to the ways each distinct nation expresses its worldview.
Norval Morrisseau
Norval Morrisseau in front of Water Spirit (from the documentary The Paradox of Norval Morrisseau, 1974)
Morrisseau’s work reflects Anishinaabe worldviews and the teachings he learned throughout his life.
As we work towards Truth and Reconciliation, information about lands and territories is constantly being updated. This map was created using information available as of March 2022 from Wikipedia.
Bingwi Neyaashi Anishinaabek, Ontario
A map of Ontario, with the Bingwi Neyaashi Anishinaabek labelled on the southeast shore of Lake Nipigon, which is located north of the northern tip of Lake Superior.
He was born in Bingwi Neyaashi Anishinaabek, which was formerly known as Sand Point First Nation, a First Nations community near Lake Nipigon, Ontario.
Morrisseau grew up during an era when Indigenous peoples were very oppressed by the Church, the government, and in society in general.
The laws outlined in the Indian Act banned First Nations people from practicing their ceremonies and cultures. The Indian Act also made it mandatory for Indigenous children to be forced to attend residential schools for education that banned Indigenous language and cultural identities.
Morrisseau attended St. Joseph’s Indian Boarding School, a residential school in Fort William, Ontario until he was in grade 4.
Norval Morrisseau was a self-taught artist who learned from his grandfather Moses Potan Nanakonagos about his culture and spiritual beliefs in an era when it was against the law.
Morrisseau believed that Anishinaabe values and worldviews needed to be reintroduced to contemporary art to showcase the depth and beauty of Indigenous art and artforms.
This was the beginning of the Woodland School of Art.
Some of the main concepts that are featured in the Woodland School of Art include:
- creation stories
- storytelling within the artwork
- images of transformation between humans and animals
- images of transformation between two beings at the same time, known as the Thunderbird
- the relationship between human and animal life.
The following series of art by Morrisseau entitled Man Changing into Thunderbird explores the concept of transformations.
As you consider the following series of art, consider how the transformation from human to animal being explored from panel to panel.
Man Changing into Thunderbird by Norval Morrisseau, 1977
Man Changing into Thunderbird by Norval Morrisseau, 1977
Man Changing into Thunderbird by Norval Morrisseau, 1977
Man Changing into Thunderbird by Norval Morrisseau, 1977
Man Changing into Thunderbird by Norval Morrisseau, 1977
Man Changing into Thunderbird by Norval Morrisseau, 1977
A carousel of six images depicting the six panels of Man Changing into Thunderbird by Norval Morrisseau. A painting made of six equally sized panels arranged in a horizontal line. The first panel is on the left and the sixth panel is on the right. There is a contrast between warm and cool colours which are all pure hues with no change in value. Shapes are outlined with thick, dark lines, and many parts of the image are repeated across all six panels.
Panel 1: In the first panel, the upper body of a human figure decorated with cool-hued organic shapes looks to the right at a warm-hued red circle on a warm-hued copper background. They wear a headdress, hold a ceremonial tool in one hand, and have hair that is as long as their torso. They cradle a bird in each arm and there is a fish at their waist. These cool-hued animals have a variety of curving lines and organic shapes decorating the inside of their bodies. A thin, flowing line encircles the figure and connects the warm-hued circle, ceremonial tool, fish, and headdress. This line also connects to four cool-hued circles split in half by lines across their centre. Below the figure, the background is a neutral, earthen hue.
Panel 2: In the second panel, the figure continues to look at the warm-hued circle, but now their right arm has become a wing. A third bird has appeared on their ceremonial tool, while the other animals and split circles have all changed position within the image.
Panel 3: In the third panel, the figure continues to look at the warm-hued circle, but now their left arm has become a wing, their headdress has become a bird, and a claw grows from their waist. The shapes of the birds, fish, and split circles have been combined with the figure, and so has the earthen portion of the background.
Panel 4: In the fourth panel, the figure continues to look at the warm-hued circle, but now a second claw has grown from their waist. The shapes of the headdress and ceremonial tool have been combined with the figure, and the background is now entirely warm-hued copper.
Panel 5: In the fifth panel, the figure continues to look at the warm-hued circle, but now the circle has been combined with their headdress. The shapes of the animals, headdress, ceremonial tool, and split circles that are combined with the figure have all changed position within the image.
Panel 6: In the sixth panel, the figure is now a large, mostly cool-hued bird that looks to the left, away from the warm-hued circle. The shapes of a bird, fish, and the ceremonial tool are combined with the large bird-figure, who has a variety of organic shapes in diverse hues and patterns inside its body.
Complete the Transformations Organizer in your notebook or using the following fillable and printable document. If you would like, you can use speech-to-text or audio recording tools to record your thoughts.
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Panel #1 |
Panel #2 |
Panel #3 |
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Panel #4 |
Panel #5 |
Panel #6 |
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How does your understanding of the painting change upon exploring it as a series? |
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Press the ‘Activity’ button to access Transformations Organizer.
Check your responses with the following Transformations Organizer Answer Key.
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Panel #1 A young man starting a journey. He is accompanied by birds and a fish. They are connected by lines. |
Panel #2 One arm of the man is changing into a wing. He is joined by more animals who move around him. There are also more lines connecting him to the animals. |
Panel #3 The man continues to transform with his other arm becoming a claw. His clothing becoming regalia with more vibrant colours and elaborate designs. The birds are also becoming larger and more colourful. |
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Panel #4 The man’s arms have become claws. His hair has changed to a shaman’s hairstyle. The birds and animals are becoming larger and overlapping with the man. |
Panel #5 The man continues to have more elaborate patterns and colours in his regalia. The bird continues to get larger. |
Panel #6 The man has fully transformed into an intensely colourful and patterned thunderbird. The thunderbird has turned his head and is paying attention to the other side of the artpiece. |
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How does your understanding of the painting change upon exploring it as a series? |
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When you explore one panel, you only get one part of the story. When you explore all of the panels together, it includes the whole story. |
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Press the ‘Activity’ button to access Transformations Organizer Answer Key.
Did You Know?
Did you know?
As a young man, Norval Morrisseau was given a Name of Power when by a female shaman who came to visit him in a hospital in Thunder Bay. The name was “Copper Thunderbird”. Copper refers to the creature Mishipeshu. This name was meant to give strength and protection. He signed his artwork with the name Copper Thunderbird from then on using Cree syllabics.
Press ‘Description’ to access a description of Thunderbird and Mishipeshu.
Thunderbird: Thunderbird is a mythical creature in the form of a bird. In Anishinaabe tradition, Thunderbird is said to be one of the most powerful of all spirits. He can transform into human form by opening his head up like a mask and taking his feathers off. Thunderbird creates the sound of thunder by flapping his wings. Under his wings are lightning snakes, which he can use as a tool or weapon. He is said to protect and help human beings.
Mishipeshu: Mishipeshu is a mythical underwater creature. In Anishinaabe tradition, he is also known as the underwater panther or lynx. Mishipeshu travels through underwater tunnels and when he speaks, he sounds like the rush of running water. Mishipeshu is known to be cunning and tricky but also can be helpful if given proper respect.
Elements of design in Woodland School of Art
There are some common elements of design in Woodland School of Art. Press the following tabs to learn more about some of the Woodland Art design elements.
Lines of power are lines that extend from the head and bodies of both people and animals. The length, thickness and the vibrancy of the colour carry meaning about the power’s quality. The lines of power can send and receive information.
In the following painting, Viewing the Astral Plane with Friends, all creatures are connected across planes.
Can you identify the examples of lines of power?
Viewing the Astral Plane with Friends by Norval Morrisseau, 1989
A human figure, a spirit, a bird, some fish, a butterfly and some land creatures. All of these animal figures are brown in colour with x-ray interiors of purple, pink lines, green and a red circle in the centre of each body. There are lines of communication emanating from each creature to connect to one another. On the left side of the piece is a spirit figure with a brown exterior and green interior. It has lines emanating from its head and a connecting line to the human figure. There are also lines of power emanating from the spirit’s head, torso and foot. Short lines of movement exist at the bottom of the painting.
Lines of communication are flowing lines between two or more beings. The lines display connections between beings.
Can you identify the line of communication in the following painting?
Medicine Bear delivering Soul Fishes by Norval Morrisseau, 1990
This image includes a bear that is blue and red in colour with an x-ray circle inside its torso that includes fish, and birds with lines of power. There are lines of movement within the bear itself. There are two humans facing the bear. Within the torso of the adult human is an x-ray decoration of fish. The adult human is connected to the divided circle by a line communication and another line of communication connects the bear to the divided circle. The adult human has lines of power emanating from their neck. The child human has lines of movement through their body and a line of power emanating from their head.
Powerful creatures have lines of prophecy. A line of prophecy appears to by a vine-like line that can have leaves or flowers on it.
A prophecy line can come from the creature’s mouth to represent a prophecy, or a foretelling of the future.
What do you notice about the lines of propecy in the painting Grandfather Teaching the Legends?
Grandfather Teaching the Legends by Norval Morrisseau, 1992
This image shows two human figures in front of a shelter by the water. In the water are two long boats with humans rowing and Grandfather snake. There are also islands in the water. There is a line that runs through the centre of the interior of Grandfather snake from its head to its tail. There are antler shaped objects on the top of its head and a line of prophecy that is emitting from its mouth. There are also lines of power emitting from the snake's body. There are black branch-like objects coming from the hill that is behind the shelter and a red line of power emitting from the mouth of the human who is facing the snake.
A divided circle is an image of a circle split into half to represent two parts. It can represent how two diverse worlds can be connected.
Explore the following painting Transversing Universes with Friends.
How many divided circles are outside and inside the green and pink portal?
Transversing Universes with Friends by Norval Morrisseau, 1993
A pink and green circle. Within the circle there are fish and birds. There is also a human figure riding in a canoe, and another that seems to be transforming. Lines of power are emitted from many of the creatures, and they are all moving in the same direction. A half circlet of red divided circles is around the creatures, each split with a blue dividing line. There are 6 of these divided circles.
Surrounding the pink and green portal is a circlet made of divided circles that are connected by lines of communication. They are purple in colour with a blue dividing line. There are 6 of these divided circles.
The painting is also divided in half by a line that starts at the top and stops before the pink and green circle and then continues below it to the bottom of the painting.
The use of shapes and colours inside of beings are known as x-ray decorations. The organic shapes inside of animals and people represent their inner spiritual lives.
What might x-ray decoration share about the inner spiritual life of the loon?
Totem family of Loon Bear and Fish by Norval Morrisseau, 1978
A loon is painted on homemade paper with rough edges. The loon is created using orange, blue, brown and yellow. X-ray decoration shows creatures that exist within the loon’s inside. Lines of movement are grouped in multiple sections inside the loon. Lines of power emit from three sections of the loon: under its neck, atop its neck and beneath its back bottom. Three divided blue and brown circles are created around the loon, each connected to each other and the loon with a line of communication.
Norval Morrisseau created the painting Totem Family of Loon Bear and Fish by first making his own paper with recycled newspaper and loon feathers. He pressed the paper and once it was dry, created the painting.
Lines of movement are short and repeated to indicate motion and communication. These lines can appear grouped around organs such as the heart.
Note : Lines of movement are very significant when they appear near a Shaking Tent, which is an Anishnaabe spiritual ceremony.
Where do you notice the lines of movement in the painting Soul Fish?
Soul Fish by Norval Morrisseau, 1970
This oil painting of a fish has green paint surrounding the perimeter of the fish which is bordered with red paint. The fish has many shapes of different colours and shapes within its interior, including colours such as reds, yellows, purples, oranges, and greens. Within inner spaces and along back edge of the body there are lines of movement of various lengths.
Soul Fish is one of only a few rare oil paintings that Norval Morrisseau created. Morrisseau was inspired by the old masters and decided to try using oil paint. The smell was so strong and took days to dry. During this time, he slept outdoors!
The colours often used in Woodland Art are often pure, vibrant colours outlined in heavy black lines. The lines represent connection between all living beings, plants and land.
Colours are not mixed or blended with each other in the art. Colours can be used abstractly to represent diverse ideas.
Explore the painting In Honor of Native Motherhood. Vibrant and varied colours might create an energetic and joyful feeling.
How might you interpret this painting ?
In Honor of Native Motherhood by Norval Morrisseau, 1992
This image of an adult and child has a blue background with an oval shape of yellow behind the figures. The figures are dressed in purples, pinks, reds and blues with green accessories such as earrings, sleeves and hair clips.
The colours used by Norval Morrisseau throughout his career have included vibrant, rich hues. After visiting the Louvre and seeing the dark museums of France Norval wanted his paintings to shine brightly when displayed.
Use your learning to determine which elements of design are used by Morrisseau in the Woodland School of Art. For each sentence, select the missing word.
Art analysis
Explore the following painting Shaman Playing drum Summoning Council by Norval Morrisseau. As you explore the art piece, consider the elements of design and the Woodland Art elements that he has used.
Shaman Playing Drum Summoning Council by Norval Morrisseau, 1990
Three people with lines of power emanating from their heads and bodies. There are circles throughout this piece that are connected to each other as well as connected to the animals and birds and fish through lines of communication. There are water creatures, land creatures and sky creatures. There is a plant of green leaves and red berries on one side that branches throughout the left side of the painting. The colours used are red, green, yellow, blue, purple. Each living being in this piece has an x-ray interior. Lines of movement were created inside some of the creatures.
Complete the Art Analysis in your notebook or using the following fillable and printable document. If you would like, you can use speech-to-text or audio recording tools to record your thoughts.
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What elements of design do you notice in the following painting? Elements of design include line, shape, colour, value, form, texture and space. |
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What elements of Woodland Art do you notice in the following painting? Woodland Art elements include lines of power, lines of communication, lines of prophecy, lines of movement, divided circles, x-ray decoration and colour. |
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What might be the message in the painting now that you have a better understanding of what each element represents? |
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Based on what you have learned about Morrisseau’s life, what challenges do you think he may have faced in creating and displaying art for a Canadian audience? |
Press the ‘Activity’ button to access Art Analysis.
Access the following Art Analysis Answer Key to compare your response with a possible response.
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What elements of design do you notice in the following painting? Elements of design include line, shape, colour, value, form, texture and space. |
Morrisseau uses design elements such as bright colours and his shapes are outlined with thick black outlines. He uses a combination of warm and cool colours in this painting which creates contrast. |
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What elements of Woodland Art do you notice in the following painting? Woodland Art elements include lines of power, lines of communication, lines of prophecy, lines of movement, divided circles, x-ray decoration and colour. |
Elements of Woodland Art include the elements of colour, x-ray decoration, and lines of communication and lines of movement shared in this work. The lines of power are evident and are connecting the beings in the piece. |
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What might be the message in the painting now that you have a better understanding of what each element represents? |
Based on my understanding of Woodland Art, this painting shares the relationship between humans and animals in nature, and the powerful inner spirit in all beings. |
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Based on what you have learned about Morrisseau’s life, what challenges do you think he may have faced in creating and displaying art for a Canadian audience? |
Due to the discrimination against learning and celebrating Indigenous cuture, Morrisseau had to create his own school of art to share his own artwork and Indigenous visual culture in Canada. |
Press the ‘Activity’ button to access Art Analysis Answer Key.
Why this work is significant
As mentioned previously, for many years, Indigenous art forms were oppressed by Western art and values. Indigenous art forms are distinct from Canadian or Western art forms because the values, histories, and worldviews that are used to design and create a piece are quite diverse and drawn from traditional Indigenous storytelling and culture.
Indigenous art is based on Indigenous cultural and community knowledges, teachings and lived experiences. These forms of art have also been treated differently both in the past and in the present. Western perspectives were mostly used to interpret all art forms throughout history. This meant that Indigenous art forms were not valued the same way and thought of as “lesser” to Western art. As a result, Indigenous art was not featured in mainstream art galleries.
The Indigenous Group of Seven
In the 1970s, a collective of Indigenous artists formed The Professional National Indian Artists Inc. or more commonly known as the Indigenous Group of Seven. These artists are:
- Jackson Beardy (Cree)
- Eddy Cobiness (Ojibway)
- Alex Janvier (Dene, Saulteaux)
- Norval Morrisseau (Ojibway)
- Daphne Odjig (Potawatomi, Odawa)
- Carl Ray (Cree)
- Joseph Sanchez (Pueblo, Spanish, German)
Together, they wanted to advocate for more representation and recognition of Indigenous art and artists in Canada. They also preserved the cultural teachings within their work so Indigenous people would feel pride in these pieces and never forget where they came from.
Their work covered decades and challenged Canadian society to think critically about Indigenous histories, worldviews and recognize the beauty in Indigenous art.
Today, the works of Morrisseau and the Indigenous Group of Seven continue to inspire generations of young Indigenous artists.
“My aim is to reassemble the pieces of a once proud culture and
to show the dignity and bravery of my people”.
- Norval
Morrisseau, 1969
Today, because of the advocacy of the Indigenous Group of Seven, more spaces are dedicated specifically to showcasing Indigenous arts. With more education about Indigenous peoples and their creations, audiences are able to interpret and analyze the artworks with a stronger understanding of the culture.
Portfolio
Inspiring young artists
Why would artists such as Norval Morrisseau inspire younger Indigenous artists?
Record your ideas using a method of your choice.
Press ‘Hint’ to consider a guiding idea.
What did Morrisseau and the Indigenous Group of Seven advocate for?
Learning from Indigenous artists to avoid appropriation
It is important to learn about diverse styles of art from the people and the cultures that a particular art form comes from. In order for audiences to develop a true understanding of Indigenous art, they have to first learn from Indigenous artists to be able to fully appreciate it.
The education also helps with avoiding appropriating art in a negative way.
Appropriation is the reinterpretation of previously existing elements in order to create a new artwork. From the beginning of art, artists have been inspired by other works, and have made reference to them. When an artist borrows and reinterprets a part of an artwork by another artist, they have to make sure they have transformed that element into a new art piece.
There is a difference between stealing someone’s work and appropriating it. To copy directly and take credit is stealing. To make a new work that is partially based on an existing work is appropriating. However, the artist is responsible for transforming and creating a new, original artwork with their appropriated elements. As you can imagine, appropriation can be a very complicated and copyright issues are often settled in court!
Did You Know
What is cultural appropriation?
Art appropriation is not to be confused with cultural appropriation. Cultural appropriation occurs when members of a majority culture borrow elements from a minority culture. Often the use of cultural elements can be unacknowledged and inappropriate. The minority culture may feel disrespected as often the borrowed elements are not used in a respectable way. For example, when an art style is appropriated, it may lose the original meaning.
In Canada, appropriation of Indigenous art is commonly found in locations like souvenir shops where T-shirts, stickers, postcards, trinkets, and keychains are often sold. To support Indigenous artists, it is important to make sure that art that appears to be Indigenous is actually made by an Indigenous artist.
Cultural appropriation is not the same idea as cultural appreciation. Cultural appreciation occurs when a person wants to learn more about a culture outside of their own and seeks to support these artists and artworks in a respectable way. In art, as well as in life, it is important that all people learn about diverse cultures so that they can treat everyone in a respectful and kind way.
How do you think non-Indigenous people can support Indigenous designs and artists in a respectful way that shows appreciation not appropriation?
Portfolio
Appreciation not appropriation
How can you ensure that you are supporting authentic Indigenous art?
What kinds of questions could you ask before purchasing a piece?
What tips could you give to others who are thinking about purchasing a piece of Morisseau’s work? What elements should they be looking for?
Record your ideas in your art journal or using a method of your choice.
Consolidation
Putting it all together
Art analysis
Art appreciation is important to understanding the world around us. Art provides avenues of reflection and opportunities to learn about the various cultures and communities that exist.
Explore the following painting entitled The Great Flood by Norval Morrisseau.
Norval Morrisseau believed that all life was interconnected. The energy of the land, animals and human beings are all important and equal. Without one we all suffer.
Consider this information as you think critically about the piece and how to appreciate and connect with the art from cultures that are possibly outside of your own.
The Great Flood by Norval Morrisseau, 1975
This large piece is a scene that represents a flood. There is water in the centre of the piece. there are water creatures such as fish, crabs and other creatures. There are also many different birds in this piece and a few land creatures as well. There are also human figures, both young and old. The creatures and humans are connected to divided circles throughout the piece and the circles are also connected to each other. There are lines of power emanating from the creatures as well and lines of movement within the x-ray interiors of each figure. There is an orange sun that is also connected to one of the humans and one of the birds. The colours used throughout the piece are oranges, greens, yellows, and purples.
Complete the The Great Flood Art Analysis in your notebook or using the following fillable and printable document. If you would like, you can use speech-to-text or audio recording tools to record your thoughts.
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Describe what is in the image. Think about the size of elements and their position in relation to other elements in the image. |
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What elements of design do you notice in the following painting? Elements of design include line, shape, colour, value, form, texture and space. |
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What elements of Woodland Art do you notice in the following painting? Woodland Art elements include lines of power, lines of communication, lines of prophecy, lines of movement, divided circles, x-ray decoration and colour. |
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How did Norval Morriseau organize the piece? Why do you think he created it like this? |
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Describe how the work makes you feel or what it makes you think about? Can you make a connection to the piece? (Image to yourself, image to another image, image to the world) Explain why that is an important connection. |
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How did learning about Woodland and Indigenous art forms help you understand more about this work? What might you have not fully understood without learning more about it? |
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Why do you think it is important to share the artwork of Morrisseau with future generations? |
Press the ‘Activity’ button to access The Great Flood Art Analysis.
Consider adding your art analysis of Shaman and Apprentice to your art journal to track your progress over time. If possible, share your work with a partner!
Reflection
As you read the following descriptions, select the one that best describes your current understanding of the learning in this activity. Press the corresponding button once you have made your choice.
I feel…
Now, expand on your ideas by recording your thoughts using a voice recorder, speech-to-text, or writing tool.
When you review your notes on this learning activity later, reflect on whether you would select a different description based on your further review of the material in this learning activity.