Art and Peacebuilding

Grade 4–8 Visual Arts: Reflect and respond to different pieces of art from the time of the Cold War and create an art piece that expresses their feelings about peace.

• Strand D: Visual Arts

Grade 4–8 Language (English or French): Provide thoughts in a class discussion looking at art from the Cold War and share their thinking that went into their own art piece.

• Strand B: Oral and Non-Verbal Communication

Grade 5 Social Studies: Learn about the federal government and their response to the Cold War, getting the chance to express their opinions on peace through creating art work.

• Strand B: The Role of Government and Responsible Citizenship

Grade 6 Social Studies: Through looking at different artworks about peace, think about Canada's peacekeeping efforts internationally and express their feelings about peacebuilding.

• Strand B: Canada’s Interactions with the Global Community

Grade 7 Geography: After learning about the Cold War, think about how wars can affect our natural environment and create an art piece responding to this encouraging for a peaceful world.

• Strand A: Physical Patterns in a Changing World

Grade 8 Geography: Look at pieces of art from the Cold War that encourage peace in the world and reflect on how wars impact the quality of life of people and their environments.

• Strand B: Global Inequalities, Economic Development, and the Quality of Life

Grade 9–12 Visual Arts: Reflect and respond to different pieces of art from the time of the Cold War and create an art piece that communicates and expresses their feelings about social issues and peace.  

• Strand A: Creating and Presenting
• Strand B: Reflecting, Responding, and Analysing 

Grade 9–12 Language (English or French): Provide thoughts in a class discussion looking at art from the Cold War and share their thinking that went into their own art piece. 

• Strand: Oral Communication 

Grade 9 Geography: Through the context of the Cold War, examine how political decisions can impact the physical environment and learn how art has been used to advocate for issues like sustainability.  

• Strand B: Physical Geography and Physical Processes in Canada 

Grade 10 History: Learn more about Canada's response to the Cold War and examine reactions to the conflict through looking at art pieces from the period.  

• Strand D: Canada, 1945–1982 
• Strand E: Canada, 1982 to the Present 

Grade 10 Civics: Examine one of the ways that citizens can respond to political decisions through examining art from the Cold War, then get the chance to create your own based on an issue of personal interest. 

• Strand B: Civic Awareness 
• Strand C: Civic Engagement, Service, and Action 

Grade 11 American History: Examine art created in response to the Cold War by American artists and the impact these artworks had during this period.  

• Strand E: The United States since 1945 

Grade 11 World History since 1900: Learn about the Cold War period and examine the way that art represented people's identities and social issues from this period. 

• Strand D: The Cold War Years, 1945–1991 

Grade 11 Forces of Nature: Through the context of the Cold War, examine human impact on physical environments and analyze and create art around issues of sustainability.  

• Strand B: The Physical Environment, Sustainability, and Stewardship 

Grade 12 Canada: History Identity and Culture: Examine the way that art was used to respond to the Cold War conflict and learn about how it represents people's identities through creating your own artworks.  

• Strand E: Canada since 1945 

Grade 12 World History since 15th C: Using the backdrop of the Cold War, examine how social issues and political conflicts influenced art from this period.  

• Strand E: The World since 1900 

Grade 12 Adventures in World History: Learn about the Cold War contributions from Canada and other international powers, and how art was used to advocate for peace in this period.  

• Strand D: Since the Early Nineteeth Century 

Visual Arts (4–6): After learning the context of the Cold War, examine the elements found in different art pieces and their sociocultural influences then produce their own piece of art work based on the idea of peace. 

• Competency 1: To produce individual works in the visual arts 
• Competency 3: To appreciate works of art, traditional artistic objects, media images, personal productions and those of classmates 

Geography, History, and Citizenship Education (4–6): Examine the ways that citizens responded to change in their societies, in particular through different art works from the period and then create your own art piece.  

• Competency 1: To understand the organization of a society in its territory 
• Competency 2: To interpret change in a society and its territory 
• Competency 3: To be open to the diversity of societies and their territories 
• Specific Focuses: Quebec around 1980, Quebec between 1905 and 1980 

Language English or French (4–6): Provide thoughts in a class discussion looking at art from the Cold War and share their thinking that went into their own art piece. 

• English - Competency 4: To use language to communicate and learn 
• French - Compétence 3 : Communiquer oralement 

Visual Arts (I–V): After learning the context of the Cold War, examine the elements found in different art pieces and their sociocultural influences then produce their own piece of art work based on a chosen social issue.  

• Competency 1: Creates personal images 
• Competency 3: Appreciates works of art and cultural objects from the world's artistic heritage, personal images and media images 

Language English or French (I–V): Provide thoughts in a class discussion looking at art from the Cold War and share their thinking that went into their own art piece. 

• English - Competency 1: Uses language/talk to communicate and to learn 
• French - Compétence 3 : Communiquer oralement selon des modalités variées 

Geography (I–II): Look at how art has been used to respond and protest global issues, including sustainability and then get the chance to create their own art work based on an issue of their choice.  

• Competency 1: Understands the organization of a territory 
• Competency 2: Interprets a territorial issue 
• Competency 3: Constructs his/her consciousness of global citizenship 

History and Citizenship Education (I–II): Learn about the social phenomena of the Cold War and how citizens can use art as a way to enact social change, then choose an issue to create an art piece around.  

• Competency 1: Examines social phenomena from a historical perspective 
• Competency 2: Interprets social phenomena using the historical method 
• Competency 3: Constructs his/her consciousness of citizenship through the study of history 

History of Quebec and Canada (III–IV): Learn about Canada's response to the Cold War and examine historical responses to the conflict through looking at art pieces from the time.  

• Competency 1: Characterizes a period in the history of Quebec and Canada 
• Competency 2: Interprets a social phenomenon 
• Specific Periods:
  • 1945–1980 The modernization of Quebec and the Quiet Revolution
  • From 1980 to our times: Societal choices in contemporary Quebec 

History of the 20th Century (V): Learn about the Cold War from a Canadian perspective and connect this with art works being created during this period, analyzing the art from a historical perspective. 

• Competency 1: Characterizes a historical turning point 
• Competency 2: Interprets a social phenomenon using the historical method 
• Specific Timeline: A Divided World 

Cultural Geography (V): Examine the culture of a Western area through looking at artworks created during the Cold War and then thinking about future challenges to be faced, students create their own art. 

• Competency 1: Deconstructs landscapes in the cultural area 
• Competency 2: Interprets the dynamics of a cultural area 
• Specific Concept: Western Cultural Area 

Contemporary World (V): Through the context of the Cold War, look at how art has responded to power and conflicts, then students create their own art based on a contemporary world problem.  

• Competency 1: Interprets a contemporary world problem 
• Competency 2: Takes a position on a contemporary world issue 
• Specific Concepts: Population, Power, Tensions, and Conflict