Monday, January 9, 2017

Shakespeare's Hamlet - The PDF

While we are waiting for our Hamlet texts to arrive, here is a PDF version of the play, for your reading convenience:

Good Luck!

Wednesday, October 12, 2016

Gender, Sexuality, and Wellbeing

Define the following terms:

1. Biological Sex

2. Sexual Orientation

3. Gender Identity

4. Gender Expression

Question: How are the above terms connected to:

a) Identity?

b) Wellbeing?

c) Maslow's Hierarchy of Needs?

Maslow's Hierarchy of Needs

1. Define each category.  What do these labels mean?    /5

2. How are these needs being met in your life?  Give an example for each category.    /5

3.  Are any of these needs not being met in your life?  Explain.    /5

4. Maslow was one of the founders of positive psychology - looking at what contributes to human health and happiness, as opposed to looking at what makes people unwell and unhappy.  Why is this perspective important?          /4

5. Maslow’s hierarchy of needs are divided into 3 subcategories: 
  1. Basic Needs
  2. Psychological Needs
  3. Self-fulfillment Needs

Which categories belong inside of each sub-category?              

6. Maslow later added further categories to his hierarchy of needs, including: 
a) Cognitive needs - knowledge and understanding, curiosity, exploration, need for meaning and predictability;  
b)  Aesthetic needs - appreciation and search for beauty, balance, form, etc., and 
c) Transcendence needs - helping others to achieve self actualization.  

Where would you place these needs within the overall hierarchy?  Explain your answer.          /6

Monday, September 26, 2016

Biography of an Artist

Biography of an Artist

In this assignment, you will select an artist based on your own aesthetic and historical interest, and conduct research, in order to create a 2-3 page biography.  In your biography, you must answer the following questions:

  1. Artist’s full name.

  1. Date of birth (and date of death, if applicable).

  1. Place of birth.  

  1. Early life, including family life and education.

  1. Professional life, including training, mentors, methods, and techniques.

  1. Most significant works (pick 2-3) — give a brief critique of these, and indicate their historical, contextual, and aesthetic importance.

  1. Personal life, including lifestyle, habits, quirks, and personality.  Discuss significant friendships and relationships.  

  1. Later life, if applicable, and death - describe the circumstances of their death, and the location.  


Your biography should be submitted in research-paper format.  A research paper includes:

  1. A title, byline, and date.
  2. An Introduction. 
  3. Paragraphs divided by subject, with subject headings and citations.
  4. A conclusion.
  5. A bibliography or works cited page.


  1. Begin by selecting an artist.  You may do this in consultation with Michelle and Matt.  The book ‘Art’ categorizes art and artists by timeline and by category, so this is a good place to start.

  1. Find at least 3 reliable sources.  Ideally, one of your sources will be in print, or, in some cases, alive!  A reliable source is fact-based and cites other reliable sources.  

  1. Take notes in point-form.  Write down your source for your notes.  

  1. Organize your notes into subject areas under headings.

  1. Collect open-source images that show the work of your artist.

  1. Write your biography.  Use your own words.  Include citations.

  1. Edit your biography for punctuation, spelling, and word choice.  

  1. Write your works cited page, in alphabetical order.

Due: November 15, 2016

Thinking About Health: Ontario Healthy Communities Coalition

Ontario Healthy Communities Coalition

Definition of Health: “Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.” 

  • The World Health Organization, 1948

Healthy Community Characteristics

  1. A common sense of community, including its history and values that are strengthened by a network of leaders.

2. People and community groups who feel empowered and have a sense of control.

3. An absence of divided turf, conflict and polarization.

4. Structures where people from diverse groups can come together to work out decisions about the community.

5. Leadership that functions both from the top down and the bottom up.

6. Effective channels for networking, communication and cooperation among those who live and lead there.

Definition of Health: “The extent to which an individual or group is able to realize aspirations and satisfy needs and to change or cope with the environment.”

  • The World Health Organization, 1984


  1. Why do you think that, in 1948, the WHO defined health as ‘not merely the absence of disease’?        /4

  1. Think of the communities that you are involved in.  To what extent are these communities healthy?  Refer to the 6 characteristics of healthy communities in your response.        /8

  1. To what extent do your communities contribute to your personal sense of well-being?  Explain, using examples.        /4

  1. Why do you think that, in 1984, the WHO changed its definition of health?  How does the second definition build on or alter the first, 1948 definition?       /6

  1. Select a work of art from the WAHC exhibit “Draw the Line!  Graphic Histories of Work, Struggle, and Activism.”  What connections can you make between this work of art, and the evolution of healthy communities?  Be specific and use examples.        /8

Total: /30

Sunday, September 4, 2016

Elements & Principles of Design

Essential learning for all students of the visual arts... watch & take note!

2016-2017 School Year: Synopsis

2016-2017 School Year

Health for Life PPZ3C

Key Concepts & Terms:
  • 4 quadrants of Health (Social, Emotional, Psychological, Physical)
  • Health Issues in Adolescence
  • Building a ‘Good Life’ through choices & habits
  • The Science of Longevity 

Key Thinkers & Readings: 
  • Conceptualizing the ‘Good Life’ - philosophers, novelists & poets
  • Research: Issues in Adolescent Health
  • National Geographic’s study: The Blue Zones

Related Art Work: 
  • Art related to concepts of wellbeing
  • Art that examines ‘the Good life’
  • Art that pushes us to see the world in new and interesting ways
  • Art that promotes thought, and possibly change
2016-2017 School Year

Visual Art  AVI1-4

Key Concepts & Terms: 
  • Principles & Elements of Design
  • Art Criticism
  • Art History
  • Art Techniques
  • The Creative Process

Key Thinkers & Readings:
  • Articles from Canadian Art & other Art publications
  • Youtube Videos from a variety of sources
  • In-class guests, demonstrations, and workshops by local artists
  • Videos by & about artists from the National Film Board of Canada

Related Art Work: 
  • Art work of the day - for you to respond to
  • Featured art works based on the project or theme of the week
  • Screen Prints - posters
  • Copper Etchings
  • Monoprints
  • Stencils - skateboards
  • Printing on Fabric - t-shirts
  • and MORE!
2016-2017 School Year 

English  ENG1-4

Key Concepts & Terms: 
  • Literary Devices & Conventions
  • Writing: essay, research report, creative writing, personal writing
  • Reading: for information, for entertainment, for understanding, to promote thought & conversation
  • Speaking: about your work, about ideas that come up in class, in response to the work of others, in encouragement of others
  • Conversation Skills: ping-pong or question-response-follow-up sequences; respectful self-expression; positive listening 

Key Thinkers & Readings: 
  • philosophers, poets, journalists and novelists
  • a variety of sources, from fact-based articles to fiction-based literature
  • Contemporary and historical works

Related Art Work:
  • works connected thematically to our area of study
  • works for you to respond to in writing
  • works for you to critique and explore further
  • works by artists whom you will research for an online biography
  • personal works created in response to the readings we do in class