A morning discovery walk through Gairloch Gardens will allow students to observe and identify the differences between natural and human-made shelters and structures. Students will consider the strength and stability of these structures, and explore their environmental impact through building makeshift shelters out of natural materials in the Gardens. In the afternoon, students will work individually to create model structures of their own design out of clay.
This itinerary is flexible and can be modified to best suit your group's needs and schedule. A full-day program at Oakville Galleries includes 2.5 hours of art-making time and approximately 1.5 hours outdoors in Gairloch Gardens, weather permitting. Total recommended length of visit time is 4.5 hours.
9:30 am: Arrive at Oakville Galleries and find your classroom(s).
9:40 am: Instructor leads an introductory conversation about Oakville Galleries and conducts an inquiry-based presentation of contemporary art examples.
10:05 am: Tour of Gairloch Gardens and outdoor sculptures.
10:30 am: Begin art-making activity outdoors in Gairloch Gardens.
11:00 am: Short nutrition break.
11:15 am: Continue art-making activity outdoors in Gairloch Gardens.
11:45 pm: Begin art-making activity indoors.
12:15 pm: Long nutrition break.
12:40 pm: Continue art-making activity indoors.
1:40 pm: Sharing and reflecting on students' art works.
2:00 pm: Depart Oakville Galleries.
THE ARTS: VISUAL ARTS
Creating and Presenting: apply the creative process to produce a variety of
two- and three-dimensional art works, using elements and principles, and
techniques of visual arts to communicate feelings, ideas, and understandings.
create two- and three-dimensional works of art that express personal feelings
and ideas inspired by the environment or that have the community as their
demonstrate an understanding of composition, using principles of design to
create narrative art works or art works on a theme or topic
use elements of design in art works to communicate ideas, messages, and
use a variety of materials, tools, and techniques to respond to design
D2. Reflecting, Responding,
and Analysing: apply the critical analysis process to communicate feelings, ideas, and
understandings in response to a variety of art works and art experiences.
D2.1: express personal feelings and ideas about art
experiences and images
D2.2: explain how elements and principles of design
are used to communicate meaning or understanding in their own and others' art
D2.3: demonstrate an awareness of the meaning of
signs and symbols encountered in their daily lives and in works of art
D2.4: identify and document their strengths, their
interests, and areas for improvement as creators of art
Exploring Forms and Cultural Contexts: demonstrate an understanding of a
variety of art forms, styles, and techniques from the past and present, and
their social and/or community contexts.
D3.1: identify and describe a variety of visual art
forms they see in their home, at school, in the community, and in visual arts
D3.2: demonstrate an awareness of a variety of
works of art and artistic traditions from diverse communities, times, and
SCIENCE AND TECHNOLOGY:
STRONG AND STABLE STRUCTURES
Relating Science and Technology to Society and the Environment: assess the
importance of form, function, strength, and stability in structures throughout
assess effects of strong and stable structures on society and the environment
1.2: assess the environmental impact of structures built by various animals and
those built by humans
Developing Investigation and Communication Skills: investigate strong and
stable structures to determine how their design and materials enable them to
perform their load-bearing function.
follow established safety procedures during science and technology
investigate, through experimentation, how various materials and construction
techniques can be used to add strength to structures
2.3: investigate, through experimentation, the effects of pushing, pulling, and
other forces on the shape and stability of simple structures
2.4: use technological problem-solving skills, and knowledge acquired from
previous investigations, to design and build a strong and stable structure that
serves a purpose
use appropriate science and technology vocabulary including compression, tension, strut, ties, strength, and stability, in oral and written communication
use a variety of forms to communicate with different audiences for a variety of
Understanding Basic Concepts: demonstrate an understanding of the concepts of structure, strength, and stability and the factors that affect them.
define a structure as a supporting framework, with a definite size, shape, and purpose,
that holds a load
3.2: identify structures in the natural environment and in the built
identify the strength of a structure as its ability to support a load
3.4: identify the stability of a structure as its ability to maintain balance
and stay fixed in one spot
3.5: identify properties of materials that need to be considered when building
3.6: describe ways in which the strength of different materials can be altered
3.7: describe ways to improve a structure's strength and stability
3.8: explain how strength and stability enable a structure to perform a
3.9: describe ways in which different forces can affect the shape, balance or
position of structures
Programs are available weekdays throughout the academic year. Oakville Galleries can regularly accommodate bookings for two groups or a total of 60 students at once—three groups of up to 85 students can be booked with advance notice. Early booking is encouraged. There is a minimum registration of 25 students per group (or the equivalent registration fee) to secure a registration for your school.
To book a program, please contact us at email@example.com or 905.844.4402 x26. Programs should be booked at least three weeks in advance. To request a booking, teachers should include the total expected number of students, grade level(s), school name, school address, program title, and three preferred dates for the program.
Once booked, you will receive a confirmation form for your booking outlining the number of groups and estimated fees, along with a field trip kit and a map of where to find us.
Schools are required to provide one adult supervisor (teacher or parent volunteer) for every 10 children. There are no fees for adults to participate.