Only after students grasped the intricacies of lines and planes—and could find these forms in nature—did Klee introduce color. Like much of his teachings, Klee’s lessons about color combined scientific precision with a deep sense of mysticism. His theories primarily drew upon Johann Wolfgang von Goethe’s color wheel, put forth a century earlier, in 1809, which proposed the idea that red opposed green, orange opposed blue, and yellow opposed violet.
Klee added a new dimension to this diagram, turning it into a sphere, with white at the top and black at the base. This framework, he taught, should encompass all aspects of color, including hue, saturation, and value. Klee required his students to create color diagrams of their own, including one assignment in which they visually weighed one color against another—the color red, as it turns out, is heavier than the color blue.
While grounded in science, Klee was also a romantic when it came to color. He often made connections between color and music, explaining that combinations of colors (much like musical notes) can be harmonious or dissonant depending on the pairing. He would sometimes even play the violin for his students. Klee’s most existential statement about color, however, came from beyond the classroom. “Color and I are one,” he declared in his diary in 1914. “I am a painter.”
Lesson #5: Study the Greats
In this 150th year of Canada’s beginning, it is important to acknowledge that Indigenous People have lived on this land for thousands of years. On reflection of this fact, children are asked to find a few small rocks, symbols of Indigenous identity, permanence, strength and resiliency.
Rocks can be collected:
- On recess or over lunch, if rocks can be easily found on the school ground
- As a homework assignment – on their way home from school or on an excursion with their parents, guardians or siblings
- As part of the lesson, the entire class can do a mini excursion to find rocks and possibly paint their rocks outside.
The ideal rocks
- Need to be small – can fit easily in the palm of the hand, in a pocket
- Are a light colour – dark rocks are more difficult to paint
- might need to be washed or cleaned in prep for painting
Once children have collected their rocks, an adult should read them the attached interview of Chief Robert Joseph, ambassador to Reconciliation Canada, which focuses on what reconciliation means to Indigenous People and why the walk is so important. There are two versions of the interview, one in its original form and another more simplified version for younger children. If deemed appropriate, teachers are encouraged to connect this content to any previous lessons on First Nations history that may have been covered.
After a brief discussion, children are encouraged to paint their rocks, understanding that they will be used as gifts or in an installation to commemorate the walk. Students can be encouraged to write a hopeful word on the rock that reflects what reconciliation means to them.
- Sharpies/coloured felt markers (ideally) or
- Acrylic paint
- Paint Brushes
- Water for cleaning the brushes between colours
- Paper towels
Instructions for sending your rocks
- Contact Debbie Douez the project producer by email at email@example.com let her know you are participating
- Deliver your rocks to Strathcona Park in Vancouver on Saturday, September 23rd between 12 and 2pm or (see 3).
- Bring your rocks with you to the Walk for Reconciliation on Sunday, September 24th and add them directly to the art installation in Strathcona Park, where the Walk ends.
Consider posting photographs of your rocks to social media. Use the following hashtag to link to the larger projectL #ReconciliationArtProject #WalkforRec
Facebook:https://www.facebook.com/ReconciliationCanada – tag @reconciliationcanada
Twitter:https://twitter.com/Rec_Can – tag @Rec_Can
Reconciliation Art Project
Reconciliation Art Project – Social Media Supplemental
An Interview with Chief Robert Joseph, OBC
An Interview with Chief Robert Joseph, OBC (edited for younger audiences)
- A video series produced by SFU, interviewing Chief Joseph about Reconciliation
- Part 1: Culture and Ancestry
- Part 2: Residential School Experience
- Part 3: Reconciliation
- 2013 Walk Video
For more information about how your community or school group can participate in this art project please contact the project producer, Debbie Douez at firstname.lastname@example.org