For a few weeks leading up to the
class a series of activities are held to encourage students to
gather items for a shadowbox. These objects can be:
• Day-to-day objects from home that the student uses
• Words that are important to the student (significant words that resonate
with them)
• Pictures of important people, places, objects
• Important slogans, mottos and other quotations
• Any other objects that are important to them
During this collection period it can be beneficial
to teach students about the life and journals of Dan Eldon.
Letting students flip through the books The Journey is the
Destination and Dan Eldon: The Art of Life will give them
ideas of how to present their own objects. Showing students
Charles Tsai’s The Art of Life: Dan Eldon in Africa helps
bring Dan Eldon and his story to life.
Once these objects are gathered, students are given time to
use them to create a personal shadowbox – a 3D piece of art that
is unique to them. Ensure that there are markers, stickers, glue,
tape, paper, a computer (for online pictures) and any other resources
that students can use to enrich their shadow box.
This assignment works well with at-risk students
(students who are having problems learning in a regular classroom
setting).
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Curriculum Expectations Met:
Based on the Ontario Curriculum mandated by the Ministry
of Education
The Ontario Curriculum Grades 9 and 10
Guidance and Career Education
REVISED IN 2006
– create a personal profile of their competencies and interests,
and explain how these affect their attitude towards learning;
– identify their learning styles, personal qualities, and
learning challenges by analysing their past experiences,
both successful and unsuccessful;
– describe their most effective ways of demonstrating learning
(e.g., writing, oral presentation, performance, graphic presentation)
and identify areas that need improvement;
– identify internal and external factors that affect behaviour
and school performance (e.g., emotional stress, motivation,
racism, peer attitudes, exclusion, physical distractions),
and identify strategies for improving behaviour to enhance
learning;
– demonstrate behaviours that reflect self-motivation and
self-reliance (e.g., taking initiative, being persistent
in pursuing a goal, completing tasks independently);
– explain how stress can positively and negatively affect
learning performance (e.g., with regard to test taking and
work completion), and demonstrate effective use of stress-management
techniques to maximize performance.
– identify school and community resources available to
support learning, and explain how they can be accessed;
– identify and describe individuals or programs that can
assist with their specific learning needs (e.g., peer tutors,
mentors, community youth programs);
– use appropriate communication skills to gather information
and request assistance from peers, teachers, and/or school
and community programs;
– explain how individual learning can be enhanced through
community-based learning experiences.
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