Kindergarten to Grade 8 Visual Arts. Manitoba Curriculum Framework of Outcomes

Transcription

1 Kidergarte to Grade 8 Visual Arts Maitoba Curriculum Framework of Outcomes

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3 K i d E r g a r t E t o g r a d E 8 V i s u a l a r t s Maitoba Curriculum Framework of outcomes 2011 Maitoba Educatio

4 Maitoba Educatio Cataloguig i Publicatio Data Kidergarte to Grade 8 visual arts [electroic resource] : Maitoba curriculum framework of outcomes Icludes bibliographical refereces. ISBN: Art Maitoba Curricula. 2. Art Study ad teachig Maitoba. 3. Art Study ad teachig (Elemetary) Maitoba. 4. Arts Maitoba Curricula. 5. Arts Study ad teachig Maitoba. I. Maitoba. Maitoba Educatio Copyright 2011, the Govermet of Maitoba, represeted by the Miister of Educatio. Maitoba Educatio School Programs Divisio Wiipeg, Maitoba, Caada Every effort has bee made to ackowledge origial sources ad to comply with copyright law. If cases are idetified where this has ot bee doe, please otify Maitoba Educatio. Errors or omissios will be corrected i a future editio. All images foud i this documet are copyright protected ad should ot be extracted, accessed, or reproduced for ay purpose other tha for their iteded educatioal use i this documet. Ay websites refereced i this documet are subject to chage. Educators are advised to preview ad evaluate websites ad olie resources before recommedig them for studet use. Prit copies of this resource ca be purchased from the Maitoba Text Book Bureau (stock umber 80675). Order olie at < This resource is available o the Maitoba Educatio website at < Ce documet est dispoible i fraçais. U documet pour le Programme d immersio fraçaise et u documet pour le Programme fraçais sot égalemet dispoibles.

5 C o t E t s Ackowledgemets Itroductio 1 Purpose 1 Backgroud 1 implemetatio 2 Cotet 3 Overview of the Visual Arts Framework 5 the ladscape of the Visual arts 5 the ature of the Visual arts disciplie 5 ratioale for Visual arts Educatio 6 learig i Visual arts 6 the learig Process 6 the trasformative learig Potetial of Visual arts Educatio 7 guidig Priciples for learig i Visual arts 7 Visual Arts Framework Compoets ad Orgaizatio 9 the Visual arts Framework Butterfly 9 the Cetre of the Butterfly 10 the Wigs Workig together 11 the Wigs idividually 11 v the Visual arts Butterfly 12 Essetial learig areas 13 geeral learig outcomes 14 guide to readig the Visual arts Framework 15 Kidergarte to Grade 8 Visual Arts: Studet 0 Learig Outcomes 17 art laguage ad tools 19 Creative Expressio i art 27 uderstadig art i Cotext 35 Valuig artistic Experiece 43 Appedices 53 itroductio 55 appedix a: Elemets of art 56 appedix B: Elemets of artistic desig 57 appedix C: Priciples of artistic desig 58 appedix d: art Media, tools, ad Processes 59 appedix E: depictio 65 appedix F: sample aalytical Questios 66 Glossary 67 Bibliography 75 C o t e t s iii

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7 a C K o W l E d g E M E t s Maitoba Educatio gratefully ackowledges the cotributios of the followig idividuals i the developmet of Kidergarte to Grade 8 Visual Arts: Maitoba Curriculum Framework of Outcomes. Writers liz Coffma istructor Carole Freyet-gagé idepedet Cotractor Kare geist-maceill Cosultat Bill Kristjaso Cosultat ad teacher lidi Kuiper idepedet Cotractor atalie labossière idepedet Cotractor Fracie Mori Professor, departmet Head Curriculum, teachig ad learig Beryl Peters istructor (util July 2009) uiversity of Maitoba louis riel school divisio Pembia trails school divisio Faculty of Educatio uiversity of Maitoba uiversity of Maitoba a c k o w l e d g e m e t s v

8 Developmet Team Members Visual Arts adrea Bell stuart rhia Bryjolso amy Buehler rebecca Chartrad laa Clousto isabel Joes acy Kovachik Pegi Mcgillivray igrid McMilla Will oseworthy lisa Piatkowski lisa sherida lisa Wastesicoot Cheryl Zubrack École Costable Edward-Fiey school seve oaks school divisio Welligto school Wiipeg school divisio Harriso Middle school Brado school divisio aborigial Educatio Cosultat Wiipeg school divisio staff officer Maitoba teachers society isaac Beaulieu Memorial school sady Bay ojibway First atio Motrose school Wiipeg school divisio École Powerview school surise school divisio Margaret Barbour Collegiate istitute Kelsey school divisio Hery g. izatt Middle school Pembia trails school divisio Elkhor school Fort la Bosse school divisio École Heri-Bergero louis riel school divisio st. Joh s High school Wiipeg school divisio Chief sam Cook Mahmuwee Educatio Cetre tataskweyak Educatio authority Cosultat Wiipeg school divisio vi K i d e r g a r t e t o g r a d e 8 V i s u a l a r t s : M a i t o b a C u r r i c u l u m F r a m e w o r k o f o u t c o m e s

9 Developmet Team Members Dace Mary-ly Berti leah Braemer alaa Cherecki Carol Hoydalo Jeifer Metelski Mary Page Kimberly rampersad diae sjoberg laure stears Margaret Park school seve oaks school divisio Brock Corydo school Wiipeg school divisio strathcoa school Wiipeg school divisio École riverview school Wiipeg school divisio Westwood Collegiate st. James-assiiboia school divisio trascoa Collegiate river East trascoa school divisio grat Park High school Wiipeg school divisio river West Park school Pembia trails school divisio strathcoa school Wiipeg school divisio A c k o w l e d g e m e t s vii

10 Developmet Team Members Drama Jim alexader richard Bazi Joy Beauchamp Ed Brau Barbara grexto geraldie Kroe Jock Marti Victoria McMaho taia Murray Barbara Powell Kerrie reid Barbara Warrack École Charleswood school Pembia trails school divisio École Poite-des-Chêes divisio scolaire fraco-maitobaie st. Mary s academy idepedet Hele Betty osbore iiiw Educatio resource Cetre Frotier school divisio gradview school Moutai View school divisio Meadows West school Wiipeg school divisio st. Joh s-ravescourt school idepedet Cosultat st. James-assiiboia school divisio Portage Collegiate istitute Portage la Prairie school divisio sasome school st. James-assiiboia school divisio École river Heights school Wiipeg school divisio arthur E. Wright Commuity school seve oaks school divisio viii K i d e r g a r t e t o G r a d e 8 V i s u a l A r t s : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s

11 Developmet Team Members Music Cidee Broeska day Carroll Heather Clyde lucille Fourier Peter Frigo Brady gill Moique guéette James Hickerso roger Matie Eric Marshall guy Michaud Kriste Myers Carma Elemetary school Prairie rose school divisio geeral Byg school Pembia trails school divisio École Morde Middle school Wester school divisio École st. avila Pembia trails school divisio Burtwood Elemetary school Mystery lake school district Muroe Juior High school river East trascoa school divisio École/Collège régioal gabrielle-roy divisio scolaire fraco-maitobaie iakwa Place school ad elso Mcityre Collegiate louis riel school divisio sprigfield Collegiate istitute surise school divisio Cosultat st. James-assiiboia school divisio Collège louis-riel ad École Christie-lespérace divisio scolaire fraco-maitobaie arthur a. leach Juior High school Pembia trails school divisio A c k o w l e d g e m e t s ix

12 Developmet Team Members Music (cotiued) d. J. oakes-muro H. C. avery Middle school ad Elwick Commuity school seve oaks school divisio Maitoba Educatio Staff school Programs divisio ad Bureau de l éducatio fraçaise divisio tricia Peer aelie Peters Kare tole-hederso ruth Wiwchar Jea-Viaey auclair assistat deputy Miister Carole Bilyk Coordiator louise Boissoeault Coordiator lee-ila Bothe Coordiator (util March 2010) Jacques dorge director Chris Es Maager darryl gervais director Cosultat Wiipeg school divisio ikster school Wiipeg school divisio Hastigs school louis riel school divisio Cosultat Pembia trails school divisio Bureau de l éducatio fraçaise divisio developmet uit istructio, Curriculum ad assessmet Brach documet Productio services uit Educatioal resources Brach documet Productio services uit Educatioal resources Brach Curriculum developmet ad implemetatio Brach Bureau de l éducatio fraçaise divisio developmet uit istructio, Curriculum ad assessmet Brach istructio, Curriculum ad assessmet Brach x K i d e r g a r t e t o G r a d e 8 V i s u a l A r t s : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s

13 Maitoba Educatio Staff school Programs divisio ad Bureau de l éducatio fraçaise divisio (cotiued) Joe Halas Project Co-leader/Cosultat (util Jue 2009) ly Harriso desktop Publisher susa letkema Publicatios Editor leaa loewe Cosultat lida Mlodziski Maager/Cosultat (util Jue 2011) ailee ajduch assistat deputy Miister Beryl Peters Project Co-leader/Cosultat (from august 2009) developmet uit istructio, Curriculum ad assessmet Brach documet Productio services uit Educatioal resources Brach documet Productio services uit Educatioal resources Brach Curriculum developmet ad implemetatio Brach Bureau de l éducatio fraçaise divisio developmet uit istructio, Curriculum ad assessmet Brach school Programs divisio developmet uit istructio, Curriculum ad assessmet Brach A c k o w l e d g e m e t s xi

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15 i t r o d u C t i o Purpose Kidergarte to Grade 8 Visual Arts: Maitoba Curriculum Framework of Outcomes (the Visual arts Framework) provides the basis for learig, teachig, ad assessmet of visual arts i Maitoba schools. the Visual arts Framework describes the learig outcomes for visual arts educatio ad provides a basis for the developmet of curriculum implemetatio resources for Kidergarte to grade 8 visual arts. it is iteded to assist teachers, admiistrators, ad parters i educatio with implemetig the visual arts curriculum ad with plaig professioal learig. this documet provides backgroud iformatio ad implemetatio guidelies pertaiig to visual arts educatio. it presets a overview of the Visual arts Framework, outlies the documet compoets ad orgaizatio, ad idetifies the four essetial learig areas ad the geeral ad specific learig outcomes for Kidergarte to grade 8 visual arts i Maitoba. Backgroud i 2003, Maitoba Educatio developed a draft positio statemet o The Arts i Educatio (Maitoba Educatio ad Youth) as a iitial step i reewig provicial curricula for the arts. i preparig this statemet, the arts educators who comprised the project team drew o curret research i arts educatio ad reviewed arts curricula from Caadia ad iteratioal jurisdictios. the draft statemet was distributed to educatio stakeholders, alog with a ivitatio to provide feedback about the proposed directio for curriculum reewal. resposes provided by classroom teachers, school admiistrators, arts specialists, arts educatio orgaizatios, trustees, parets, ad post-secodary faculty were published i 2004 i Resposes to the arts i Educatio Survey: Summary Report (Maitoba Educatio, Citizeship ad Youth). resposes to The Arts i Educatio positio statemet were overwhelmigly positive ad guided subsequet curriculum developmet of arts curricula i Maitoba. i Jauary 2011, the Wester ad orther Caadia Protocol for Collaboratio i Educatio, Kidergarte to grade 12 (WCP) prepared Guidig Priciples for WNCP Curriculum Framework Projects i respose to the sigificat chages i the ways people live ad work i today s world. the Visual arts Framework reflects the WCP guidig priciples that are required to meet the eeds of today s creative ecoomies ad kowledge-based societies. i additio, the Visual arts Framework draws o Maitoba curriculum ad support documets i various subject areas, icludig Kidergarte to Grade 12 Aborigial Laguages ad Cultures: Maitoba Curriculum Framework of Outcomes (Maitoba Educatio, Citizeship ad Youth) ad Educatio for a Sustaiable Future: A Resource for Curriculum Developers, Teachers, ad Admiistrators (Maitoba Educatio ad traiig). arts educatio, icludig visual arts i t r o d u c t i o 1

16 educatio, is importat for preservig ad urturig huma culture ad heritage ad ecessary for huma health ad social well-beig. Huma health ad social well-beig ad a sustaiable eviromet ad ecoomy are essetial ad itegrated compoets of a equitable quality of life ad a sustaiable future for all Caadias. Educatio for a Sustaiable Future highlights commuity ad culture, the ecoomic viability of arts ad cultural eterprises, ad the preservatio of heritage ad culture as crucial sustaiability issues ad cocepts. Implemetatio i Maitoba, arts educatio is compulsory for grades 1 to 8. the miimum recommeded time allotmets for arts educatio i grades 1 to 8 are as follows: Grades 1 to 6: 10 percet of istructioal time Grades 7 ad 8: 8 percet of istructioal time Maitoba offers a distict framework for each of the four arts educatio disciplies: visual arts, dace, drama, ad music. although there are commo areas of learig i the four arts disciplies, each disciplie is distict ad requires uique laguage, tools, skills, techiques, kowledge, ad learig outcomes. the offerig of four arts frameworks provides resources for rich, comprehesive, ad diverse meaig makig ad ways of commuicatig through the uique literacies of visual arts, dace, drama, ad music. Because the idividual arts represet distict ways of kowig, each of the arts makes a sigificat cotributio to studets learig ad developmet. learig is achieved through the variety of methods ad media iheret i a specific arts disciplie. Each arts framework ecompasses a variety of recogized strads or optios possible for each arts disciplie i the Kidergarte to grade 8 cotext. For example, the Visual arts Framework is iclusive of a variety of art ad desig from differet times, places, social groups, ad cultures. Maitoba schools may offer oe or more idividual arts disciplies (visual arts, dace, drama, ad/or music). schools have the flexibility to choose the umber ad combiatio of arts disciplies appropriate for their local cotext, resources, ad eeds. the umber of arts disciplies offered i a school will deped upo available resources, allocated istructioal time, staffig, ad the arts implemetatio approach used i the school. Educators ca use a wide variety of approaches ad resources for implemetig arts educatio. For example, schools may offer arts disciplies idividually as a stadaloe model, arts disciplies i combiatio with each other, ad/or arts disciplies itegrated with other subject areas. Curriculum itegratio reiforces meaigful coectios withi ad across disciplies. the arts erich ad are eriched by each other ad other subject areas by affordig ew ad deeper isights ad a greater rage of possibilities for commuicatig experiece ad meaig. Whe true itegratio occurs, o idividual subject area is used solely to support learig i other subjects. Educators are ecouraged to itegrate arts learig outcomes with other subject areas where meaigful ad appropriate, while maitaiig focus o studet achievemet 2 K i d e r g a r t e t o g r a d e 8 V i s u a l a r t s : M a i t o b a C u r r i c u l u m F r a m e w o r k o f o u t c o m e s

17 of the arts learig outcomes. Each arts framework is cosidered fully implemeted oly if all four essetial learig areas for ay oe arts disciplie are explored i comprehesive, substatial, ad itercoected ways. to teach ay of the four arts disciplies effectively, teachers eed the appropriate kowledge ad skills, which ca be acquired i various ways, icludig specialist educatio, preservice ad i-service educatio, ad other professioal learig opportuities. Cotet the Visual arts Framework cotais the followig compoets: Itroductio: the itroductio addresses the purpose of, backgroud to, ad implemetatio guidelies for visual arts educatio i Maitoba schools from Kidergarte to grade 8, as well as outliig the cotet of this documet. Overview of the Visual Arts Framework: the overview focuses o the ladscape of the visual arts, the ature of the visual arts disciplie, ad the ratioale for visual arts educatio. it also discusses learig i visual arts, describig the learig process, highlightig the trasformative learig potetial of visual arts educatio, ad outliig the guidig priciples for learig i visual arts. Visual Arts Framework Compoets ad Orgaizatio: this sectio explais the use of the butterfly image as a metaphor for learig ad as a graphic orgaizer for the distict ad itercoected parts of the visual arts curriculum. the body of the butterfly is show to represet the developig youg artist at the cetre, with each of the four wigs represetig oe of four itercoected essetial learig areas. the ways i which the wigs work together ad idividually to orgaize ad itegrate the geeral ad specific learig outcomes of the visual arts curriculum are also discussed. the essetial learig areas ad the geeral learig outcomes are preseted i this sectio, alog with a guide to readig these elemets ad the specific learig outcomes. Kidergarte to Grade 8 Visual Arts: Studet Learig Outcomes: i this sectio of the Visual arts Framework, the geeral learig outcomes (glos) ad the specific learig outcomes (slos) that studets are expected to achieve i the visual arts curriculum from Kidergarte to grade 8 are orgaized ito four essetial learig areas. Each essetial learig area begis with a statemet of the overall learig itet of the area or wig, followed by the glos addressed withi that area. the slos that relate to the respective glos are preseted o facig pages, with the Kidergarte to grade 4 slos preseted o the left page ad the grades 5 to 8 slos preseted o the right page. Appedices: the appedices provide developmetally appropriate supports related to key cocepts addressed i some slos. Glossary: specific terms used withi the visual arts disciplie are defied i the glossary. Bibliography: the resources used i the developmet of this documet are cited i the bibliography. I t r o d u c t i o 3

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19 o V E r V i E W o F t H E V i s u a l a r t s F r a M E W o r K The Ladscape of the Visual Arts the Maitoba Visual arts Framework is coceived as a full ladscape of kowledge where educators ad studets meet i the work of active, embodied visual arts learig. Educators ad studets are ivited ito the livig field of visual arts educatio through a curriculum desiged to place studets i the dyamic, complex, workig culture of the visual arts. the Visual arts Framework is built usig four iterrelated essetial learig areas, coected to the studet artist at the core. Way-fidig through the visual arts eviromet is provided by coected sets of geeral ad specific learig outcomes for the essetial learig areas. Curricula for today s world use ecological metaphors (WCP 6) to covey the otio that kowledge is dyamic ad always i the process of beig costructed. Curriculum frameworks are coceived as complex, orgaic etworks orgaized ito livig fields or ladscapes, rather tha as fragmeted pieces of kowledge pieced together i a liear fashio. learig i the ladscape of the visual arts meas learig the complexities ad ways of the disciplie while learig how to do i the disciplie. learig the ladscape, or comig to kow ad do i the disciplie, meas the ability to eter ito, lear the way aroud, participate fully i, ad make a cotributio to the culture of the visual arts (WCP). Visual arts learig is uderstood to be a jourey ito the ladscape of visual arts educatio. the Visual arts Framework provides multiple locatios for studets to eter ad cotiue lifelog trasformative travels i the visual arts ladscape. studets may have various trajectories through a visual arts ladscape that creates a uique poit of view, a locatio with specific possibilities for ehacig the learig capability of [their] sphere of participatio (Weger 197). Each studet s uique idetity, ad the idividual perspective it offers, is a gift to the world (Weger 197). The Nature of the Visual Arts Disciplie art eriches a vibrat culture ad is itegral to huma life. it has the power to illumiate, deepe, ad broade huma experiece. art surrouds people everywhere. the work of artists, artisas, ad desigers has a impact o daily experiece, helps defie ad express idividual ad collective idetities, ad shapes, reflects, ad commets upo societal ad cultural values. art is a multimodal, cross-cultural literacy ad expressive art form. the ways of kowig through the visual arts iclude cogitive, physical, affective, ituitive, ad spiritual modes. the visual arts embody ad express ideas, feeligs, ad meaig. art commuicates withi ad across cultural, societal, historical, ad eve pre-historical cotexts. it helps people appreciate ad coect with others, past ad preset, as well as uderstad ad celebrate their ow distictiveess. O v e r v i e w o f t h e V i s u a l A r t s F r a m e w o r k 5

20 Ratioale for Visual Arts Educatio Experieces of creatig ad iteractig with works of art ad desig are vital for all studets. Visual arts educatio develops uique, powerful, ad multiple ways of perceivig, iterpretig, kowig, represetig, ad commuicatig uderstadigs about self ad the world. Visual artmakig ad art viewig experieces teach studets to observe ad thik about their visual eviromets, apply their imagiatios, thik creatively, explore ideas ad feeligs, ad develop uderstadigs about their emergig persoal, cultural, ad social idetities. through art experieces, studets discover a larger world of real ad imagied places, people, ad ideas. art provides a creative ad itellectual playgroud for studets, a place of woder ad surprise, a place to lear ad grow. learig i, through, ad about the visual arts promotes ope-eded, diverget, ad dialogic thikig ad ecourages uderstadig ad feelig mediated through body, mid, ad the seses. the visual arts foster imagiative, exploratory, active, ad persoalized learig opportuities that egage ad motivate. learig i the visual arts eables studets to explore ambiguity, to thik imagiatively, iovatively, ad with flexibility ad empathy, ad to feel cofidet with ucertaity ad risk. a sustaied, quality visual arts educatio seeks to develop the artistic dimesio withi all studets, eablig them to mature ito visually ad artistically literate adults able to ejoy, participate fully i, ad thik critically about ad withi the evolvig visual culture that surrouds ad exerts ifluece i their lives. Visual arts educatio has the potetial to promote resposibility ad leadership ad to prepare ad ispire future citizes of the world to address the most critical challeges of their times. Learig i Visual Arts Curret research, theory, ad practice give directio for quality visual arts educatio withi the visual arts ladscape. Quality visual arts educatio, iformed by guidig priciples ad curret uderstadigs of how studets lear, has the potetial to trasform learig i powerful ways. The Learig Process learig is a active, embodied, ad social process of costructig meaig. it is shaped by the dyamic iteractio of studets prior kowledge ad ew experieces. studets costruct uique uderstadigs i may differet ways, depedig o their iterests, experieces, ad learig styles, ad o persoal, social, ad cultural factors. studets are motivated to become egaged learers whe learig has persoal ad relevat meaig for them ad whe they have opportuities to reflect o ad guide their ow learig. i the school eviromet, learig occurs simultaeously across ad betwee multiple ested levels that iclude idividual ad collective learers, educators, ad schools, curriculum structures, artistic ad cultural commuities, ad discipliary kowledge (davis ad sumara 91). idividual, persoal kowig is efolded i ad ufolded from collective kowig ad activity (davis ad sumara 65). 6 K i d e r g a r t e t o G r a d e 8 V i s u a l A r t s : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s

21 The Trasformative Learig Potetial of Visual Arts Educatio learig i the arts, icludig the visual arts, has the potetial to foster trasformative learig. trasformative learig (Mezirow, trasformative learig as discourse 58) ivolves the acquisitio of ew kowledge ad skills ad the buildig of competece ad cofidece to use disorietig experieces ad learig i the exploratio of ew perspectives, roles, ad relatioships that eable people to move to courses of actio (Mezirow, trasformative learig theory 19). affective ways of kowig are sigificat for trasformative educatioal experieces (taylor 10) that challege ad chage the ways people view the world. affective ways of kowig are essetial to the critical reflectio ecessary for trasformative learig (taylor 10). the affective, embodied, ad authetic ways of kowig afforded by visual arts educatio provide alterative ways of kowig ad beig (Butterwick ad lawrece 36) that create multiple opportuities for trasformative chage. arts-based processes have powerful trasformative potetial because they tap ito embodied kowig, hoor emotios, ad create spaces for rehearsal for actio.... ad imagiig of alterative realities (Butterwick ad lawrece 44). Guidig Priciples for Learig i Visual Arts the followig guidig priciples for learig i visual arts are based o curret thikig i curriculum developmet. the visual arts are uderstood to be a expressive art form a active, embodied, livig disciplie a form of literacy with a uique set of tools ad laguage, multimodal processes, skills, kowledge, ad forms Quality visual arts educatio affords a diverse ad broad rage of visual arts ad visual arts experieces, participatory approaches, ad ways of thikig about, learig, iterpretig, ad represetig the visual arts itegrates the four etworked essetial learig areas to develop cocepts ad skills with meaig, coherece, depth, ad competecy focuses o essetial questios of why visual arts learig is importat, what uderstadigs ad meaigs the visual arts tools ad laguage ca commuicate, what the visual arts ca reveal about culture ad idetity, ad what purpose ad meaig the visual arts have for idividuals ad commuities builds o prior visual arts learig i a reflective, recursive process so that ew possibilities emerge ad ew uderstadigs, patters, ad relatioships grow deeper, richer, ad more sophisticated ad complex over time ad through experiece is sufficietly substative to geerate deep coceptual uderstadig ad learig that eables learers to make coectios, reaso, iovate, problem solve, critique ad create (WCP 4) O v e r v i e w o f t h e V i s u a l A r t s F r a m e w o r k 7

22 egages ad motivates studets itrisically ad deeply i relevat, authetic, persoal ways bodily, itellectually, ad aesthetically ivites ad promotes opportuities for trasformative learig ad livig Quality learig i the visual arts occurs across ad betwee ested levels that iclude the idividual ad the collective learer (davis ad sumara 90 91) coects meaigfully ad dyamically to learig across subject areas ad the wider local ad global visual arts, artistic, ad cultural commuities icludes opportuities to explore creativity, imagiatio, risk takig, flexibility, ambiguity, ucertaity, ad studet choice icludes collaborative, diverse kowledge-buildig as it works i the world (WCP 9) the learig eviromet provides studets with opportuities to iquire, egage i learig coversatios, questio, dialogue, aalyze, iterpret, reflect, evaluate, costruct, ad share meaig through multiple perspectives values studet voice as essetial for establishig idividual ad collaborative directios for visual arts iquiry ad learig, developig learig goals, makig decisios, ad buildig criteria for learig ad assessmet respects ad values the diversity of studets ad ways of comig to kow withi the learig commuity (WCP 9) esures that ogoig assessmet as ad for learig is cetral to all visual arts learig to eable learers ad educators to observe, give ad receive feedback, revise, refie, pla, ad effectively promote ad achieve growth i the visual arts provides studets with multiple ad various ways to demostrate uderstadig ad achievemet of visual arts learig outcomes 8 K i d e r g a r t e t o G r a d e 8 V i s u a l A r t s : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s

23 V i s u a l a r t s F r a M E W o r K C o M P o E t s a d o r g a i Z a t i o The Visual Arts Framework Butterfly the Maitoba Visual arts Framework philosophy, essetial learig areas, ad learig outcomes are represeted graphically ad metaphorically by the image of a butterfly. as a graphic orgaizer, the butterfly image forms a diagram comprisig five distict ad itercoected parts: the four wigs that each coect to the fifth part, the mai body i the cetre. Each of the wigs represets oe of four essetial learig areas ito which the learig outcomes of the Visual arts Framework have bee classified. the cetral area or body of the butterfly, the part to which all the wigs coect, represets the studet as a youg developig artist. the butterfly image promotes the belief, itegral to the Visual arts Framework, that every studet s growth as a artist ad artistically literate perso ca be realized through ogoig learig experieces that coect creative artmakig activities, techical kowledge ad skill developmet, the buildig ad broadeig of cultural ad historical uderstadigs related to art ad life, ad ogoig reflective ad critical thikig opportuities that focus o art ad persoalized learig. the butterfly also fuctios as a metaphor for art ad art educatio, alludig to trasformatio, self-actualizatio, visual beauty, ad resiliece. the butterfly image may stimulate may other associatios by those who ecouter this Visual arts Framework; such geerative thikig is fittig for a framework iteded as a impetus to creative ad persoalized learig. V i s u a l A r t s F r a m e w o r k C o m p o e t s a d O r g a i z a t i o 9

24 The Cetre of the Butterfly the words The Youg Artist at the cetre of the visual arts butterfly uderscore the active, participatory ature of visual arts educatio ad emphasize the followig ideas ad relatioships: The Youg Artist the overarchig goal of the visual arts curriculum is to support, urture, ad ispire the growth of every studet as a artist ad as a artful learer. the studet is at the cetre. studets ow feeligs, perceptios, ideas, ad expressios matter immesely. it is critical that these are valued, explored, ad celebrated withi all art learig experieces. Every studet is a artist, oe whose growth ad learig are best facilitated withi rich, ope-eded, hads-o artmakig experieces. artistry is leared. all studets have artistic potetial. i developig the skills, uderstadigs, ad values idetified withi the visual arts learig outcomes, studets covert their potetial to reality. Youg artists matter. as studets become capable of perceivig, thikig, ad actig withi the various visual arts media, they jourey ito a importat form of artistic literacy. i learig to commuicate ideas, experieces, ad feeligs i ways that have o liguistic equivalet, studets coect with the world ad tap ito their ow creative capacities i ew ways. as studets lear to geerate ideas, idetify ad solve artistic problems with imagiatio ad flexibility, ad commuicate effectively i more ways, they jourey toward becomig creative, artistically literate adults ad citizes who will truly erich their ow lives ad the lives of their future commuities. 10 K i d e r g a r t e t o G r a d e 8 V i s u a l A r t s : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s

25 The Wigs Workig Together Whe the cetre of the visual arts butterfly coects with the four wigs, ew relatioships emerge. Each wig represets oe of the essetial learig areas ito which the geeral ad specific visual arts learig outcomes are orgaized. While the body of the butterfly evokes a holistic view of the studet as a youg artist, the wigs workig together articulate a rage of learig outcomes that collectively support a path to comprehesive, balaced, ad developmetally appropriate learig i visual arts. i the Visual arts Framework, the essetial learig areas are art laguage ad tools Creative Expressio i art uderstadig art i Cotext Valuig artistic Experiece although each of the four essetial learig areas presets a distict set of learig outcomes, their achievemet is ot iteded to be realized i isolatio. Just as real wigs work sychroously with each other, so the essetial learig areas are iteded to fuctio i a itegrated way. Rich visual arts experieces ivariably itegrate learig outcomes from the four essetial learig areas. Visual arts tools ad laguage are coected to how they may be used to create visual arts, what uderstadigs the tools ad laguage ca commuicate, why the visual arts are importat, ad what purpose ad meaig the visual arts have for idividuals ad commuities. Kowig i the ladscape of visual arts requires a etwork of coectios likig the idividual s locatio i the ladscape to the larger space (WCP 20). The Wigs Idividually the orgaizatio of learig outcomes ito distict, iterrelated learig areas, or wigs, is iteded to give a clear outlie of the kowledge, skills, ad attitudes studets are expected to demostrate i visual arts at various grades. Each of the four essetial learig areas cotais the followig compoets: Essetial learig area: Each essetial learig area begis with a statemet of the overall learig itet of the area or wig. Geeral learig outcomes (GLOs): the glos are broad statemets that idetify the kowledge, skills, ad attitudes that studets are expected to demostrate with icreasig competece ad cofidece from Kidergarte to grade 8. Specific learig outcomes (SLOs): the slos detail learig expectatios for studets at either a specific grade or a rage of grades. For some slos, coectios to key cocepts are provided i the appedices. these coectios offer backgroud i the form of developmetally appropriate cotet related to the slos. V i s u a l A r t s F r a m e w o r k C o m p o e t s a d O r g a i z a t i o 11

26 The Visual Arts Butterfly ART LANGUAGE AND TOOLS THE YOUNG ARTIST CREATIVE EXPRESSION IN ART UNDERSTANDING ART IN CONTEXT VALUING ARTISTIC EXPERIENCE 12 K i d e r g a r t e t o G r a d e 8 V i s u a l A r t s : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s

27 Essetial Learig Areas the Visual arts Framework idetifies the followig four essetial learig areas, alog with a statemet summarizig the overall learig itet of each area: Art Laguage ad Tools Studets demostrate uderstadig of ad facility with visual art elemets, priciples, ad media. Creative Expressio i Art Studets idividually ad collaboratively geerate, develop, ad commuicate ideas i creatig visual art for a variety of purposes ad audieces. Uderstadig Art i Cotext Studets coect the visual arts to cotexts of time, place, ad commuity, ad develop uderstadig of how art reflects ad iflueces culture ad idetity. Valuig Artistic Experiece Studets aalyze, reflect o, ad costruct meaig i respose to their ow ad others visual art. V i s u a l A r t s F r a m e w o r k C o m p o e t s a d O r g a i z a t i o 13

28 Geeral Learig Outcomes the geeral learig outcomes that relate to the four essetial learig areas (l, C, u, ad V) i the Visual arts (a) Framework are idetified below: Art Laguage ad Tools (L) Studets demostrate uderstadig of ad facility with visual art elemets, priciples, ad media. a l1 a l2 a l3 studets demostrate uderstadig of the elemets ad priciples of artistic desig i a variety of cotexts. studets demostrate uderstadig of ad facility with visual art media, tools, ad processes. studets develop skills i observatio ad depictio. Creative Expressio i Art (C) Studets idividually ad collaboratively geerate, develop, ad commuicate ideas i creatig visual art for a variety of purposes ad audieces. a C1 a C2 a C3 studets geerate ad use ideas from a variety of sources for creatig art. studets develop origial artworks, creatively itegratig ideas ad art elemets, priciples, ad media. studets fialize ad share their origial artworks. Uderstadig Art i Cotext (U) Studets coect the visual arts to cotexts of time, place, ad commuity, ad develop uderstadig of how art reflects ad iflueces culture ad idetity. a u1 a u2 a u3 studets experiece ad develop awareess of artworks from various times, places, social groups, ad cultures. studets experiece ad develop awareess of a variety of art forms, styles, ad traditios. studets demostrate uderstadig of the roles, purposes, ad meaigs of the visual arts i the lives of idividuals ad i commuities. Valuig Artistic Experiece (V) Studets aalyze, reflect o, ad costruct meaig i respose to their ow ad others visual art. a V1 a V2 a V3 a V4 studets demostrate iterest, curiosity, ad egagemet while experiecig art i a variety of cotexts. studets aalyze their ow ad others artistic compositios. studets costruct persoal iterpretatios of their ow ad others artworks. studets assess their learig i creatig ad experiecig art. the specific learig outcomes that relate to these essetial learig areas ad geeral learig outcomes are idetified i the ext sectio of the Visual arts Framework. a guide to readig the Visual arts Framework follows. 14 K i d e r g a r t e t o G r a d e 8 V i s u a l A r t s : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s

29 A Guide to Readig the Visual Arts Framework Art Laguage ad Tools DEVELOP YOUR ART TOOLBOX... Studets demostrate uderstadig of ad facility with visual art elemets, priciples, ad media. GENERAL LEARNING OUTCOMES A L1 A L2 A L3 Studets demostrate uderstadig of the elemets ad priciples of artistic desig i a variety of cotexts. Studets demostrate uderstadig of ad facility with visual art media, tools, ad processes. Studets develop skills i observatio ad depictio. Essetial learig area: Each essetial learig area begis with a statemet of the overall learig itet of the area or highlighted wig of the butterfly. Geeral learig outcomes (GLOs): Broad statemets idetify the kowledge, skills, ad attitudes that studets are expected to demostrate with icreasig competece ad cofidece from Kidergarte to Grade 8. Art Laguage ad Tools (A L1) Studets demostrate uderstadig of the elemets ad priciples of artistic desig i a variety of cotexts. Studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 Elemets of Art use art media, tools, ad processes to explore ad demostrate awareess of the elemets of art: lie, colour, texture, shape, form, ad space K 2 A L1.1 use the words lie, colour, texture, shape, ad space appropriately K 1 A L1.2 describe lies, colours, textures, ad shapes observed i artworks ad i ow surroudigs K 1 A L1.3 Priciples of Desig describe various patters i terms of repeatig ad varyig elemets K 1 A L1.4 create simple patters usig art media K A L1.5 Appedix A: Elemets of Art use art media, tools, ad processes to explore ad demostrate uderstadig of the elemets of art: lie, colour, texture, shape, form, ad space 3 4 A L1.1 use the words lie, colour, texture, shape, form, ad space appropriately, ad demostrate uderstadig that they comprise the elemets of art 2 4 A L1.2 idetify ad describe lies, colours, textures, shapes, forms, ad spaces i artworks ad i ow surroudigs 2 4 A L1.3 apply the words patter, variety, ad repetitio appropriately i various visual cotexts, icludig discussios of artworks 2 4 A L1.4 use repetitio ad variety to create ad modify patters usig various art media 1 4 A L1.5 idetify ad describe cotrastig elemets i art images ad objects ad i the atural ad costructed eviromet, ad maipulate elemets to create cotrast ad emphasis usig art media 2 4 A L1.6 idetify ad describe examples of symmetry ad asymmetry i ow surroudigs ad i art images ad objects 2 A L1 7 demostrate uderstadig of visual balace as a priciple of desig ad create differet kids of balace i ow artmakig usig two- ad three-dimesioal media 3 4 A L1.7 Specific learig outcomes (SLOs): The SLOs idetify learig expectatios for studets at either a specific grade or a rage of grades. Codes: The codes idetify the target grade(s) i which the SLO will be met the arts educatio disciplie the essetial learig area the GLO the SLO Example: 3 4 A L Grade(s) A Visual arts disciplie L Essetial learig area 1 GLO umber 1 SLO umber Note: Some SLO umbers do ot apply to all grades. Appedices: Key cocepts related to some SLOs are explaied i greater detail i the appedices. V i s u a l A r t s F r a m e w o r k C o m p o e t s a d O r g a i z a t i o 15

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31 K i d E r g a r t E t o g r a d E 8 V i s u a l a r t s studet learig outcomes

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33 Art Laguage ad Tools DEVELOP YOUR ART TOOLBOX Studets demostrate uderstadig of ad facility with visual art elemets, priciples, ad media. GENERAL LEARNING OUTCOMES a l1 a l2 a l3 studets demostrate uderstadig of the elemets ad priciples of artistic desig i a variety of cotexts. studets demostrate uderstadig of ad facility with visual art media, tools, ad processes. studets develop skills i observatio ad depictio. a r t l a g u a g e a d t o o l s 19

34 Art Laguage ad Tools (A L1) Studets demostrate uderstadig of the elemets ad priciples of artistic desig i a variety of cotexts. studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 Elemets of Art use art media, tools, ad processes to explore ad demostrate awareess of the elemets of art: lie, colour, texture, shape, form, ad space K 2 a l1.1 use art media, tools, ad processes to explore ad demostrate uderstadig of the elemets of art: lie, colour, texture, shape, form, ad space 3 4 a l1.1 appedix a: Elemets of art use the words lie, colour, texture, shape, ad space appropriately K 1 a l1.2 use the words lie, colour, texture, shape, form, ad space appropriately, ad demostrate uderstadig that they comprise the elemets of art 2 4 a l1.2 describe lies, colours, textures, ad shapes observed i artworks ad i ow surroudigs K 1 a l1.3 Priciples of Desig idetify ad describe lies, colours, textures, shapes, forms, ad spaces i artworks ad i ow surroudigs 2 4 a l1.3 describe various patters i terms of repeatig ad varyig elemets K 1 a l1.4 apply the words patter, variety, ad repetitio appropriately i various visual cotexts, icludig discussios of artworks 2 4 a l1.4 create simple patters usig art media K a l1.5 use repetitio ad variety to create ad modify patters usig various art media 1 4 a l1.5 idetify ad describe cotrastig elemets i art images ad objects ad i the atural ad costructed eviromet, ad maipulate elemets to create cotrast ad emphasis usig art media 2 4 a l1.6 idetify ad describe examples of symmetry ad asymmetry i ow surroudigs ad i art images ad objects 2 a l1.7 demostrate uderstadig of visual balace as a priciple of desig ad create differet kids of balace i ow artmakig usig two- ad three-dimesioal media 3 4 a l K i d e r g a r t e t o g r a d e 8 V i s u a l a r t s : M a i t o b a C u r r i c u l u m F r a m e w o r k o f o u t c o m e s

35 Art Laguage ad Tools (A L1) Studets demostrate uderstadig of the elemets ad priciples of artistic desig i a variety of cotexts. studets who have achieved expectatios for this grade are able to Grade 5 Grade 6 Grade 7 Grade 8 use art media, tools, ad processes to explore ad demostrate uderstadig of the elemets ad priciples of artistic desig 5 8 a l1.1 describe, i detail, the characteristics of art elemets observed i artworks ad i the atural ad costructed eviromet 5 6 a l1.3 appedix B: Elemets of artistic desig appedix C: Priciples of artistic desig aalyze how specific priciples of desig ca be applied to the orgaizatio of art elemets i artworks 5 6 a l1.4 demostrate a itegrated uderstadig of the elemets ad priciples of artistic desig i aalyzig visual compoets i artworks ad i the atural ad costructed eviromet 7 8 a l1.4 use appropriate art vocabulary to explai the use of art elemets ad priciples i ow compositios 5 8 a l1.8 a r t l a g u a g e a d t o o l s 21

36 Art Laguage ad Tools (A L2) Studets demostrate uderstadig of ad facility with visual art media, tools, ad processes. studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 practise safe ad appropriate use of various art media, tools, ad processes describe ow use ad experiece of art media, tools, ad processes, usig appropriate termiology K 2 a l2.2 K 4 a l2.1 describe ad compare a wide rage of art materials, tools, ad processes, usig appropriate termiology 3 4 a l2.2 appedix d: art Media, tools, ad Processes demostrate uderstadig of oral, writte, graphic, ad modelled istructios for art media, tools, ad processes 3 4 a l K i d e r g a r t e t o g r a d e 8 V i s u a l a r t s : M a i t o b a C u r r i c u l u m F r a m e w o r k o f o u t c o m e s

37 Art Laguage ad Tools (A L2) Studets demostrate uderstadig of ad facility with visual art media, tools, ad processes. studets who have achieved expectatios for this grade are able to Grade 5 Grade 6 Grade 7 Grade 8 demostrate safe ad appropriate use ad maiteace of a wide rage of art media, tools, ad processes 5 8 a l2.1 demostrate facility with a variety of techiques for usig art media (e.g., bledig chalk pastels, paitig wet o wet, had-buildig with clay) 5 8 a l2.2 itegrate kowledge of differet art media to create multimedia or mixed-media images ad/or objects (multimedia artworks: a wide rage of visual ad o-visual media are combied i works such as istallatio art, performace art, kietic sculpture, ad works usig techology mixed-media artworks: more tha oe art medium is used i a fiished artwork, such as a work that combies paitig ad sculpture) 5 8 a l2.3 demostrate uderstadig of oral, writte, graphic, ad modelled istructios to develop practical kowledge of ad skills i a rage of two- ad three-dimesioal media 5 6 a l2.4 exted ad refie artmakig skills idepedetly i persoally selected media (e.g., practisig techiques, explorig graphics software potetial, coductig research about particular art media, tools, ad processes) 7 8 a l2.4 appedix d: art Media, tools, ad Processes a r t l a g u a g e a d t o o l s 23

38 Art Laguage ad Tools (A L3) Studets develop skills i observatio ad depictio. studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 observe, talk about, ad use various art media to depict visual details i a wide rage of subjects (e.g., plats, aimals, people, objects) foud i images ad i life (e.g., i atural ad costructed eviromet) K 2 a l3.1 observe, talk about, ad use various art media to depict visual details ad geeral characteristics (e.g., gestures, relative proportios) i a wide rage of subjects foud i images ad i life 3 4 a l3.1 draw ad pait, demostratig uderstadig that lies ca depict the edges of observed, recalled, or imagied shapes ad forms K 1 a l3.2 use cotour lies to depict the edges of observed, recalled, or imagied shapes ad forms 2 3 a l3.2 appedix E: depictio use primary ad secodary cotour lies to depict the edges observed, recalled, or imagied aroud ad withi subjects 4 a l K i d e r g a r t e t o g r a d e 8 V i s u a l a r t s : M a i t o b a C u r r i c u l u m F r a m e w o r k o f o u t c o m e s

39 Art Laguage ad Tools (A L3) Studets develop skills i observatio ad depictio. studets who have achieved expectatios for this grade are able to Grade 5 Grade 6 Grade 7 Grade 8 observe ad depict variatios withi the art elemets i a wide rage of subjects (e.g., depict the effects of light ad shadow with toal charcoal drawig; mix a rage of observed atural colours with tempera pait; use a horizo lie, covergig lies, ad liear perspective to create the illusio of depth i a ladscape; apply a rage of textures to a clay sculpture) 5 8 a l3.1 demostrate facility with a variety of observatioal drawig strategies (e.g., use cotour drawig to otice ad depict the edges of forms; use a viewfider to frame a compositio; use a magifyig glass to observe ad draw close-ups; use gesture drawig to show movemet) 5 6 a l3.2 make appropriate choices of observatioal drawig strategies for ow artmakig 7 8 a l3.2 demostrate uderstadig of how to achieve accuracy i represetig a wide rage of observatios (e.g., proportio i drawig or modellig the huma figure ad face; overlappig forms i a still life; depth i a ladscape; scale ad perspective i represetig structures) 5 8 a l3.3 demostrate uderstadig of how to modify represetatio i two- ad three-dimesioal artworks (e.g., caricatured or exaggerated figures or faces; abstracted images or forms; X-ray views; impressioistic, expressioistic, or cubist iterpretatios of subject matter) 5 8 a l3.4 appedix E: depictio a r t l a g u a g e a d t o o l s 25

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41 Creative Expressio i Art IMAGINE, DESIGN, CREATE Studets idividually ad collaboratively geerate, develop, ad commuicate ideas i creatig visual art for a variety of purposes ad audieces. GENERAL LEARNING OUTCOMES a C1 a C2 a C3 studets geerate ad use ideas from a variety of sources for creatig art. studets develop origial artworks, creatively itegratig ideas ad art elemets, priciples, ad media. studets fialize ad share their origial artworks. C r e a t i v e E x p r e s s i o i a r t 27

42 Creative Expressio i Art (A C1) Studets geerate ad use ideas from a variety of sources for creatig art. studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 create images ad objects i respose to ideas derived from a variety of stimuli (e.g., from memory, imagiatio, learig i other subject areas, observatio of art ad of life) K 1 a C1.1 experimet costructively with grade-appropriate art elemets ad media to create a variety of images ad objects K 1 a C1.2 geerate multiple ideas for artmakig i respose to a give stimulus (e.g., as expressed withi exteded braistormig, thumbail sketches, drawigs, diagrams), with teacher guidace 2 4 a C1.1 search for ad discover ideas for artmakig through experimetatio with art elemets, priciples, ad media 2 4 a C1.2 search for ad discover ideas for artmakig through observatio of others (peers ad artists ) use of art elemets, priciples, ad media 2 4 a C1.3 collect visual ad other iformatio for use i stimulatig ad developig ow art ideas 2 4 a C K i d e r g a r t e t o G r a d e 8 V i s u a l A r t s : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s

43 Creative Expressio i Art (A C1) Studets geerate ad use ideas from a variety of sources for creatig art. studets who have achieved expectatios for this grade are able to Grade 5 Grade 6 Grade 7 Grade 8 geerate multiple ideas ad images for artmakig from persoally meaigful ad relevat sources (e.g., feeligs, memories, imagiatio, observatios, associatios; learig i other subject areas; cultural traditios; persoal resposes to curret evets, social ad evirometal issues, media ad techology) 5 8 a C1.1 geerate multiple ideas for artmakig through costructive experimetatio with art elemets, priciples, ad media geerate ad exted ideas for artmakig i respose to aalyzig artworks created by others demostrate uderstadig of experimetatio as a valuable compoet of the artmakig process collect ad explore a wide rage of visual ad other resources for use i stimulatig ad developig ow ideas for artmakig 5 8 a C a C a C a C1.5 C r e a t i v e E x p r e s s i o i a r t 29