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

44 Creative Expressio i Art (A C2) Studets develop origial artworks, creatively itegratig ideas ad art elemets, priciples, ad media. studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 make appropriate decisios about the selectio ad use of art media, elemets, ad subject matter i solvig artmakig problems K 2 a C2.1 describe ow decisios about the selectio ad use of art elemets while workig to solve artmakig problems K 2 a C2.3 make ogoig decisios about the use of art media, elemets, ad subject matter o the basis of ow purpose or itet for artmakig 3 4 a C2.1 explai ow decisios about the selectio ad use of art media, elemets, ad subject matter i ow ogoig artmakig 3 4 a C2.3 demostrate a valuig of risk takig as a compoet of the creative process (e.g., take risks, respect the risk takig of others) icorporate seredipitous discoveries ito ow creative work, as appropriate collaborate with others to develop artmakig ideas K 8 a C2.4 K 4 a C2.5 K 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

45 Creative Expressio i Art (A C2) Studets develop origial artworks, creatively itegratig ideas ad art elemets, priciples, ad media. studets who have achieved expectatios for this grade are able to Grade 5 Grade 6 Grade 7 Grade 8 explore the expressio of ideas, usig a variety of art media ad techiques 5 8 a C2.1 use desig strategies to visualize artmakig solutios ad pla related processes (e.g., drawig storyboards, plaig diagrams, creatig preparatory images or objects, maipulatig digital images) 5 8 a C2.2 select ad use art elemets, priciples, ad media creatively to solve a rage of artmakig problems (e.g., to represet the texture of drago ski, explore ad choose effective media ad techiques) 5 8 a C2.3 demostrate a valuig of risk takig as a compoet of the creative process (e.g., take risks, respect the risk takig of others) recogize seredipitous discoveries ad icorporate them ito ow creative work, as appropriate collaborate with others to develop ad exted artmakig ideas K 8 a C a C a C2.6 C r e a t i v e E x p r e s s i o i a r t 31

46 Creative Expressio i Art (A C3) Studets fialize ad share their origial artworks. studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 prepare ow artworks to share with others i a variety of cotexts K 1 a C3.1 revise ad refie ow artworks o the basis of established criteria 2 4 a C3.1 fialize ow artworks (e.g., make appropriate decisios as to whether ow work is fiished ) 2 4 a C3.2 cotribute parts to group artworks K a C3.3 work collaboratively to create ad share group art projects, with teacher guidace 1 2 a C3.3 work collaboratively to create ad share group art projects 3 4 a C3.3 cotribute ideas for creatig artist statemets to display with ow artworks i a variety of cotexts K 4 a C3.4 cotribute to group decisios about the display of artworks for various audieces K 2 a C3.5 participate creatively ad costructively i preparig art displays 3 6 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

47 Creative Expressio i Art (A C3) Studets fialize ad share their origial artworks. studets who have achieved expectatios for this grade are able to Grade 5 Grade 6 Grade 7 Grade 8 revise, refie, ad fialize ow artworks o the basis of appropriate criteria cotribute to the curatorial process, collaboratig with others to select ad share idividual ad group artworks create appropriate artist statemets to display with ow artworks i a variety of cotexts 5 8 a C a C a C3.4 participate creatively ad costructively i preparig art displays 3 6 a C3.5 demostrate kowledge of ad select appropriate settigs ad/or cotexts (e.g., publicatio, commuity exhibitio, school website, public istallatio) i which to preset ow artworks ad artist statemets 7 8 a C3.5 C r e a t i v e E x p r e s s i o i a r t 33

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49 Uderstadig Art i Cotext WHO, WHERE, WHEN, AND WHY ART? Studets coect the visual arts to cotexts of time, place, ad commuity, ad develop uderstadig of how art reflects ad iflueces culture ad idetity. GENERAL LEARNING OUTCOMES 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. u d e r s t a d i g a r t i C o t e x t 35

50 Uderstadig Art i Cotext (A U1) Studets experiece ad develop awareess of artworks from various times, places, social groups, ad cultures. studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 egage thoughtfully with artworks from various times, places, ad peoples recall ad describe (verbally or i other ways) ow experieces of idividual artworks K 2 a u1.2 K 8 a u1.1 demostrate awareess of specific works of art ad desig from various times, places, social groups, ad cultures (iclude: art ad desig from past ad preset ad from global, Caadia, ad Maitoba cultures, icludig First atios, iuit, ad Métis) 3 4 a u1.2 describe works of art ad desig experieced first-had i ow commuity K 2 a u1.3 describe works of art ad desig experieced first-had i ow commuity ad the places ad veues (e.g., galleries, places of worship, public buildigs, parks) where these experieces occurred 3 4 a u1.3 make basic distictios betwee actual artworks ad reproductios (e.g., art posters) K 2 a u 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

51 Uderstadig Art i Cotext (A U1) Studets experiece ad develop awareess of artworks from various times, places, social groups, ad cultures. studets who have achieved expectatios for this grade are able to Grade 5 Grade 6 Grade 7 Grade 8 egage thoughtfully with artworks from various times, places, ad peoples K 8 a u1.1 idetify, describe, ad compare works of art ad desig from various times, places, social groups, ad cultures (iclude: art ad desig from past ad preset ad from global, Caadia, ad Maitoba cultures, icludig First atios, iuit, ad Métis) 5 8 a u1.2 idetify, share, ad discuss examples of art ad desig experieced first-had i ow commuity ad the places ad veues (e.g., galleries, places of worship, public buildigs, parks) where these experieces occurred 5 8 a u1.3 demostrate awareess of the cotributios of a variety of visual artists from ow commuity, Maitoba, Caada, ad various global cotexts 5 8 a u1.5 u d e r s t a d i g a r t i C o t e x t 37

52 Uderstadig Art i Cotext (A U2) Studets experiece ad develop awareess of a variety of art forms, styles, ad traditios. studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 demostrate uderstadig that the visual arts exist i may differet forms (e.g., drawig, paitig, sculpture, applied art such as architecture, graphic desig) K 2 a u2.1 demostrate uderstadig that the visual arts exist i may differet forms (e.g., sculpture, photography, ceramics) ad styles (e.g., realistic, abstract) 3 4 a u2.1 demostrate uderstadig that artworks ca be categorized accordig to commo characteristics K 1 a u2.2 idetify ad describe various subject categories i art (e.g., ladscapes, portraits, still life) 2 4 a u2.2 recogize that visual art is a art form, alog with dace, drama, literary arts, ad music K 4 a u 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

53 Uderstadig Art i Cotext (A U2) Studets experiece ad develop awareess of a variety of art forms, styles, ad traditios. studets who have achieved expectatios for this grade are able to Grade 5 Grade 6 Grade 7 Grade 8 idetify ad characterize a variety of visual art forms (e.g., paitig, sculpture, photography, ceramics, istallatio art, applied arts ad desig, performace art) 5 8 a u2.1 demostrate awareess of geeral characteristic of art withi groups (e.g., cultural, social, historical, art movemets) 5 8 a u2.2 describe ad compare qualities of differet art forms (e.g., dace, drama, literary arts, music, visual arts) withi similar social, cultural, or historical groups 5 8 a u2.3 u d e r s t a d i g a r t i C o t e x t 39

54 Uderstadig Art i Cotext (A U3) Studets demostrate uderstadig of the roles, purposes, ad meaigs of the visual arts i the lives of idividuals ad i commuities. studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 demostrate uderstadig of ways i which artists ad desigers cotribute to the quality of everyday life K 2 a u3.1 demostrate uderstadig that may everyday objects (e.g., toys, clothes, magazies, cars, buildigs) are desiged by people with artistic traiig 3 4 a u3.1 demostrate awareess of the iteded meaigs ad/or purposes of artworks ecoutered i ow viewig ad artmakig experieces K 4 a u3.3 demostrate appreciatio of art as a meas of experiecig ad explorig ow ad others lives (e.g., feeligs, values, stories, evets, cultures) K 4 a u3.4 demostrate awareess that differet groups of people may have their ow characteristic artmakig styles or traditios (ideally, this awareess exteds to the art of ow cultural or social groups) egage ad/or iteract appropriately with artworks i a variety of settigs K 4 a u3.5 K 4 a u 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

55 Uderstadig Art i Cotext (A U3) Studets demostrate uderstadig of the roles, purposes, ad meaigs of the visual arts i the lives of idividuals ad i commuities. studets who have achieved expectatios for this grade are able to Grade 5 Grade 6 Grade 7 Grade 8 demostrate uderstadig of the multiple roles ad purposes of art ad desig i society (e.g., persoal fulfillmet, social commetary, religious expressio, commercial persuasio, status) 5 8 a u3.1 examie ad explai ow purposes for makig art 5 8 a u3.2 demostrate uderstadig of the iteded meaigs ad/or purposes of artworks ecoutered i ow viewig ad artmakig experieces 5 8 a u3.3 demostrate appreciatio of art as a meas of experiecig the world ad uderstadig the perspectives of others demostrate uderstadig of ways i which art reflects ad iflueces the idetity of idividuals ad groups 5 8 a u a u3.5 demostrate awareess of the impact of cotext o artists ad their art (e.g., cosider persoal, social, cultural, geographical/evirometal, historical cotexts) 5 8 a u3.6 egage ad/or iteract appropriately with artworks i a variety of settigs describe a variety of careers i art ad desig 5 8 a u a u3.8 u d e r s t a d i g a r t i C o t e x t 41

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57 Valuig Artistic Experiece VIEW, REFLECT, RESPOND Studets aalyze, reflect o, ad costruct meaig i respose to their ow ad others visual art. GENERAL LEARNING OUTCOMES 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. V a l u i g a r t i s t i c E x p e r i e c e 43

58 Valuig Artistic Experiece (A V1) Studets demostrate iterest, curiosity, ad egagemet while experiecig art 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 participate actively i art learig experieces ask relevat questios ad cotribute to discussios i art learig experieces K 4 a V1.1 K 4 a V 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

59 Valuig Artistic Experiece (A V1) Studets demostrate iterest, curiosity, ad egagemet while experiecig art i a variety of cotexts. studets who have achieved expectatios for this grade are able to Grade 5 Grade 6 Grade 7 Grade 8 egage cosistetly ad costructively i art learig experieces geerate relevat questios ad cotribute thoughtfully to discussios i art learig experieces 5 8 a V a V1.2 V a l u i g a r t i s t i c E x p e r i e c e 45

60 Valuig Artistic Experiece (A V2) Studets aalyze their ow ad others artistic compositios. studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 describe, with teacher guidace, ow ad others artworks i terms of subject matter ad art elemets ad media K 2 a V2.1 describe ow ad others artworks i terms of subject matter ad art elemets, priciples, ad media, ad demostrate uderstadig of the differeces betwee these compoets 3 4 a V2.1 aalyze, with teacher guidace, the orgaizatio of art elemets i artworks K 2 a V2.2 aalyze, with icreasig idepedece, the orgaizatio of art elemets i artworks 3 4 a V2.2 appedix F: sample aalytical Questios demostrate uderstadig that oticig details ehaces thikig about ad ejoymet of artworks K 4 a V 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

61 Valuig Artistic Experiece (A V2) Studets aalyze their ow ad others artistic compositios. studets who have achieved expectatios for this grade are able to Grade 5 Grade 6 Grade 7 Grade 8 aalyze ow ad others artistic compositios i terms of art media, desig, ad subject matter, usig appropriate ad descriptive art vocabulary 5 8 a V2.2 demostrate uderstadig that differet criteria ca be used to discuss the quality ad effectiveess of differet artworks (e.g., the criteria for aalyzig a realistic artwork would differ from those of a abstract, expressive, or o-represetatioal artwork) 5 8 a V2.3 demostrate uderstadig that detailed observatio ad reflectio iform artistic thikig, appreciatio, ad productio (e.g., use detailed observatios of others art to develop ad deepe ow creative work) 5 8 a V2.4 V a l u i g a r t i s t i c E x p e r i e c e 47

62 Valuig Artistic Experiece (A V3) Studets costruct persoal iterpretatios of their ow ad others artworks. studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 reflect o ad share ideas about meaig i ow ad others artworks (e.g., what a artwork is about, what feeligs it evokes, what it could be used for) K 1 a V3.1 reflect o, share, ad explai ideas about meaig i ow ad others artworks 2 4 a V3.1 express ow prefereces regardig artworks ad artmakig experieces K 1 a V3.2 describe ad explai ow prefereces regardig artworks ad artmakig experieces, usig appropriate art vocabulary 2 4 a V3.2 respect ad ackowledge that idividuals may have differet iterpretatios ad prefereces regardig artworks ad artmakig experieces 1 8 a V3.3 demostrate appreciatio for a wide rage of artworks ad artmakig experieces K 4 a V 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

63 Valuig Artistic Experiece (A V3) Studets costruct persoal iterpretatios of their ow ad others artworks. studets who have achieved expectatios for this grade are able to Grade 5 Grade 6 Grade 7 Grade 8 share ad justify iterpretatios of ow ad others artworks (e.g., share resposes, discuss persoal coectios, cosider cotexts i which works were created, explai what ad how the art is commuicatig) 5 8 a V3.1 share ad justify ow prefereces for artworks ad artmakig experieces, usig appropriate art vocabulary 5 8 a V3.2 respect ad ackowledge that idividuals may have differet iterpretatios ad prefereces regardig artworks ad artmakig experieces 1 8 a V3.3 respect ad value a wide rage of artworks ad artmakig experieces 5 8 a V3.4 V a l u i g a r t i s t i c E x p e r i e c e 49

64 Valuig Artistic Experiece (A V4) Studets assess their learig i creatig ad experiecig art. studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 participate i discussig ad establishig criteria for successful use of art media, elemets, ad processes K 4 a V4.2 reflect o ad describe ow process i creatig art K 1 a V4.3 reflect o ad describe ow process i creatig art, ad use art vocabulary appropriately to explai what worked well, problems ecoutered, ad solutios foud 2 4 a V4.3 compare ow learig i art to idetified learig goals ad criteria K 4 a V 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

65 Valuig Artistic Experiece (A V4) Studets assess their learig i creatig ad experiecig art. studets who have achieved expectatios for this grade are able to Grade 5 Grade 6 Grade 7 Grade 8 demostrate uderstadig of learig goals for ow artmakig experieces (e.g., We are workig o..., i am tryig to...) 5 8 a V4.1 collaborate i establishig appropriate criteria for assessig ad guidig ow learig i artmakig ad art viewig experieces (e.g., How will i kow what i have leared? What does success look like?) 5 8 a V4.2 provide ad respod to costructive feedback based o appropriate criteria for assessig art experieces assess ow artmakig process ad product usig appropriate assessmet criteria ad tools (e.g., portfolios, checklists, rubrics) establish, reflect o, ad reassess persoal goals for extedig ow learig i visual arts 5 8 a V a V a V4.5 V a l u i g a r t i s t i c E x p e r i e c e 51

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67 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 appedices

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69 Appedices INTRODUCTION the appedices i the Visual arts Framework provide developmetally appropriate supports related to key cocepts idetified i selected specific learig outcomes. the followig appedices provide support for developig skills ad uderstadigs related to elemets of art, elemets ad priciples of artistic desig, art media, tools, ad processes, depictio, ad aalysis: appedix a: Elemets of art appedix B: Elemets of artistic desig appedix C: Priciples of artistic desig appedix d: art Media, tools, ad Processes appedix E: depictio appedix F: sample aalytical Questios although a grade-appropriate sequece of kowledge ad skill developmet is suggested, these cocepts ad skills are uderstood to be part of a cotiuum of visual arts learig, with etry poits that will deped o the backgrouds ad previous experieces of idividual learers ad o the meaigful cotext of the learig. skills, kowledge, ad coceptual uderstadigs suggested for oe grade are also importat for subsequet grades. learig i visual arts is uderstood to be recursive; art laguage, tools, skills, ad coceptual uderstadigs grow deeper, richer, more sophisticated, ad more complex over time ad through experiece. a p p e d i c e s 55

70 Appedix A: Elemets of Art Elemet Kidergarte to Grade 2 Grades 3 ad 4 cotour lies (e.g., primary, secodary, cross) Lie lie weight (e.g., thick/thi, light/heavy, varied) lie character (e.g., physical ad emotive qualities) implied lies Colour tits ad shades (e.g., alter the value of colours with white or black) primary colour as the basis for mixig secodary ad other colours warm ad cool colours Texture physical characteristics (e.g., rough, smooth, fuzzy) texture rubbigs textured media the colour wheel complemetary colours aalogous colours colour itesity (e.g., add grey, add complemetary colour) visual ad actual textures (e.g., create, maipulate) Shape ad Form geometric ad orgaic shapes positive ad egative shapes soft ad hard edges symmetrical ad asymmetrical shapes ad forms positive ad egative spaces Space depth (ear ad far) picture plae (top, bottom, right, left) foregroud, middle groud, backgroud 56 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

71 Appedix B: Elemets of Artistic Desig Elemet Grades 5 to 8 Lie lie types: primary ad secodary cotours, gesture, lie as value (e.g., hatchig, cross-hatchig), implied lies lie weight (e.g., thick, thi, light, heavy, varied) lie directio (e.g., horizotal, vertical, diagoal, spiral) physical characteristics (e.g., straight, curved, zigzag, udulatig) emotive or associative characteristics (e.g., powerful, tetative, delicate, skylie, brachig lies) Colour ad Value colour wheel: primary, secodary, ad tertiary hues colour values: light ad dark, tits ad shades itesity: bright ad dull colour relatioships: complemetary, aalogous, moochromatic emotive or associative qualities (e.g., peaceful, eergetic, agry, juicy, fresh) Texture actual texture: texture that ca be felt through touch (e.g., the actual grai o wood) visual texture: texture that is implied through lie, colour, ad shape (e.g., the image of wood grai o a plastic tabletop) physical characteristics (e.g., rough, smooth, jagged, wavy, prickly) emotive or associative characteristics (e.g., cozy, feathery, getle, bold, earthy, idustrial) Shape ad Form shapes are two-dimesioal (2-d) ad have legth ad width forms (solids) are three-dimesioal (3-d) ad have volume (legth, width, ad depth) descriptors for the physical qualities of shapes ad forms (e.g., geometric, orgaic, symmetrical/asymmetrical, positive/egative) shapes may also be described usig other elemets (e.g., a blue shape with jagged edges, a smooth form) or by associative characteristics (e.g., a delicate shape, a atural form, shaped like a... ) Space pictorial space: the space represeted i a 2-d image actual space: i 3-d objects or i the eviromet, space is the emptiess or volume betwee, aroud, above, below, ad withi pictorial space may give the illusio of depth through the use of lie (e.g., the use of a horizo lie ad/or covergig lies, as i liear perspective, ca suggest a deep space) colour (e.g., warm ad bright colours seem to come forward, cool colours seem to recede) shape (e.g., shapes ca appear to overlap, dimiishig sizes of repeatig shape ca appear to be further away) texture (e.g., objects represeted with greater texture ad visible detail may appear to be closer tha objects with less texture ad detail) pictorial spaces may be described i terms of spatial zoes (e.g., foregroud, middle groud, backgroud) spaces may also be described i terms of physical, emotioal, ad associative qualities (e.g., shallow, deep, airy, claustrophobic, vast, cluttered) a p p e d i c e s 57

72 Appedix C: Priciples of Artistic Desig Priciple Grades 5 to 8 Balace balace refers to the way art elemets are arraged to create a sese of stability or equilibrium i a compositio balace may have various characteristics (e.g., symmetrical, approximately symmetrical, asymmetrical, radial) Cotrast cotrast refers to differeces betwee art elemets arraged i proximity to each other highly cotrastig elemets ca create drama or excitemet i a work, while the absece of cotrast ca create a calmig, peaceful effect Emphasis ad Focal Poit emphasis occurs whe a art elemet, or a combiatio of elemets, attracts more attetio i a compositio tha other elemets a artist may create a strog focal poit i a work by emphasizig a particular elemet Movemet artists ca create real movemet (e.g., i a kietic sculpture, a video), compositioal movemet (e.g., the way the parts of a artwork are arraged to lead the eye from oe place to the ext), ad represetatioal movemet (e.g., the depictio of a figure i motio) Proportio proportio is the relatioship i size of parts to oe aother ad to the whole depictig thigs i accurate proportio to each other may create realism proportios ca be exaggerated or distorted for expressive purposes (e.g., caricatures) Patter ad Rhythm Harmoy ad Uity patter is the repetitio of art elemets, or combiatios of art elemets, i a recogizable orgaizatio visual rhythm refers to the sese of movemet that may be created through the repetitio, alteratio, ad progressio of elemets harmoy occurs whe art elemets appear to work together i a pleasig way (the opposite of discord, as whe colours clash) uity refers to the sese of wholeess that a compositio may achieve whe all the elemets combie i a harmoious way Variety variety is the iclusio of differeces i the elemets of a compositio variety may be thought of as a priciple that offsets uity to create iterest 58 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

73 Appedix D: Art Media, Tools, ad Processes Media/Tools/ Processes Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 Grades 5 to 8 2-D Media Drawig oil ad chalk pastels pecils, crayos, markers wash drawigs (water-soluble markers ad water) crayo ad pait resist pe ad ik use calligraphic lies scratch board, charcoal computer graphics Paitig figer paits tempera pait ad brushes/rollers o various surfaces (e.g., differet papers, fabrics) acrylic pait: mix colour gradatios, properly clea permaet media ad brushes water colour: use trasparet ad opaque colours backgroud treatmet acrylic ad water colour paits ad associated ad advaced techiques pait paper, board, ad cloth surfaces with various media, icludig fabric dyes large ad small brushes, rollers, ad assorted paitig tools colour mixig: secodary ad tertiary colours use colour value ad itesity gradatios (cotiued) a p p e d i c e s 59

74 Appedix D: Art Media, Tools, ad Processes (cotiued) Media/Tools/ Processes Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 Grades 5 to 8 2-D Media (cotiued) Pritmakig/ Rubbig stampig, impritig, moopritig texture rubbig polystyree foam tray relief pritig: apply ad roll pait or ik ad pull prits by had polystyree foam ad collagraph plates wood ad liocut reliefs stecil techiques simple pritig press Collage/ Mosaics collage (e.g., tissue paper, fabric, atural ad maufactured objects) paper mosaics, images, buildig patters assemble ad glue cut, tor, or foud shapes or objects, papers, fabrics, atural ad maufactured materials ad objects various ad uusual media for collages relief assemblages collage exteded to 3-d form (cotiued) 60 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

75 Appedix D: Art Media, Tools, ad Processes (cotiued) Media/Tools/ Processes Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 Grades 5 to 8 3-D Media Modellig use modellig clay (commercial or homemade) use clay ad clay tools (e.g., pichig, squeezig, squashig, pullig, ad rollig clay, decoratig) 2-d ad 3-d images ad figures with modellig clay (commercial or homemade) 3-d modellig clay figures for claymatio; realistic aimal or huma portraits ad figures Pottery joiig techiques, slab- ad coil-buildig techiques safety cosideratios, proper care, storage, ad clea-up of materials ad tools had-buildig techiques with atural clay; modellig forms; addig texture ad detail large had-built clay vessels combiig slab, coil, ad modellig abstract sculpture or relief tiles, potter s wheel (cotiued) a p p e d i c e s 61

76 Appedix D: Art Media, Tools, ad Processes (cotiued) Media/Tools/ Processes Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 Grades 5 to 8 3-D Media (cotiued) Sculpture assemblage (foud object sculptures) papier-mâché techiques paper or cardboard sculptures sow sculpture atural materials papier mâché or plaster cloth o a wire armature foud object trasformatios Dioramas models of real or imagiary spaces or places; built o a flat surface or iside a 3-d form scale models Architecture drawigs, floor plas, models of structures ad buildigs desig ad build a model of a commuity (cotiued) 62 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

77 Appedix D: Art Media, Tools, ad Processes (cotiued) Media/Tools/ Processes Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 Grades 5 to 8 Other Applied Desig research world cultures ad apply traditioal approaches to media ad desig to ow work beadwork, jewellery, iterior desig, fuctioal objects (e.g., toys, cars, furiture) itegrate traditioal ad persoal desig elemets ito ow work (e.g., study cultural symbols, create cloth baer block prited with traditioal ad persoal symbols) Photography proper care ad hadlig of camera viewfidig techiques for usig a still camera (digital ad/or aalogue) maage digital files edit digital files create storyboards prit (digital) ad care for photographs maage ad edit ow photo files Video use a video camera maage ad edit ow video files (cotiued) a p p e d i c e s 63

78 Appedix D: Art Media, Tools, ad Processes (cotiued) Media/Tools/ Processes Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 Grades 5 to 8 Other (cotiued) Textiles fabric ad fibre: sewig ad weavig weavig, appliqué, quiltig, wearable art dyeig techiques: batik, pritig ad paitig o cloth Mixed Media foud ad recycled materials assemblage (foud object sculptures) combiatios of differet istallatio art kietic art, performace art, ad coceptual art Graphic Desig ad Book Craft zigzag ad sigle-sigature books sigle-page layout of text ad image altered books cloth-boud hardcover siglesigature books multiple-page layouts of text ad images computer publishig New Media the cotemporary art world is full of examples of artists pushig boudaries ad usig uexpected materials for artistic expressio. studets should have opportuities to experiece ad respod to such ideas i their ow artmakig. 64 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

79 Appedix E: Depictio Kidergarte to Grade 3 Grades 4 to 8 see ad describe the world ad ow depictios of it primarily i terms of subject matter (what the thig is) begi to see ad thik about ow subjects ad depictios i terms of compoet art elemets (e.g., characteristics of colour ad shape, kids of lies) begi to uderstad that the drawig surface ca represet the area withi ow field of view (as a sort of widow ) exted elemets of ow paitigs ad/or drawigs to the edges of the work to imply space beyod (e.g., thigs eter ad exit the edges of compositios) begi to look back ad forth from the subject to the drawig surface ad add details whe drawig begi to look back ad forth from the subject to the had while cotiuously drawig from observatio (i.e., cotiue to draw eve whe eyes leave the drawig ad focus o the subject) begi to recogize ad represet overlappig objects begi to use relative size, placemet, ad/or overlappig to create the appearace of depth i ow images (e.g., foregroud, middle groud, backgroud) begi to cosider ad make choices of poit of view whe framig the subject (e.g., i photography, thikig about camera agle ad distace from the subject) begi to use poit of view i a purposeful way (e.g., choose a close-up to emphasize a facial expressio or a certai texture; pait a bird s-eye view to represet a vast area) a p p e d i c e s 65

80 Appedix F: Sample Aalytical Questios the followig questios may be appropriate to use with studets whe observig ad discussig artworks with them. studets should first take time to look closely at ad thik about, draw, or describe the work i some detail. if studets are cogizat of what elemets are active i the work, they are better prepared to thik about how the elemets have bee orgaized by the artist. Focus o oly oe or two questios per sessio, ad choose questios that are suitable to the work studets will view. as studets become more cofidet with this level of discussio, ecourage them to participate i the selectio of questios. Evetually, studets will be able to ask ad aswer appropriate aalytical questios wheever they ecouter works of art that iterest them. sample Questios Which colours did the artist use the most? Which colour did the artist use the least? Which colours stad out the most, ad why do you thik so? Which shapes are repeated or echoed i the work? Which shapes are similar ad which are differet from all the rest? What other elemets are repeated (e.g., lies, textures)? Which are varied? What is the focal poit? that is, which oe thig attracts your eye the most? Which elemets did the artist arrage to make that oe thig stad out? as your eyes move aroud i the work, where do they go? does the artist lead your eyes o a path? do other viewers follow it i the same way? How has the artist divided up the space of the picture? are thigs spread out or are they grouped closely i oe particular area? are elemets i the artwork balaced symmetrically or asymmetrically? 66 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

81 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 glossary

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83 g l o s s a r Y the followig terms are provided for clarificatio ad uderstadig of selected termiology used i Maitoba s Kidergarte to grade 8 visual arts curriculum ad resources. these terms are ot iteded to be exhaustive. Educators are ecouraged to cosult the recommeded visual arts resources for additioal ad alterative termiology. aalogous colours Colours located ext to oe aother o the colour wheel (e.g., blue ad violet, orage ad red). art forms Broad categories of art (e.g., visual art, dace, drama, music); classificatios of actio ad materials by which a artwork is made (e.g., pritmakig, sculpture, drawig). artist statemet a cocise, writte or spoke summary of a artist s itetios, materials, processes, iflueces, backgroud, ad/or reasos for makig a artwork; what a artist would like a viewer to kow about his or her art. art style the qualities of a artwork that idicate its author or cotext (e.g., time, place, culture, art media ad techique, situatio, ideology, group of artists); recogized art styles iclude abstractio, impressioism, expressioism, realism, ad so o. art traditio the cultural cotext i which art is made or used. asymmetrical balace Balace i a asymmetrical compositio that may be achieved by creatig equal visual weight or effect betwee differet parts or elemets of a compositio (e.g., a large, blue square o oe side of a image, balaced by a pair of small, bright red circles o the other side). asymmetry the elemets or parts of a compositio that are differet or uequal i size, shape, ad/or positio compared to other elemets or parts; differig desig of image o oe half or side of a compositio from that of the other half or side. backgroud the area i a compositio that appears to be behid the subject; the elemets i the compositio that appear to be furthest from the viewer. balace a priciple of desig cocered with the balace of visual weight carried by elemets i a artwork; created whe visual elemets are symmetrically or asymmetrically arraged to produce the effect of equal visual weight or importace, or harmoious desig ad/or proportio, by offsettig or balacig positio, shape, colour, lightess, ad darkess. collage a art form usig various ad multiple media (e.g., fabric, orgaic materials, foud objects, photographs, ewspapers, prited text, illustratios, digital media, paited or draw areas) arraged o a flat surface. colour the visual effect caused by the reflectio or absorptio of a specific wavelegth of light; a elemet of desig cosistig of the properties of hue, value, itesity, ad temperature; the process of mixig, addig, ad balacig hues i a compositio. colour itesity itesity of colour that results from usig a pure (umixed) hue, usig saturated (udiluted) colour, or from placig a colour ext to its complemetary colour. g l o s s a r y 69

84 colour wheel the circular arragemet of pure hues, based o how the pait pigmets of primary colours mix to produce secodary colours (red, violet, blue, gree, yellow, orage), ad may also iclude tertiary colours. (see also primary colours, secodary colours, ad tertiary colours.) complemetary colours Colours located opposite from oe aother o the colour wheel (e.g., red ad gree, orage ad blue); colours that appear to itesify each other whe juxtaposed. cotour lie a lie that describes ad defies the edges, ridges, or outlie of a subject, shape, or form. cotrast a priciple of desig that provides emphasis, visual iterest, ad effect through juxtapositio of marked differeces of oe or more elemets of desig (e.g., colour, shape, lightess, darkess) ad a variety of differig elemets i a compositio. cool colours Colours associated with water or ice (e.g., blue, gree); colours cotaiig blue; colours that appear to recede i compariso with warmer colours. (see also warm colours.) creative process the ogoig process of explorig, geeratig, selectig, developig, refiig, reflectig, ad commuicatig ideas i ad through art. (the creative process ca apply to ay domai, but here the focus is o visual art.) cross-cotour lies Horizotal ad/or vertical lies that move across a subject to suggest form ad volume. cross-hatchig a techique usig two or more crossed sets of repeated parallel lies to create darker value, texture, ad/or patter i a drawig. curate Performig the work of a curator; the work doe i a gallery or museum to select artwork or artifacts, pla exhibitios, ad create displays for public viewig. depictio the process of makig a represetatio of a subject, or commuicatig a idea visually; a represetatio of a cocept or subject i visual form. depth the distace from frot to back of a three-dimesioal artwork; a imagiary measuremet from the viewer s eye ito the implied space created withi two-dimesioal (flat) artwork; a illusio of depth created by usig perspective, overlappig forms, scale, colour, ad placemet of elemets withi a compositio. elemets of desig Basic visual ad tactile parts of a compositio; the desig elemets of visual art are lie, colour ad value, texture, shape ad form, ad space. focal poit a priciple of desig or part of a compositio o which a viewer s attetio is focused; created by usig elemets such as cotrast, directioal lies, the uusual or uexpected, isolatio, covergece, locatio, recogizable subjects, ad so o. foregroud What appears to be i frot of other elemets i a compositio ad attracts attetio first; the elemets that appear to be closest to the viewer; the area i a ladscape compositio that is ofte closest to the bottom of the picture plae. form a elemet of desig referrig to the properties of a threedimesioal object, a geometric solid (e.g., sphere, cube, rectagular prism, coe, pyramid), or a orgaic form. (see also art form.) 70 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

85 foud objects Everyday ad o-stadard objects used to create artwork. geometric shape a regular, two-dimesioal (flat), eclosed area o geometric figures (e.g., square, triagle, rectagle, circle, octago). hatchig repeated, closely spaced parallel lies used to create value, texture, ad/or shadig i a drawig. hue ay colour i the light spectrum i its pure state. implied lie a row or colum of distict elemets; a liear patter that creates a path for the eye to follow through a visual field. itesity the brightess or dulless of a pure colour or hue. lie a elemet of desig; a mark made by pullig a drawig tool (e.g., pecil) across a surface; a represetatio of the edges or cotours of a subject. lie character the qualities of a lie (e.g., directio, fluidity, thickess, straightess, brokeess, colour). Variatios i lie quality ca add iterest to a drawig ad covey iformatio ad emotio (e.g., a jagged cotour lie may covey that the subject is furry, while a fluid lie ca idicate a calm mood). lie weight the heaviess or lightess of a lie; ca refer to the importace of a lie (i.e., how much it stads out i a compositio). a lie s weight (how much it is oticed) depeds o its thickess, blackess (or brightess of colour), or active (scribbled) character. media the plural form of art medium; materials used to create a artwork (e.g., pait, clay, paper, fabric, charcoal, orgaic ad foud materials). (see also mixed media ad multimedia.) medium the sigular form of two- or three-dimesioal art materials or media used to create artwork. middle groud the area i a compositio that appears to be betwee the foregroud ad the backgroud; the elemets that appear to be i the middle distace i the image. mixed media the variety of materials or substaces (e.g., pait, collage) used withi oe artwork. (see also media ad multimedia.) moochromatic Havig oe colour. Variatio is achieved by dilutig the colour, or mixig tits ad/or shades, to achieve lighter ad darker values of the same hue. mosaic artwork created with small pieces of media (e.g., paper, tile, glass, beads, coloured stoes, foud objects). multimedia the variety of media used i domais such as electroics, techologies, video, recorded music, ad so o. (see also media ad mixed media.) egative shape areas aroud ad betwee parts of a two-dimesioal subject (e.g., the triagular shapes created betwee the spokes of a drawig of a bicycle). egative space ad egative shape are ofte used iterchageably; however, egative shapes are twodimesioal, while egative spaces may iclude both two- ad three-dimesioal forms. G l o s s a r y 71

86 egative space areas surroudig or eclosed by a subject (e.g., the spaces betwee ad aroud the braches of a tree). orgaic shape a object or a represetatio with irregular, free-flowig, or ovoid cotours; ofte a atural shape (e.g., a leaf, a puddle). patter a priciple of desig i which oe or more elemets are sequetially repeated (e.g., a row of geometric shapes, a patchwork of alteratig colours). picture plae the actual surface (e.g., paper, cavas) used for a represetatioal two-dimesioal artwork. positive shape a eclosed area that represets a two-dimesioal subject rather tha its surroudig area (e.g., the circular shape of a pizza, rather tha the triagular shape left by a missig slice). Positive shape ad positive space are ofte used iterchageably; however, positive space is more iclusive, as it icludes both two- ad threedimesioal forms. positive space a two- or three-dimesioal shape or form that represets a subject rather tha its surroudig space (e.g., the braches of a tree, rather tha the spaces betwee the braches). Positive shape ad positive space are ofte used iterchageably; however, positive space is more iclusive, as it icludes both two- ad threedimesioal forms. primary colours the three colours from which other colours may be mixed: red, yellow, ad blue; caot be created by mixig other colours. Electroic media may use other systems (e.g., cya blue, mageta, yellow, ad black [CMYK]). priciples of desig schema by which the elemets i artwork are plaed, orgaized, ad aalyzed; the desig priciples iclude balace, cotrast, emphasis ad focal poit, movemet, proportio, repetitio, patter ad rhythm, harmoy ad uity, ad variety. repetitio a priciple of desig i which oe or more elemets i a compositio are repeated to create uity i the artwork. secodary colours Colours that ca be made by mixig two primary colours (e.g., yellow + red = orage; red + blue = violet; yellow + blue = gree). shade Black (or aother eutral dark value) added to a colour to produce a darker value of the same hue (e.g., blue + black = dark blue); to add darker values or shadows to a area of a compositio (e.g., addig cross-hatchig i a drawig). shape a elemet of desig; the two-dimesioal, eclosed area defied ad described by elemets such as colour, value, lie, ad/or texture. two-dimesioal shapes may be represetatios of geometric objects (e.g., square, triagle, circle, octago) or orgaic objects with irregular or varyig cotours (e.g., leaf, puddle). space a elemet of desig; the area or depth of field suggested i a image (e.g., the space suggested i a ladscape paitig as a result of the use of liear perspective, colour, overlappig forms, scale); the area aroud, betwee, above, below, ad cotaied withi images or elemets of a artwork. symmetry a mirror image; balace or repetitio of oe part of a form, image, or compositio to aother. 72 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

87 tertiary colours Colours derived from mixig two primary colours uequally, equivalet to mixig a primary colour with a secodary colour (e.g., blue-gree, red-violet). texture a elemet of desig; tactile quality, or how a material feels to the touch (e.g., bumpy, furry, smooth); marks made to represet the surface quality of a subject (e.g., usig repeated pecil marks to idicate fur); recreatig a surface quality by addig threedimesioal materials (e.g., textured pait, tactile collage materials). texture character the quality of a texture (e.g., furry, smooth, bumpy, spiky). thumbail sketch a small, quick drawig used to describe a idea or a gesture, or to pla a compositio. tit White added to a colour to produce a lighter value of the same hue (e.g., white + blue = light blue). toe Black ad white (grey) added to a pure hue. uity a priciple of desig; created whe elemets are arraged to give a artwork the feelig of coherece, itegrity, wholeess, ad oeess. value the lightess or darkess of a colour or hue. variety a priciple of desig cocered with providig cotrast, or iterruptig a predictable placemet or patter; used to create tesio or visual iterest. visual art a creative work experieced visually (e.g., paitig, drawig, photograph); may also be tactile (e.g., sculpture, collage), or iclude multimedia or drama (e.g., istallatio, performace art). visual art tools items used to apply ad maipulate art media. artmakig may require a wide variety of tools (e.g., paitbrushes for paitig, carvig tools for relief pritmakig, hammers ad other woodworkig tools for sculpture, computer software for graphic desig). visual balace see balace. volume the space withi a three-dimesioal form or a solid. warm colours Colours associated with heat or fire; colours cotaiig yellow, orage, ad red; colours that appear to recede i compariso to warm colours. (see also cool colours.) G l o s s a r y 73

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89 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 Bibliography

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91 B i B l i o g r a p h y alsobrook, Joseph. Pathways: A Guide for Eergizig ad Erichig Bad, Orchestra, ad Choral Programs. Chicago, il: gia publicatios, atlatic provices Educatio Foudatio. Foudatio for the Atlatic Caada Arts Educatio Curriculum. halifax, NS: atlatic provices Educatio Foudatio, Bartel, lee, ed. Questioig the Music Educatio Paradigm. research to practice: a Bieial Series. Vol. 2. Toroto, on: Caadia Music Educators associatio, Boorma, Joyce. Creative Dace i the First Three Grades. Do Mills, on: logma, Creative Dace i Grades Four to Six. Do Mills, on: logma Caada ltd., Bowma, Waye. Educatig Musically. The New Hadbook of Research o Music Teachig ad Learig: A Project of the Music Educators Natioal Coferece. Ed. richard Cowell ad Carol richardso. New york, Ny: oxford Uiversity press, British Columbia Miistry of Educatio. Dace K to 7. Draft, March 9, Victoria, BC: British Columbia Miistry of Educatio, Drama K to 7. Draft, april 19, Victoria, BC: British Columbia Miistry of Educatio, Visual Arts K to 7. Draft, February 17, Victoria, BC: British Columbia Miistry of Educatio, Buchaa, heather J., ad Matthew W. Mehaffey, eds. Teachig Music through Performace i Choir. Vol. 1. Chicago, il: gia publicatios, Teachig Music through Performace i Choir. Vol. 2. Chicago, il: gia publicatios, Butterwick, Shaua, ad radee lipso lawrece. Creatig alterative realities: arts-based approaches to Trasformative learig. Trasformative Learig i Practice: Isights from Commuity, Workplace, ad Higher Educatio. Ed. Jack Mezirow, Edward W. Taylor, ad associates. Sa Fracisco, Ca: Joh Wiley, Califoria Departmet of Educatio. Visual ad Performig Arts Framework for Califoria Public Schools: Kidergarte through Grade Twelve. Sacrameto, Ca: Califoria Departmet of Educatio, available olie at < vpastadards.pdf>. Choksy, l., ad Z. Kodály. The Kodály Cotext: Creatig a Eviromet for Musical Learig. Eglewood Cliffs, NJ: pretice-hall, Music K to 7. Draft, February 4, Victoria, BC: British Columbia Miistry of Educatio, B i b l i o g r a p h y 77

92 Coalitio for Music Educatio i Caada ad Caadia Music Educators Associatio. Cocepts ad Skills for Pre-Kidergarte to Grade 8: Achievig Musical Uderstadig. Agicourt, ON: Coalitio for Music Educatio i Caada ad Caadia Music Educators Associatio, Available olie at < cmea.ca/images/pdf/prek_gr8_cocepts.pdf> Colwell, Richard J., ad Thomas W. Goolsby. The Teachig of Istrumetal Music. 3rd ed. Upper Saddle River, NJ: Pretice Hall, Coe, Theresa Purcell, ad Stephe L. Coe. Teachig Childre Dace. 2d ed. Champaig, IL: Huma Kietics, Cooper, Ly G. Teachig Bad ad Orchestra: Methods ad Materials. Chicago, IL: GIA Publicatios, Davis, Bret, ad Deis Sumara. Complexity ad Educatio: Iquiries ito Learig, Teachig, ad Research. New York, NY: Lawrece Erlbaum Associates, Eiser, Elliot W. The Arts ad the Creatio of Mid. New Have, CT: Yale Uiversity Press, The State of the Arts ad the Improvemet of Educatio. Maitoba Associatio of Art Educatio Joural 1.1 (2002): 2 6. Elliott, David J. Music Matters: A New Philosophy of Music Educatio. New York, NY: Oxford Uiversity Press, Feldma, Edmud Burke. Varieties of Visual Experiece. Upper Saddle River, NJ: Pretice Hall, Fosot, Catherie Twomey, ed. Costructivism: Theory, Perspectives, ad Practice. 2d ed. New York, NY: Teachers College Press, Greee, Maxie. Releasig the Imagiatio: Essays o Educatio, the Arts, ad Social Chage. Sa Fracisco, CA: Jossey-Bass, Gude, Olivia. Priciples of Possibility: Cosideratios for a 21st Cetury Art ad Culture Curriculum. Art Educatio: The Joural of the Natioal Art Educatio Associatio 60.1 (Ja. 2007): Haley, Betty, ad Thomas W. Goolsby, eds. Musical Uderstadig: Perspectives i Theory ad Practice. Victoria, BC: Caadia Music Educators Associatio, Haley, Betty, ad Bria A. Roberts, eds. Lookig Forward: Challeges to Caadia Music Educatio. Waterloo, ON: Caadia Music Educators Associatio, Heiig, Ruth Beall. Creative Drama for the Classroom Teacher. Eglewood Cliffs, NJ: Pretice Hall, Kaigel, Robert. The Oe Best Way: Fredrick Wislow Taylor ad the Eigma of Efficiecy. Cambridge, MA: The MIT Press, Kassig, Gayle, ad Daielle M. Jay. Dace Teachig Methods ad Curriculum Desig: Comprehesive K 12 Dace Educatio. Champaig, IL: Huma Kietics, Laba, Rudolf. The Mastery of Movemet. 4th ed. Rev. Lisa Ullma. Plymouth, UK: Macdoald ad Evas, 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

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