VISUAL ARTS KINDERGARTEN TO GRADE 7. Curriculum 2010 CUR 004

Transcription

1 VISUAL ARTS KINDERGARTEN TO GRADE 7 Curriculum 2010 CUR 004

2 Copyright 2010 Ministry of Education, Province of British Columbia. Copyright Notice No part of the content of this document may be reproduced in any form or by any means, including electronic storage, reproduction, execution, or transmission without the prior written permission of the Province. Proprietary Notice This document contains information that is proprietary and confidential to the Province. Any reproduction, disclosure, or other use of this document is expressly prohibited except as the Province may authorize in writing. Limited Exception to Non-Reproduction Permission to copy and use this publication in part, or in its entirety, for non-profit educational purposes within British Columbia and the Yukon, is granted to (a) all staff of BC school board trustees, including teachers and administrators; organizations comprising the Educational Advisory Council as identified by Ministerial Order; and other parties providing, directly or indirectly, educational programs to entitled students as identified by the School Act, R.S.B.C. 1996, c.412, or the Independent School Act, R.S.B.C. 1996, c.216, and (b) a party providing, directly or indirectly, educational programs under the authority of the Minister of the Department of Education for the Yukon Territory as defined in the Education Act, R.S.Y. 2002, c.61.

3 Contents Acknowledgments... 5 Introduction... 7 Rationale... 7 Curriculum Organizers... 7 Visual Arts K to 7: At a Glance... 9 and Kindergarten Grade Grade Grade Grade Grade Grade Grade Glossary VISUAL ARTS K TO 7 3

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5 Acknowledgments Many people contributed their expertise to this document. The Ministry of Education would like to thank all those whose contributions to the various development phases of this curriculum informed the final document. In particular, the Ministry acknowledges the following educators for their consultation and contributions to this curriculum. GT Publishing Services editing and consultation 2005 to 2006 Julie Johnston Regan Rasmussen Janice Keys School District No. 37 (Delta) School District No. 62 (Sooke) School District No. 41 (Burnaby) and the participants at the BC Arts Education Focus Schools Forum 2009 to 2010 Mike Emme Kit Grauer Donald MacDougall Ling Mellis Regan Rasmussen Irvin Waskewitch University of Victoria University of British Columbia Independent School (Vancouver) School District No. 36 (Surrey) School District No. 62 (Sooke) First Nations Education Steering Committee VISUAL ARTS K TO 7 5

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7 Rationale The visual arts are an essential form of communication, indispensable to inquiry and expression. From an early age, children draw, paint, build, and model in order to interact with their environment and create images that express their understanding of the world. Visual arts education builds on these experiences, providing opportunities for all students to perceive, respond to, and create images, and to communicate through them. Through these processes, students become aware of the ideas and emotions expressed in visual images and gain the knowledge, skills, and attitudes needed to engage in and appreciate the visual arts throughout their lives. Images are central to the visual arts. Through visual arts education, students develop understanding of the personal, social, cultural, and historical contexts in which images are viewed and created. Visual arts education also involves students in image-development and design processes. They engage in purposeful and inventive activities-using a variety of materials, technologies, and processes-to organize visual elements according to the principles of design. The Visual Arts K to 7 curriculum develops and extends the knowledge, skills, and attitudes that form the basis for visual arts education from Kindergarten to Grade 12. This curriculum document has been designed to make visual arts accessible to all students while encouraging the aesthetic, physical, intellectual, social, and emotional development of each individual. Curriculum Organizers The for Visual Arts K to 7 are grouped under the following curriculum organizers: Creative Processes Skills and Strategies Context Exhibition and Response Note that these organizers are provided for the purpose of categorizing Prescribed Learning Outcomes, which are coded alphanumerically for Introduction INTRODUCTION ease of reference; this organization is not intended to mandate a linear means of course delivery. Creative Processes An important part of art learning for children is their demonstration of a willingness and capacity to invent and discover. The creative process of exploration, selection, combination, refinement, and reflection is experienced and expressed as inventing and discovering materials, processes, and ideas, which nurtures students capacities to be active learners. The creative process also has a social dimension as students work with partners or in groups. As they create, students are experiencing, gaining knowledge, experimenting, and facilitating at the same time. In creative learning, both process and product are valued: students need opportunities to practise taking creative risks without always having to aim for a predetermined quality standard. Skills and Strategies In this curriculum organizer, students learn about the visual conventions that form the building blocks of visual images. These include image-development strategies (including elaboration, repetition, simplification, abstraction, multiplication, superimposition, fragmentation, animation, serialization, stylization, rotation, reversal, point of view, magnification, minification, juxtaposition, metamorphosis, distortion, and exaggeration) visual elements (including colour, line, shape, texture, form, value, tone, and space) principles of design (including pattern, symmetrical balance, radial balance, asymmetrical balance, contrast, emphasis, movement, rhythm, and unity) materials (e.g., paint, chalk, charcoal, markers, paper, clay, glue, fabric, film), technologies (e.g., paintbrush, kiln, loom, camera, computer), and processes (e.g., painting, drawing, sculpting, weaving, photography, collage, assemblage, printmaking). At the elementary level, students develop a growing awareness of the skills and strategies of visual arts in their own work, and in that of others. Students at all grade levels, from Kindergarten to Grade 12, use these skills and strategies with VISUAL ARTS K TO 7 7

8 INTRODUCTION increasing degrees of refinement and complexity as they gain experience and maturity. Note: specific image-development strategies, visual elements, and principles of design are identified in the and suggested achievement indicators. These concepts are specified for particular grades to ensure that they are taught and assessed. It is understood, however, that these skills are acquired over a number of years, and that teachers will continue to address various strategies, elements, and principles at multiple grades. Context Images are created and perceived within personal, social, cultural, and historical contexts. The visual arts have been integral to cultures throughout history, serving as dynamic forms of expression that can reflect or challenge societal norms and values. The visual arts express and are influenced by personal contexts such as gender, age, life experience, beliefs, and values social and cultural contexts such as belief systems, economics, race and ethnicity, environment, and technology historical contexts such as time, place, and point of view. In the elementary years, students need a variety of opportunities to view examples of historical and contemporary artworks from diverse cultures. As students increase their understanding of the relationships between art and context, they develop their abilities to critically examine artworks and create personally meaningful images. Exhibition and Response Displaying and exhibiting images is an important part of communication in visual arts. By working collaboratively to select works for display in informal or formal settings, students learn to make critical decisions about their own and others works, and understand that the purpose of an image can vary according to its audience. This organizer also provides opportunities for students to gain skills in art criticism the process of describing, interpreting, and evaluating artworks according to set criteria. An informed and sensitive response takes into account the contexts of the artist and the viewer and may involve the artist in self-evaluation. 8 VISUAL ARTS K TO 7

9 INTRODUCTION Visual Arts K to 7: At a Glance Kindergarten Grade 1 Grade 2 Grade 3 using image sources such as imagination, observation, and stories exploring, identifying, and creating images using the image development strategy of elaboration visual elements of colour, line, and shape the principle of pattern exploring and creating images using a variety of materials, technologies, and processes creating images for a variety of purposes various purposes of visual arts responding to artworks using a variety of image sources (e.g., imagination, observation, stories) exploring, describing, and creating images using the image development strategy of magnification visual elements of colour, line, shape, and texture the principle of pattern exploring and creating images using a variety of materials, technologies, and processes creating images for a variety of purposes awareness of safety and environmental considerations for the use of materials, technologies, and processes various purposes of visual arts personal preferences for artworks displaying individual and group artworks using a variety of image sources (e.g., feelings, imagination, observation, memory) exploring, describing, and creating images using the image development strategies of simplification and abstraction visual elements of colour, line, shape, and texture the principle of symmetrical balance exploring and creating images using a variety of materials, technologies, and processes creating images for a variety of purposes safe and environmentally responsible use of materials, technologies, and processes variety of reasons people make and use visual arts responding to artworks displaying individual and group artworks using a variety of image sources (e.g., imagination, observation, stories) exploring, describing, and creating images using the image development strategies of multiplication, superimposition, and fragmentation visual elements of colour, line, shape, and texture the principle of radial balance exploring and creating images using a variety of materials, technologies, and processes creating images for a variety of purposes safe and environmentally responsible use of materials, technologies, and processes variety of reasons people make and use visual arts differences between original artworks and reproductions responding to artworks created for a variety of purposes reasons for preferences displaying individual and group artworks VISUAL ARTS K TO 7 9

10 INTRODUCTION Grade 4 Grade 5 Grade 6 Grade 7 using a variety of image sources drafting and sketching ideas for images exploring, comparing, and creating images using the image development strategies of animation, serialization, and stylization a range of visual elements, including form the principles of contrast and emphasis exploring and creating images using a variety of materials, technologies, and processes creating images for a variety of purposes safe and environmentally responsible use of materials, technologies, and processes variety of reasons people make and use visual arts distinctive styles of visual images from various historical, cultural, and social contexts ethical considerations for copying and appropriating images types of artists in the community responding to artworks created for a variety of purposes reasons for preferences working co-operatively to develop a group display using a variety of image sources drafting and sketching ideas for images exploring, analysing, and creating images using the image development strategies of rotation and reversal a range of visual elements, including tone and value the principle of movement exploring and creating images using a variety of materials, technologies, and processes creating images for a variety of purposes safe and environmentally responsible use of materials, technologies, and processes distinctive styles of visual images from various cultures and historical periods ethical considerations for copying and appropriating images opportunities for visual arts in the community responding to artworks created for a variety of purposes reasons for preferences collaborating to develop a group display using a variety of image sources compiling ideas for image making (e.g., visual journal) exploring, analysing, and creating images using the image development strategies of point of view, magnification, and minification a range of visual elements, including space the principles of rhythm and asymmetrical balance exploring and creating images using a variety of materials, technologies, and processes creating images for a variety of purposes safe and environmentally responsible use of materials, technologies, and processes historical and cultural contexts of images ethical considerations for copying and appropriating images personal opportunities for visual arts in the community interpreting responses to artworks and exhibitions collaborating to develop a group display using a variety of image sources compiling ideas for image making (e.g., visual journal) exploring, analysing, and creating images using the image development strategies of juxtaposition, metamorphosis, distortion, and exaggeration a full range of visual elements the principle of unity exploring and creating images using a variety of materials, technologies, and processes creating images for a variety of purposes safe and environmentally responsible use of materials, technologies, and processes historical and cultural contexts of images visual art styles from various social, cultural, and historical contexts relationship between artists and their contexts ethical considerations for copying and appropriating images personal opportunities for visual arts structured critical response to artworks and exhibitions individual and group displays for various purposes 10 VISUAL ARTS K TO 7

11 PRESCRIBED LEARNING OUTCOMES AND SUGGESTED ACHIEVEMENT INDICATORS and and Suggested Achievement Indicators for Visual Arts are presented by curriculum organizer, and outcomes are coded alphanumerically for ease of reference; however, this arrangement is not intended to imply a required instructional sequence. are content standards for the provincial education system; they are the prescribed curriculum. Clearly stated and expressed in measurable and observable terms, set out the required attitudes, skills, and knowledge what students are expected to know and be able to do by the end of the specified subject and grade. Schools have the responsibility to ensure that all in this curriculum are addressed; however, schools have flexibility in determining how delivery of the curriculum can best take place. Requirements for student progress reports in relation to the PLOs are noted in the Student Progress Report Order. It is expected that student achievement will vary in relation to the. Evaluation, reporting, and student placement with respect to PLOs are dependent on the professional judgment and experience of teachers, guided by provincial policy. Domains of Learning in BC curricula identify required learning in relation to one or more of the three domains of learning: cognitive, psychomotor, and affective. The following definitions of the three domains are based on Bloom s taxonomy. The cognitive domain deals with the recall or recognition of knowledge and the development of intellectual abilities. The affective domain concerns attitudes, beliefs, emotional responses, and the spectrum of values and value systems. The psychomotor domain includes those aspects of learning associated with movement and skill demonstration, and integrates the cognitive and affective consequences with physical performances. To support the assessment of provincially prescribed curricula, this curriculum document includes sets of suggested achievement indicators in relation to each Prescribed Learning Outcome. Achievement indicators support assessment for learning, assessment as learning, and assessment of learning. They provide teachers and parents with tools that can be used to reflect on what students are learning, as well as provide students with a means of self-assessment and ways of defining how they can improve their own achievement. Achievement indicators describe what evidence to look for in determining whether or not the student has fully met the intent of the Prescribed Learning Outcome. Each achievement indicator presents only one aspect of the corresponding Prescribed Learning Outcome. The achievement indicators are designed as an entire set to assist teachers when determining whether students have fully met the Prescribed Learning Outcome. Achievement indicators are not mandatory; they are suggestions only, provided to assist in the assessment of how well students achieve the. VISUAL ARTS K TO 7 11

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13 VISUAL ARTS Kindergarten Kindergarten Creative Processes A1 use imagination, observation, and stories to create images A2 create images using the image-development strategy of elaboration that feature colour, line, or shape that use the principle of pattern A3 experiment with a variety of materials, technologies, and processes to make images A4 create 2-D and 3-D images that represent ideas and concepts in response to experiences in response to objects and other images identify sources used in specific examples of others images (e.g., stories, observation, imagination) create images in response to something they observed (e.g., touching a leaf, watching a soccer game) create images from their imagination (e.g., an imaginary character, creature, or place) create images that illustrate a story they have heard or viewed, or that tell a story of their own demonstrate an awareness of the variety of images that can be produced from the same source or subject (e.g., all students draw pictures in response to the same story and identify similarities and differences in each others work) add items such as buttons, yarn, or found objects to a drawn or painted picture to enhance specific characteristics of the image create images featuring colour (e.g., using favourite colours, primary colours, warm and cool colours) create images featuring line (e.g., straight, wavy, curvy, thick, thin) create images featuring shape (e.g., same and different geometric shapes) create images featuring pattern (e.g., alternating and repeating shapes, alternating and repeating colours) use materials such as paint, pencils, crayons, fabric, modelling clay, and found objects to create a variety of images use technologies such as computers, paint brushes, scissors, and cameras to create a variety of images use processes such as painting, drawing, weaving, collage, printmaking, and assemblage to create a variety of images create images that represent the concepts of place and time (e.g., seasons, self-portrait at current age, a favourite place, the view from their window) create images that represent their response to various experiences (e.g., nature walks, presentations by Elders, show and tell, music or dance performances) create images that represent their response to other images they have viewed (e.g., artworks within the school, illustrations from picturebooks) VISUAL ARTS K TO 7 13

14 VISUAL ARTS Kindergarten Skills and Strategies B1 identify and apply the image-development strategy of elaboration the visual elements of colour, shape, and line the principle of pattern B2 identify and apply a variety of materials, technologies, and processes to create images Context C1 describe various purposes of visual arts Exhibition and Response D1 respond to artworks identify examples of colour and explore their uses to create images (e.g., variety of blues) identify examples of shape and explore their uses to create images (e.g., geometric shapes, organic shapes) identify examples of line and explore their uses in drawing (e.g., wavy, straight, curved) identify examples of patterns and explore their uses to create images (e.g., patterns of colours and shapes) describe their images in terms of elements and principles used (e.g., circle, triangle, straight lines, cool colours) name and use common materials to make images (e.g., crayons, paint, pens, fabric, found objects, modelling clay) name and use common technologies to make images (e.g., computers, paint brushes, scissors, cameras) name and use common processes to make images (e.g., drawing, painting, weaving, photography, collage) describe reasons people make visual images (e.g., for beauty and enjoyment, to communicate an idea, to illustrate a story) identify examples of art at home and school (e.g., pictures on walls, clothing, photographs, murals, statues) create artworks for a specific purpose (e.g., to tell a story, to show an important idea or event) view and discuss a variety of their own and others artworks demonstrate respect for the work of self and others through thoughtful response (e.g., discussions, drawing) 14 VISUAL ARTS K TO 7

15 VISUAL ARTS Grade 1 Grade 1 Creative Processes A1 use a variety of image sources to create images A2 create images using the image-development strategy of repetition that feature colour, line, shape, texture, and/or pattern A3 experiment with a variety of materials, technologies, and processes to make images brainstorm and discuss sources they can use for their own image making (e.g., memory, observation, stories) responding to specific examples, identify sources used in others images (e.g., looking at an illustration from a picture book and identifying the inspiration as observation, imagination, or memory) create images in response to something they observed and experienced create images that tell a story (e.g., to illustrate a story they have heard or viewed from memory, observation, or imagination) create images in response to a particular memory (e.g., first day of school, a birthday party, moving to a new home, going to the dentist) create images from their imagination (e.g., to illustrate an imaginary character, creature, or place) demonstrate an awareness of the variety of images that can be produced from the same source or subject (e.g., a photograph, a sculpture, and a cartoon of a cat) create images using repetition as an image-development strategy (e.g., a shell, leaf, insect) create images that repeat images to create a patterns (e.g., footprints, beadwork, waves) create images featuring colour (e.g., using favourite colours, primary colours, warm and cool colours) create images featuring line (e.g., straight, wavy, curvy, thick, thin) create images featuring shape (e.g., same and different geometric and organic shapes) create images featuring pattern (e.g., alternating and repeating shapes, alternating and repeating colours) use materials such as paint, pencils, crayons, fabric, modelling clay, and found objects to create a variety of images use technologies such as computers, paint brushes, scissors, and cameras to create a variety of images use processes such as painting, drawing, weaving, photography, collage, printmaking, and assemblage to create a variety of images explore a range of materials, technologies, and processes to create images VISUAL ARTS K TO 7 15

16 VISUAL ARTS Grade 1 A4 create 2-D and 3-D images for a given purpose of personal significance that represent time to communicate experiences and moods in response to objects and other images they have experienced create images that represent something or someone of personal significance (e.g., a favourite toy, a family member, a personal accomplishment) create images for a specific purpose (e.g., illustrating a card, recording a memory, enhancing the beauty of the environment) create images that represent concepts of time (e.g., a visual journal of a family trip, self-portraits) create images that express a particular emotion or mood (e.g., a time when they felt happy, sad, frightened, excited) create images that represent their response to other images they have viewed (e.g., images from symbols and signs, artist reproductions, work done by older students) Skills and Strategies B1 describe and apply the visual elements of colour, shape, line, and texture the principle of pattern the image-development strategy of repetition B2 describe and apply a variety of materials, technologies, and processes to create images describe examples of colour and explore the use of colour such as by mixing paints to discover new colour describe examples of shape and explore the use of shapes (e.g., rectangles, triangles, circles, organic shapes) describe examples and explore the use of line (e.g., horizontal, diagonal, directional lines) describe examples and explore the use of texture (e.g., smooth, soft, hard, rough, bumpy) describe examples and explore the use of patterns (e.g., repeating patterns in beading) describe examples and explore the use of repetition (e.g., snowflakes, trees) describe their artworks in terms of elements and principles used (e.g., circle, square, triangle, warm colours, cool colours, curved lines) name common classroom and home materials that can be used to make images (e.g., crayons, paint, pens, fabric, found objects, clay, beads, chalk, pastels) name common classroom and home technologies to make images (e.g., computers, paint brushes, scissors, cameras) name common classroom and home processes that can be used to make images (e.g., drawing, painting, sewing, weaving, photography, collage, printmaking, assemblage) apply a variety of materials, technologies, and processes to create images 16 VISUAL ARTS K TO 7

17 VISUAL ARTS Grade 1 B3 demonstrate awareness of safety and environmental considerations for the use of materials, technologies, and processes demonstrate an awareness of safety considerations for the use of materials, technologies, and processes (e.g., appropriate use of scissors and other sharp tools, obeying hazard symbols) demonstrate an awareness of environmental considerations for the use of materials, technologies, and processes (e.g., not wasting, saving unused materials, recycling, reusing) Context C1 describe various purposes of visual arts describe reasons people make visual images (e.g., for beauty and enjoyment, to communicate an idea, to illustrate a story, to decorate a functional item, to record a memory) identify examples of images at home and school (e.g., pictures on walls, clothing, photographs, murals, statues) Exhibition and Response D1 identify personal preferences for artworks D2 display individual and group artworks respond to artworks viewed in class or in the community, stating a preference for particular works compare preferences with those of their classmates demonstrate respect for the preferences of others use appropriate, descriptive, and positive or neutral language in their responses to artworks (e.g., I like the wavy lines in this drawing. ) explain why the artworks they have viewed are personally significant (e.g., The wolf carving reminds me of my dog. I like this painting because red is my favourite colour. ) view and discuss a variety of displays of their own and others artworks demonstrate respect for the work of self and others VISUAL ARTS K TO 7 17

18 VISUAL ARTS Grade 2 Grade 2 Creative Processes A1 use a variety of image sources to create images, including feelings, imagination, memory, and observation A2 create images using the imagedevelopment strategies of simplification and abstraction A3 create images featuring one or more visual elements and principles of design including colour line shape texture pattern symmetrical balance A4 experiment with materials, technologies, and processes to create particular effects name and apply examples of how feelings can be used to create images (e.g., feeling expressed in Emily Carr forest images) name and apply examples of how imagination can be used to create images (e.g., storybook pictures, fantasy world) name and apply examples of how memory can be used to create images (e.g., a field trip to an Aboriginal friendship centre or art gallery, a family vacation) name and apply examples of how observation can be used to create images (e.g., landscapes, still life, Robert Bateman animal images) view and describe images using simplification (e.g., Ted Harrison prints) create an image using simplification as an imagedevelopment strategy (e.g., make a stencil or silhouette to create an animal shape) create an image using abstraction as an image-development strategy (e.g., use simple shapes to create a picture from an image such as the paper cutouts of Henri Matisse) create images featuring colour (e.g., primary colours, secondary colours, warm and cool colours) create images featuring line (e.g., thick, thin, contour) create images featuring shape (e.g., triangles, circles, squares, organic shapes) create images featuring pattern (e.g., alternating and repeating shapes, alternating and repeating colours) create images depicting symmetrical balance (e.g., butterfly, mask) view a variety of images and identify materials used (e.g., oil paint, pastel, pencil, charcoal, clay) technologies used (e.g., computer, paintbrush, fingers, sewing machine) processes used (e.g., painting, drawing, photography, ) compare the effects of materials, technologies, and processes used in two or more selected images (e.g., splatter painting of Jackson Pollock vs. paintbrush use by Emily Carr, prints vs. sculptures of animals) explore and experiment with a range of materials, technologies, and processes to create images 18 VISUAL ARTS K TO 7

19 VISUAL ARTS Grade 2 A5 create 2-D and 3-D images to communicate experiences, moods, and stories to illustrate and decorate that represent a point in time that represent specific places based on events or issues topics in their school and community create images to communicate their own experiences (e.g., first day at school, belonging to club, a birthday party) create images to depict a mood (e.g., bright colours to indicate happiness) create images that tell known stories (e.g., from literature, family stories) create images that represent a point in time (e.g., the view out their window in spring, a holiday) create images that represent specific places (e.g., a local landmark, a favourite place in the home) create images that represent events or topics in their school or community (e.g., school sports day, Canada Day parade, recycling program, friendship) Skills and Strategies B1 describe and apply imagedevelopment strategies including simplification abstraction B2 describe and apply the use of specific elements and principles in images, including colour shape line pattern symmetrical balance describe examples of simplification and abstraction in images viewed in the class, school, and community (e.g., Georgia O Keefe s flower paintings, Inuit animal carvings and prints) create images that demonstrate the use of simplification and/or abstraction to produce a particular effect (e.g., simplified flowers in the style of Georgia O Keefe, simplified animal shapes) use appropriate terminology (e.g., simplification, imagination, mood, sense) to describe image development describe examples of the use of colour, shape, line, pattern, and symmetry in images viewed create images that demonstrate the use of colour to produce a particular effect (e.g., adding white to lighten a colour, contrasting colours of paper) create images that demonstrate the use of shape to produce a particular effect (e.g., organic shapes in the style of Henri Matisse, geometric shapes to create a landscape) create images that demonstrate the use of line to produce a particular effect (e.g., continuous line drawing, line in the images of Gu Xiong) create images that demonstrate the use of pattern to produce a particular effect (e.g., weaving in Coast Salish style, printmaking) create images that demonstrate the use of symmetrical balance to produce a particular effect (e.g., butterfly, human face) use appropriate terminology to describe the characteristics of images (e.g., geometric and organic shapes, symmetry) VISUAL ARTS K TO 7 19

20 VISUAL ARTS Grade 2 B3 describe and apply a variety of materials, technologies, and processes to create images B4 demonstrate safe and environmentally responsible use of materials, technologies, and processes name common classroom and home materials that can be used to make images (e.g., crayons, paint, pens, fabric, clay, beads, chalk, pastels, tissue paper) name common classroom and technologies that can be used to make images (e.g., computers, paint brushes, markers, scissors, cameras) name common classroom and home processes that can be used to make images (e.g., drawing, painting, sewing, weaving, photography, collage, printmaking, assemblage) select and apply a variety of materials, technologies, and processes to create images use appropriate terminology to identify the materials, technologies, and processes used to create particular images (e.g., pastel, charcoal, photograph) identify safety considerations for the use of materials, technologies, and processes (e.g., using scissors and other cutting tools with care, obeying hazard symbols, asking for help or supervision) demonstrate environmentally responsible use of materials, technologies, and processes (e.g., using recycled materials and found objects, not disturbing the environment when collecting natural materials) demonstrate appropriate set-up, use, clean-up, and storage procedures for classroom materials, technologies, and workspaces Context C1 describe a variety of reasons people make and use visual arts list reasons people make and use visual art (e.g., for beauty and enjoyment, to communicate an idea, to decorate a functional item, to express a memory, to express cultural identity, advertising) identify examples of visual art in their homes, school, and community (e.g., pictures on walls, clothing, photographs, murals, statues) discuss the importance, significance, or value of a selected artwork (e.g., an artefact brought from home, family heirlooms, a painting in the school, images with personal associations or significance) give examples of how visual arts can express the identity of a community (e.g., school or town symbols, sports team logos, images of important local landmarks and geographic features) 20 VISUAL ARTS K TO 7

21 VISUAL ARTS Grade 2 C2 identify differences between original artworks and reproductions view examples of and define originals and reproductions give reasons for using reproductions of artworks (e.g., so it can be seen by more people in more locations, original artworks are often valuable, originals are sometimes too large or fragile to be moved) Exhibition and Response D1 describe their response to artworks D2 display individual and group artworks in a variety of ways identify visual elements, principles of design, and imagedevelopment strategies used in images viewed (e.g., color, line, shape, texture, pattern, symmetry, simplification) suggest reasons for the use of elements and principles in their own and others works (e.g., colour choices in pictures to create a desired emotional effect, flowing lines can depict smoothness or peacefulness, jagged or sharp lines can depict anger or fear) identify materials, technologies, and processes used in images viewed (e.g., paint, wood, collage), and describe their effects describe the elements, principles, image-development strategies, materials, technologies, and processes they used in their own work (e.g., I used the colours purple and green in this painting because. ) view and discuss a variety of displays of their own and others artworks demonstrate respect for the work of self and others VISUAL ARTS K TO 7 21

22 VISUAL ARTS Grade 3 Grade 3 Creative Processes A1 use a variety of image sources to create images, including feelings, imagination, memory, observation, and sensory experience A2 create images using the imagedevelopment strategies of fragmentation multiplication superimposition A3 create images that show the use of the following visual elements and principles of design, alone and in combination, to produce a variety of effects: colour shape line texture pattern radial balance A4 experiment with materials, technologies, and processes to create particular effects name examples of images created to represent feelings (e.g., to show happiness, sadness, excitement, anger as in Edvard Munch) from imagination (e.g., a character for a story, a fantasy environment) from memory (e.g., a family vacation, dreams) from observation (e.g., drawing of a shoe) from sensory experiences (e.g., drawing to music) create images using feelings, imagination, memory, observation, and sensory experience create an image using fragmentation as an imagedevelopment strategy (e.g., quilting, puzzles, mosaic) create an image using multiplication as an imagedevelopment strategy (e.g., to create a pattern, to create a sequence of images such as Andy Warhol) create an image using superimposition as an imagedevelopment strategy (e.g., overlapping image in a collage, drawing, or montage such as in the style of Lois Ehlert, George Littlechild, or Michael Snow) demonstrate various ways to use colour (e.g., mixing two primary colours to create a secondary colour, using various shades of the same colour) create images that demonstrate the use of radial balance (e.g., a bicycle wheel, a sunflower, cross-section of an orange) sketch various types of lines based on images viewed (e.g., vertical and horizontal, straight and curved, thick and thin) create images that demonstrate the use of pattern to produce a particular effect (e.g., a border to frame the image) compare the effects of materials, technologies, and processes used in two or more selected images viewed (e.g., 2-D vs. 3-D images from paper) experiment with technologies and processes based on examples viewed in class create images using a variety of materials (e.g., yarn, stir sticks, aluminum foil, charcoal, recycled cardboard) create images using a variety of technologies and processes (e.g., drawing, painting, printmaking, sculpture) 22 VISUAL ARTS K TO 7

23 VISUAL ARTS Grade 3 A5 create 2-D and 3-D images to communicate experiences, moods, and stories to illustrate and decorate that represent time as transformation create images to communicate their own experiences (e.g., doing well in a school assignment, learning how to swim, visit from a favourite relative) create images to depict a mood or feeling create images to tell an imagined story create images that represent concepts developed over time (e.g., growth and development of an animal such as caterpillar to butterfly or tadpole to frog, a tree in the four seasons, self-portraits from infancy to present) Skills and Strategies B1 describe and apply imagedevelopment strategies including multiplication superimposition fragmentation B2 describe and apply specific visual elements and principles of design in images and in natural and human-built environments, including colour shape line pattern texture radial balance describe examples of multiplication, superimposition, and fragmentation in images viewed in the class, school, and community (e.g., fragmentation in Jack Shadbolt s butterfly images, one image superimposed and hidden within another in masks) create images that demonstrate the use of multiplication, superimposition, and/or fragmentation to produce a particular effect (e.g., collage, assemblage) identify examples of the use of colour, shape, line, pattern, texture, and radial balance in images viewed in the class, school, and community create images that demonstrate the use of colour, shape, line, pattern, and/or texture to produce a particular effect (e.g., drawings and paintings of Canadian wild animals to depict texture, cutout shapes to create symbols of Canada) create images that demonstrate the use of radial balance to produce a particular effect (e.g., aerial view of a merry-goround, a medicine wheel to show wholeness, a mandala) use appropriate terminology to describe elements and principles (e.g., warm colour, cool colour, smooth texture, radial balance) VISUAL ARTS K TO 7 23

24 VISUAL ARTS Grade 3 B3 describe and apply a variety of materials, technologies, and processes to create images B4 demonstrate safe and environmentally responsible use of materials, technologies, and processes name common classroom and home materials that can be used to make images (e.g., crayons, paint, pens, fabric, clay, beads, chalk, pastels, tissue paper) name common classroom technologies to make images (e.g., computers, paint brushes, markers, scissors, cameras) name common classroom and home processes that can be used to make images (e.g., drawing, painting, sewing, weaving, photography, collage, printmaking, assemblage) select and use a variety of materials, technologies, and processes to create images use appropriate terminology to identify the materials, technologies, and processes used to create particular images (e.g., pastel, charcoal, photograph) identify safety considerations for the use of materials, technologies, and processes (e.g., using scissors and other cutting tools with care, obeying hazard symbols, asking for help or supervision) identify environmental considerations for the use of materials, technologies, and processes (e.g., using recycled materials and found objects, not disturbing the environment when collecting natural materials) demonstrate appropriate set-up, use, clean-up, and storage procedures for the materials, technologies, and workspaces they use Context C1 describe a variety of reasons people make and use visual arts list and discuss reasons people make and use visual art (e.g., for beauty and enjoyment, to communicate an idea, to decorate a functional item, to express a memory, to express cultural identity, to commemorate an event, advertising) identify examples of visual art in their homes, school, and community (e.g., pictures on walls, clothing, photographs, murals, statues, book covers, in magazines, on the Internet) discuss the importance or significance of a selected artwork (e.g., an artefact brought from home, a painting in the school) give examples of how art can express the identity of a community (e.g., provincial and national symbols, sports team logos, cultural symbols such as dragons or tartan) 24 VISUAL ARTS K TO 7

25 VISUAL ARTS Grade 3 C2 identify differences between original artworks and reproductions identify examples of original artworks in the classroom, school, and community give reasons for using reproductions of artworks (e.g., so it can be seen by more people in more locations, original artworks are often valuable, originals are sometimes too large or fragile to be moved) Exhibition and Response D1 describe their response to 2-D and 3-D images created to communicate experiences, moods, and stories from observation, memory, and imagination to illustrate and decorate D2 suggest reasons for preferences in artworks D3 display individual and group artworks in a variety of ways view and discuss images created to communicate personal experiences view and discuss portraits that show human emotions use examples from their own experiences when responding to images (e.g., This picture reminds me of the time I ) suggest reasons for the use of elements and principles in their own and others works (e.g., colour choices in pictures to create a desired emotional effect, flowing lines can depict smoothness or peacefulness, jagged or sharp lines can depict anger or fear, pattern can imply regularity and continuity, radial balance can show wholeness) use appropriate terminology (e.g., multiplication, imagination, mood, superimpose) to describe images demonstrate an awareness that particular images have personal value (e.g., family heirlooms, images with personal associations or significance) respond to artworks viewed (e.g., in class, public art), stating a preference for particular works compare preferences with those of their classmates demonstrate respect for the preferences of others use appropriate, constructive, descriptive vocabulary in their responses (e.g., This picture of sunflowers reminds me of the colours in my grandmother s garden. I like how this carving shows the pattern and texture of the dragon s scales. ) view and discuss a variety of displays of their own and others artworks create an artist s statement, based on a provided model, that describes their artworks (e.g., I want people to feel when they look at my drawing. This sculpture tells about a time when I. I created symmetry in this weaving by. ) demonstrate respect for the work of self and others VISUAL ARTS K TO 7 25

26 VISUAL ARTS Grade 4 Grade 4 Creative Processes A1 draft ideas for images using feelings, observation, memory, and imagination A2 create images using a range of image-development strategies, including serialization stylization animation A3 create images that show the use of the following visual elements and principles of design, alone and in combination, to produce a variety of effects: form contrast emphasis A4 use a range of materials, technologies, and processes alone and in combination to create images Outcome. Students who have fully met the Prescribed Learning Outcome are able to: keep a visual journal to record draft ideas for images (e.g., using feelings, observation, memory, imagination) simplify a realistic work or observed image by reproducing it using limited specified materials or techniques (e.g., working in contour line, using three colours of torn paper) use their visual journals to create a series of sketches on the same subject (e.g., showing different views of the same tree) create an image using serialization as an image-development strategy (e.g., tell a story using a number of images such as in manga, comic books, graphic novels) create an image using stylization as an image-development strategy (e.g., simplify an image to create a logo or a cartoon) create an image using animation as an image-development strategy (e.g., creating action by repeating images such as flipbooks or zoetrope) identify animation in images (e.g., cartoon characters and toys, food product packages) create images that show form (e.g., clay sculptures of an animal or imaginary character) create images that show contrast (e.g., both geometric and organic shapes, warm and cool colours, short and long lines) create images that show emphasis (e.g., using colour, line, texture) create a personal or group image (e.g., mural, totem) to show form (e.g., 3-D shape, form on a 2-D surface) emphasis (e.g., one or more components of the mural featured through shape or size) contrast (e.g., colours, lines) create images using a variety of materials alone and in combination (e.g., paint and crayon resist, collage and paint, found object sculptures, soapstone) create images using a variety of technologies (e.g., photocopier, sandpaper, plastic carving knives) create images using a variety of processes (e.g., layering, carving, sculpting) demonstrate willingness to experiment with a variety of materials, technologies, and processes, alone and in combinations reflect on their experiences with materials, technologies and processes used (e.g., journal, think-pair-share) 26 VISUAL ARTS K TO 7

27 VISUAL ARTS Grade 4 A5 create 2-D and 3-D images that express personal identity that respond to or reflect aspects of art from a variety of historical and cultural contexts to communicate ideas, experiences, and stories to illustrate and decorate create images, such as banners or coats of arms, that express personal identity (e.g., themselves in relation to their family and cultural heritage, a significant accomplishment) create images that reflect characteristics of artworks they have viewed from a variety of historical contexts (e.g., pictographs and petroglyphs, Japanese anime, depictions of trickster characters) create images in response to or that reflect characteristics of artworks they have viewed from a variety of cultural contexts (e.g., a personal response to an Aboriginal mask, basket, painting, or carving; creating a totem to tell a class or school story) create images to communicate an idea (e.g., love, freedom, anger) apply appropriate image-development strategies to create images that decorate (e.g., use of simplification and multiplication to create pattern in beadwork and mosaics) Skills and Strategies B1 compare and apply various image-development strategies, including animation serialization stylization suggest image-development strategies that might have been used to create a given artwork compare two or more artworks in terms of the effects of the image sources and image-development strategies used (e.g., an observed landscape vs. an imagined landscape; animation serialization, and stylization in manga vs. graphic novels) apply animation, serialization, and stylization to create images use appropriate terminology (e.g., serialization, animation, stylization, imagination, abstract) to describe image development in their own and others works VISUAL ARTS K TO 7 27

28 VISUAL ARTS Grade 4 B2 compare and apply various visual elements and principles of design including form contrast emphasis B3 analyse and use a variety of materials, technologies, and processes to create images B4 demonstrate safe and environmentally responsible use of materials, technologies, and processes demonstrate an awareness of the relationship between shape and form (e.g., square/cube, circle/sphere, triangle/pyramid) distinguish the use of the element of form in a variety of images and in natural and built environments (e.g., sketch of a sculpture, still life drawing, local architecture, Inukshuk, trees) create 3-D forms (e.g., cubes, spheres, pyramids; models of architecture) compare and use contrast and emphasis in a variety of images (e.g., use of both geometric and organic shapes to show contrast, emphasizing largest part of an image, distinctive colour, placement in relation to other parts of the image) use their visual journals to record examples of form, contrast, and emphasis in the home, school, and outdoor environments use appropriate terminology to describe the use of elements and principles used in their own and others work (e.g., form, 2-D, 3-D, contrast, emphasis) view a variety of images and assess them according to materials used (e.g., oil paint, pastel, pencil, clay, wood, bark, grass) technologies used (e.g., computer, paintbrush, fingers, loom, cameras) processes used (e.g., painting, carving, photography, weaving, computers) select appropriate materials to create images for a given purpose (e.g., using only locally available materials) select appropriate technologies and processes to create images for a given purpose (e.g., printmaking for serialization, stylized animal shapes in the style of Norval Morrisseau) discuss the effects of materials, technologies, and processes used in selected images, using appropriate terminology as applicable (e.g., feathering, sponging, dragging, handbuilding) give reasons for safety procedures in the use of specific materials, technologies, and processes (e.g., dust and other materials can cause health problems, sharp implements can cause serious injury) give reasons for environmentally sensitive procedures in the use of specific materials, technologies, and processes (e.g., conserving materials, preventing damage to the environment) demonstrate an ability to use and care for materials, technologies, and workspace in a safe and an environmentally sensitive manner (e.g., putting used paper in the recycle bin, using scissors in a safe manner, reusing plastic tubs for water and paint) 28 VISUAL ARTS K TO 7

29 VISUAL ARTS Grade 4 Context C1 describe a variety of reasons why people make and use visual arts C2 identify distinctive styles of visual images from various historical, cultural, and social contexts C3 demonstrate an awareness that there are ethical considerations involved in copying and appropriating images C4 demonstrate an awareness that there are various types of artists in the community list reasons people make and use art (e.g., for beauty and enjoyment, to communicate an idea, to decorate a functional item, to express a memory, to express and preserve cultural identity, to commemorate an event, for religious worship, to advertise a product or event) identify images that have value in the community (e.g., murals, monuments, totems) give examples of how art can express the identity of a culture or society (e.g., community murals, Aboriginal longhouses, images of important local people and geographic features) give specific examples to demonstrate an awareness that art has existed throughout time (e.g., petroglyphs and pictographs, ancient pottery) view and discuss artworks from various historical, cultural, and social contexts (e.g., Impressionism, Group of Seven; contemporary Aboriginal artists such as Robert Davidson, Daphne Odjig, Deborah Sparrow, and Roy Henry Vickers) create a chart, Venn diagram, or other organizer to represent similarities and differences in artworks from various cultures and historical periods (e.g., in terms of subject matter, colours used, materials and processes used, purposes) discuss rules and guidelines for copying and appropriating existing images in their own works (e.g., Aboriginal images cannot be reproduced without permission, it is unethical to represent someone else s work as your own) develop a written, oral, or graphic list of a variety of types of artists in the community, including both professional and recreational artists (e.g., art teachers, graphic designers, photographers, sculptors, carvers, film makers) VISUAL ARTS K TO 7 29

30 VISUAL ARTS Grade 4 Exhibition and Response D1 describe their response to 2-D and 3-D images created to communicate ideas, experiences, and stories created to illustrate and decorate that show particular visual elements, principles of design, or image-development strategies D2 interpret reasons for preferences in artworks D3 demonstrate the ability to work co-operatively to develop a group display view and describe images created to communicate an idea (e.g., love, freedom, anger) view and describe images that decorate (e.g., use of simplification and multiplication to create patterns in beadwork and mosaics) use appropriate terminology to describe image development, visual elements, and principles of design in their own and others works justify their preferences in relation to specific criteria such as reference to the use of particular image-development strategies the use of particular visual elements the use of particular principles of design the use of materials, technologies, and processes memories or feelings evoked view and discuss a variety of displays of their own and others artworks discuss criteria for selection and presentation of artworks for a collection, such as thematic ensuring all students have had an opportunity to contribute selecting a form that allows for combining individual students work in a group work (e.g., quilt, banner, collage, multi-media presentation) collaborating to create a group artwork (e.g., mural, installation) select images from their own portfolio for class presentation and/or public display, and give reasons for this selection create an artist s statement to describe their work (e.g., I used the image-development strategy of simplification in this picture because. I put the in the centre of my collage to emphasize it. ) 30 VISUAL ARTS K TO 7

31 VISUAL ARTS Grade 5 Grade 5 Creative Processes A1 draft ideas for images using feelings, observation, memory, and imagination A2 create images using the imagedevelopment strategies of rotation and reversal A3 create images using particular visual elements and principles of design including tone, value, and movement to produce a variety of effects A4 create images using a range of materials, technologies, and processes keep a visual journal to record draft ideas for images, including feelings, observations, memories, and imagination use a visual journal to work through and solve particular design problems (e.g., to create a school shield collecting ideas for symbols to include, planning placement and arrangement) compare a developed artwork to their initial drafts and explain how their ideas have changed and developed create an image using rotation as an image-development strategy (e.g., tessellations as in MC Escher, mandala designs) create an image using reversal as an image-development strategy (e.g., Islamic and Navajo tile patterns) create images that show tone and value (e.g., a portrait in style of Rembrandt van Rijn or Vincent Van Gogh, animal drawings using shading) create images that show movement (e.g., an athlete, an animal, a moving vehicle) use selected elements and principles to create images based on defined criteria (e.g., three different kinds of lines, filling the entire space) reflect on and describe their use of image-development and design strategies and their effects (e.g., Using rotation helps me to fill the whole space. ) use selected materials, technologies, and processes to create images based on defined criteria (e.g., using only found and recycled materials, combining at least two processes) explain their choices in materials, technologies, and processes used (e.g., I used pastels because I wanted to blend colours easily. I used printmaking to get a repeated movement. ) demonstrate willingness to take risks with new and unfamiliar materials, technologies, and processes VISUAL ARTS K TO 7 31

32 VISUAL ARTS Grade 5 A5 create 2-D and 3-D images to communicate ideas that express personal identity that reflect aspects of art from a variety of historical and cultural contexts create images to communicate an idea (e.g., joy, peace, fear) create images that express personal identity (e.g., self-portrait depicting a significant accomplishment) create images that reflect characteristics of artworks they have viewed from a variety of historical and cultural contexts (e.g., landscapes or seascapes in the style of the Group of Seven or EJ Hughes, using found objects like Brian Jungen) create images that represent aspects of Canadian identity (e.g., a visual representation of what it means to them to be a Canadian; a new national, provincial, or municipal coat of arms) Skills and Strategies B1 analyse and apply imagedevelopment strategies, including rotation and reversal B2 analyse and apply visual elements and principles of design, including value tone movement compile an annotated collection (e.g., digital slide show, folder, poster) of images that represent various image sources such as emotions, ideas, imagination, memories, observation, hearing, or touch compile an annotated collection of images that represent rotation and reversal (e.g., images from magazines, the Internet; focussing on a particular artist such as MC Escher) create images that use rotation and/or reversal for a particular effect (e.g., tessellate simplified animal shapes in the style of MC Escher, use collected magazine images to create a collage) use appropriate terminology (e.g., rotation, reversal, imagination) to describe image development identify and create images that depict a feeling of movement (e.g., optical illusions, use of diagonal lines, blurred shapes) identify and create images that use value and tone for a particular effect (e.g., to achieve a greater range and degree of realism, to depict form and space) compare the use of value, tone, and movement in images to that in natural and human-built environments explain their choices of the use of elements and principles in their artworks (e.g., I put this figure on a diagonal line to imply movement. ) use appropriate terminology to describe the use of elements and principles used in their own and others work 32 VISUAL ARTS K TO 7

33 VISUAL ARTS Grade 5 B3 analyse and apply a variety of materials, technologies, and processes to create images B4 demonstrate safe and environmentally responsible use of materials, technologies, and processes compare the uses of materials, technologies, and processes in a variety of images in terms of their application to achieve effects such as texture, tone and value, opacity, and application of materials select appropriate materials to create images for a given purpose (e.g., pencils, crayons, pastels, and charcoal to create tone and value) select appropriate technologies and processes to create images for a given purpose (e.g., use computer applications for rotation and reversal) use appropriate terminology to describe materials, technologies, and processes demonstrate an ability to use and care for materials, technologies, and work space in a safe and an environmentally sensitive manner (e.g., not printing their computer images until required, not touching the toner cartridges) Context C1 compare the distinctive styles of artists and images from various cultures and historical periods C2 describe ethical considerations involved in copying and appropriating images C3 describe opportunities for visual arts in the local community identify and compare images in terms of the social, historical, or cultural context in which they were created (e.g., comparing landscapes by Emily Carr, Robert Bateman, Joseph Turner, Cornelius Krieghoff, and Piet Breugel; religious and private patronage in Renaissance paintings; form and function in the architecture of Phyllis Lambert and Patricia Patkau) demonstrate an awareness of the purposes of images in a variety of social, historical, and cultural contexts (e.g., religious worship, advertising, recording an event or person) discuss rules and guidelines for using copies of existing images in their own works (e.g., Aboriginal images cannot be reproduced without permission, don t represent someone else s work as your own) research and list examples of visual arts in the local community, including opportunities to view and respond to artworks (e.g., museums and galleries, public art, library books, web sites) opportunities to create and communicate with artworks (e.g., after-school and community art groups) VISUAL ARTS K TO 7 33

34 VISUAL ARTS Grade 5 Exhibition and Response D1 describe their response to 2-D and 3-D images created to communicate ideas, experiences, and stories created to illustrate and decorate that show the use of particular elements, principles, or imagedevelopment strategies D2 interpret reasons for preferences in artworks D3 collaborate to develop a group display for the school or community describe their response to images that communicate ideas, experiences, and stories (e.g., stained glass windows, story quilts of Faith Ringgold) describe their response to images that illustrate and decorate (e.g., clothing, pottery and baskets, picture books) describe their response to images that depict a feeling of movement (e.g., optical illusions, use of diagonal lines, blurred shapes) describe their response to images viewed that use tone and value for a particular effect (e.g., to achieve a greater range and degree of realism, to depict form and space) use appropriate terminology to describe the use of image-development strategies visual elements principles of design materials, technologies, and processes justify their preferences in relation to specific criteria such as reference to the use of particular image-development strategies the use of particular visual elements the use of principles of design the use of materials, technologies, and processes memories or feelings evoked view and discuss a variety of displays of their own and others artworks discuss criteria for selection and presentation of artworks for a collection, such as thematic ensuring all students have had an opportunity to contribute selecting a form that allows for combining individual students work in a group work (e.g., a quilt, banner, collage, multi-media presentation) collaborating to create a group artwork (e.g., mural, installation) select images from their own portfolio for class presentation and/or public display, and give reasons for this selection create an artist s statement to describe their work (e.g., I used the image-development strategy of rotation in this picture because. I use repeated shapes to show movement. ) 34 VISUAL ARTS K TO 7

35 VISUAL ARTS Grade 6 Grade 6 Creative Processes A1 compile a collection of ideas for images using feelings, observation, memory, and imagination A2 create images using the imagedevelopment strategies of point of view, magnification, and minification A3 create images using particular visual elements and principles of design including rhythm, asymmetrical balance, and space to produce a variety of effects A4 manipulate selected materials, technologies, and processes to create images use a variety of methods to draft and develop images (e.g., visual journals, thumbnails, storyboards, maquettes) use visual journals and other methods to work through and solve particular design problems (e.g., sketching an object from multiple viewpoints to explore its properties) compare a developed artwork to their initial drafts and explain how their ideas have changed and developed create an image using point of view as an image-development strategy (e.g., bird s eye view, worm s eye view, and close up in the style of Barbra Reid s illustrations) create a series of images depicting different points of view of the same subject create an image using magnification as an imagedevelopment strategy (e.g., close-up of an object in the style of Georgia O Keefe s flower paintings) create an image using minification as an image-development strategy (e.g., in the style of Bill Reid jewellery, in the style of Islamic miniatures) create images using space for a particular effect (e.g., negative space to show loneliness) create images using asymmetrical balance to produce a variety of effects (e.g., to show tension, excitement, or humour) create images using the principle of rhythm (e.g., to depict the rhythm of a piece of music) experiment with materials, technologies, and processes in new ways to create a variety of effects (e.g., use the other end of the paintbrush to scratch through or to stamp patterns, use the eraser end of a pencil as a subtractive drawing tool, use a variety of found objects to create textures in clay, use a scratchboard to create textured drawings) self-assess and refine their use of materials, technologies, and processes based on specified criteria VISUAL ARTS K TO 7 35

36 VISUAL ARTS Grade 6 A5 create 2-D and 3-D images that express beliefs and values that reflect art styles from a variety of social, historical, and cultural contexts to solve specific design problems create images that reflect beliefs and values (e.g., a poster campaign to promote anti-bullying or protection of endangered species, a portrait or sculpture to depict the contributions of particular role models) create images that reflect art styles from social, historical, and cultural contexts studied (e.g., origami peace cranes, transformation animal masks) create images to solve specific design problems (e.g., the same object from multiple viewpoints to explore its properties) Skills and Strategies B1 analyse and apply imagedevelopment strategies, including point of view magnification minification B2 analyse and apply space, rhythm, and asymmetrical balance to create effects and to convey mood identify image-development strategies that might have been used to create given specific artwork or series of similar artworks assess the use of point of view, magnification, and minification in a given artwork or series of artworks (e.g., to depict a particular mood, setting, or concept) use point of view, magnification, and minification for a particular effect (e.g., point of view for a map, magnify the textures of a natural object, minification to focus viewers attention) use appropriate terminology (e.g., point of view, aerial) to describe image development and design analyse and apply rhythm in images (e.g., skyline, mountain range, tree line) analyse and apply space in images (e.g., rule of thirds in landscapes) analyse and apply asymmetrical balance in images (e.g., in Japanese painting and design) use appropriate terminology to describe elements and principles (e.g., space, rhythm, asymmetrical balance) 36 VISUAL ARTS K TO 7

37 VISUAL ARTS Grade 6 B3 analyse and use a variety of materials, technologies, and processes to create images B4 demonstrate safe and environmentally responsible use of materials, technologies, and processes analyse the characteristics and uses of materials, technologies, and processes in images in terms of historical or cultural context and style, including use of materials available in that time and place (e.g., types of wood used for masks, grasses and other materials for weavings) form and function (e.g., tapestries, furniture, clothing, boats) effect of the introduction of new materials, technologies, and processes use and purposes (e.g., religious, celebratory) select appropriate materials to create images for a given purpose (e.g., environmentally responsible materials for packaging) select appropriate technologies and processes to create images for a given purpose (e.g., computer applications for magnification and minification, printmaking to create posters) use appropriate terminology to describe materials, technologies, and processes demonstrate an ability to use and care for materials, technologies, and work space in a safe and an environmentally sensitive manner (e.g., safe use of hot tools such as irons and glue guns, using acrylics instead of oil paints) VISUAL ARTS K TO 7 37

38 VISUAL ARTS Grade 6 Context C1 identify the historical and cultural contexts of a variety of images C2 demonstrate an awareness of the ethical considerations involved in copying and appropriating images C3 identify personal opportunities in visual arts select a particular artwork or artist and identify the characteristics that define its style in terms of materials and processes used (e.g., locally available natural materials, unique processes such as origami) specific elements and principles used (e.g., asymmetrical balance in Japanese painting and design, culturally significant patterns such as tartans or kente cloth, ovoid shapes in west coast Aboriginal images) specific image-development strategies used (e.g., magnification in Claes Oldenburg sculptures) subject matter and purpose of the artwork (e.g., use of cultural icons such as animals) compare two or more cultural or historical art styles (e.g., a local Aboriginal style compared to Maori art, ancient China compared to contemporary China) demonstrate an awareness that images influence and are influenced by their social, historical, and cultural contexts view examples of artworks that use an existing image (e.g., the Mona Lisa, a corporate logo) altered for various purposes identify potential ethical considerations for copying and appropriating images, such as using an image for commercial purposes not intended by the original artist defining fair usage of others images in their own image making research and list examples of visual arts in the local community (e.g., school displays, local museums, recreation centres, libraries, seniors centres, web sites), including opportunities to view and respond to artworks opportunities to create and communicate with artworks 38 VISUAL ARTS K TO 7

39 VISUAL ARTS Grade 6 Exhibition and Response D1 interpret their response to artworks or exhibitions D2 collaborate to develop a group display for a particular audience or purpose using defined criteria, analyse specific artworks with reference to specific image-development strategies used specific elements and principles used materials, technologies, and processes used subject matter purpose and meaning of artwork feelings or associations evoked view and respond to a variety of images, identifying how the images literally or symbolically communicate specific meanings (e.g., advertising, packaging, banners) convey specific moods or emotions depict a sense of time or a particular location depict specific physical conditions (e.g., temperature, movement) describe their response to exhibits (e.g., I think all the images really fit the exhibit s theme of peace. I would have preferred to see all drawings instead of a mix of drawings and weavings. ) use appropriate terminology when responding to artworks articulate an understanding of what is required for the particular audience, purpose, or event (e.g., Remembrance Day assembly, Earth Day event, promoting a cause such as diabetes research) view and discuss a variety of displays of their own and others artworks discuss criteria for selection and presentation of artworks for a collection, such as thematic ensuring all students have had an opportunity to contribute selecting a form that allows for combining individual students work in a group work (e.g., a quilt, banner, collage, multi-media presentation) collaborating to create a group artwork (e.g., mural, installation) select images from their own portfolio for class presentation and/or public display, and give reasons for this selection create an artist s statement to describe their work (e.g., I used the image-development strategy of magnification in this picture because. I use repeated shapes to show rhythm. I used an aerial point of view in this picture because I wanted to show an object from a distance. ) VISUAL ARTS K TO 7 39

40 VISUAL ARTS Grade 7 Grade 7 Creative Processes A1 use a variety of image sources to create images, including observation, emotions, ideas and concepts, imagination, memories, and sensory experiences A2 create images using a range of image-development strategies, including juxtaposition metamorphosis distortion exaggeration A3 create images using the principle of unity to produce a variety of effects A4 create images using a variety of materials, technologies, and processes describe how observation, emotions and feelings, ideas and concepts, imagination, memories and sensory experiences can be used to create images select and apply appropriate image sources to create images name and apply examples of how two or more image sources can be used to create the same artwork use a variety of methods to draft and develop images (e.g., visual journals, storyboards, movement studies, digital sketches) create a series of images that depict metamorphosis (e.g., rectangle into a car, a letter of the alphabet into an animal, flipbooks) create images that juxtapose like or contrasting images or elements in a way that changes the meaning (e.g., using soft drink bottles as columns in classical architecture, art of the style of surrealists such as Salvador Dali or René Magritte) create an image using exaggeration as an image-development strategy (e.g., caricatures) create images that depict distortion (e.g., a object as it is melted or stretched, computer morphing applications, images in the style of Francis Bacon) create images that depict two or more image-development strategies create images using the visual elements to depict a sense of unity (e.g., monochromatic colour schemes, shades of the same colour, positive and negative space, use of all geometric shapes, repetition of shape and pattern) select materials technologies, and processes to create images that represent particular historical or cultural contexts or styles (e.g., ancient Greek or Aztec) that depict specific meaning or mood (e.g., softer materials such as chalk or pastels to evoke a memory) that literally or symbolically communicate specific meanings or ideas (e.g., graphic design to communicate a strong message) experiment with a variety of materials, technologies, and processes 40 VISUAL ARTS K TO 7

41 VISUAL ARTS Grade 7 A5 create 2-D and 3-D images that convey personal or social beliefs and values for specific purposes that incorporate the styles of selected artists from a variety of social, historical, and cultural contexts create images that convey personal or societal beliefs and values (e.g., anti-discrimination, peace, environmentalism, the benefits of a healthy lifestyle) create images for specific purposes (e.g., social commentary, social analysis, entertainment) create images to produce particular styles of art (e.g., pattern and the use of black and red in Haida art, geometric shapes in ancient Egyptian art) create images to produce a variety of specific effects (e.g., to represent the rhythm of a piece of music, to depict motion in an image of an athlete or animal) create images that incorporate the styles of selected artists from a variety of social, historical, and cultural contexts viewed in class (e.g., surrealism, impressionism, realism, manga) Skills and Strategies B1 analyse and apply a wide variety of image sources and imagedevelopment strategies B2 analyse and apply unity as created by combining visual elements in a coherent way compare the variety of images that can result from the same image source or subject (e.g., observation of flowers in works by Georgia O Keefe, Claude Monet, Vincent van Gogh, Andy Warhol; the use of animals in Rembrandt van Rijn, Bill Reid, and Robert Davidson) discuss and describe the image-development strategies in a given artwork or series of similar artworks (e.g., metamorphosis in an MC Escher drawing, comparing cubist paintings of Pablo Picasso and Georges Braque, juxtaposition of dissimilar objects in surrealism) apply metamorphosis, juxtaposition, distortion, and exaggeration to create particular effects use appropriate terminology (e.g., juxtaposition, metamorphosis, distortion) to describe image development view and discuss how specific images depict unity (e.g., monochromatic colour schemes, shades of the same colour, positive and negative space, use of all geometric shapes, repetition of shape and pattern) select and apply visual elements (e.g., colour, line, shape) to create images depicting unity use appropriate terminology to analyse elements and principles (e.g., texture, value, balance, harmony, unity) VISUAL ARTS K TO 7 41

42 VISUAL ARTS Grade 7 B3 analyse and apply a variety of materials, technologies, and processes to create artworks B4 demonstrate safe and environmentally responsible use of materials, technologies, and processes analyse and selectively apply the characteristics and uses of materials, technologies, and processes in images (e.g., mosaic, sculpture, masks, ceramics, graffiti, printmaking, scanned images, music videos) describe the choice of materials, technologies, and processes used in creating an image (e.g., I used pastels because I like being able to smudge and blend the colours, I chose markers to create a bold message. ) use appropriate terminology to describe materials, technologies, and processes follow safety and environmental considerations in the use of specific materials, technologies, and processes (e.g., safety cautions for using paints, hazard labels, processes requiring supervision, protective clothing, emergency procedures) follow specific examples of environmental considerations in the use of materials, technologies, and processes (e.g., use of reused and recycled materials, use of sustainable materials) Context C1 analyse visual arts styles from a variety of social, historical, and cultural contexts identify and discuss meaning and purpose of images within a variety of contexts (e.g., advertising, editorial cartoon, totem poles, public art, art for specific audiences) assess and visually respond to a particular artwork or artist in terms of materials used (e.g., in Antonio Gaudi s buildings) specific elements and principles used (e.g., form in the architecture of Arthur Erickson or in classical Greek statues) specific image-development strategies used (e.g., use of classical motifs in modern images by Jeff Wall) subject matter (e.g., war images by Pablo Picasso, Francisco Goya, or Molly Lamb Bobak) purpose of the artwork (e.g., to sell a product such as in CD and book covers, community murals used for tourism, body art to state individual or cultural identity) 42 VISUAL ARTS K TO 7

43 VISUAL ARTS Grade 7 C2 assess the relationship between selected artists and their social, historical, and cultural contexts C3 describe ethical considerations associated with reproduction and appropriation of images C4 assess personal opportunities in visual arts describe examples of how artists influence society (e.g., art as political or social commentary such as the work of Édouard Manet, George Littlechild, Faith Ringgold, and Joe Average) assess how personal, social, historical, and cultural contexts can influence artists and their images (e.g., the effects of the development of technology such as the camera, computer, and printing press; personal experiences of Frida Kahlo or Keith Haring reflected in their work) research and present a report (e.g., visual-oral, multi-media) on the social, historical, and cultural contexts of a selected artist define and give examples of restricted use images define and give examples of free to copy images define and give examples of appropriation in relation to images demonstrate ethical use of reproduced images in their own artworks identify situations where they may need to consider the ethics of copying images (e.g., when using images from the Internet in their own printed or electronic artworks, photocopying others images) research personal and career opportunities in visual arts (e.g., architect, art teacher, graphic designer, photographer, film maker, collector, docent) give reasons for why they might participate in particular visual arts opportunities in the future as recreation or as a career (e.g., relate to personal interests, training required) VISUAL ARTS K TO 7 43

44 VISUAL ARTS Grade 7 Exhibition and Response D1 create a structured critical response to artworks and exhibitions D2 develop group and individual exhibitions for particular audiences and purposes describe, interpret, and evaluate selected artworks using defined criteria, with reference to characteristics such as ideas and emotions evoked literal or symbolic meaning communicated subject matter purpose of artwork materials and processes used specific elements and principles used specific image-development strategies used evaluate the effectiveness of a variety of displays and exhibitions (e.g., in relation to the theme or purpose, appropriateness for audience and venue) use appropriate terminology (e.g., juxtaposition, metamorphosis, distortion, form, function, unity) in their critical responses to images and exhibitions discuss considerations for exhibitions, including venue, audience, and purpose collaborate as a group to determine criteria for selection and arrangement of own and others works for exhibitions demonstrate respect for the work of self and others select appropriate images from their collections for exhibitions and evaluation, and defend their choice create an artist s statement to describes their image(s), including their use of image sources, image-development strategies, elements, principles, materials, and processes (e.g., I used a memory of to create this sculpture because. I used red to emphasize in this collage. ) 44 VISUAL ARTS K TO 7

45 GLOSSARY Glossary The following pages define selected terms used in this curriculum as they pertain to visual arts education. These definitions provide specificity and context to help clarify the intent of expectations articulated in the curriculum. This glossary is a starting point only, and is not intended to be an exhaustive list of terminology related to visual arts. abstraction animation artist s statement balance context contrast creative process cultural appropriation distortion elaboration emphasis an image-development strategy that reduces a subject to its essential visual elements (e.g., lines, shapes, colours). an image-development strategy that gives human characteristics to nonhuman forms. a written or spoken account concerning the aims, influences, and background of the artist s work. Such statements are often posted next to an image in an exhibition. a principle of design concerned with the arrangement of one or more of the elements so that they give a sense of equilibrium in design and proportion (e.g., balance of shapes or colours, lightness and darkness). Balance includes symmetrical balance the image is equal on both sides of an imaginary line (e.g., a butterfly, a human face) asymmetrical balance each side of the image are different but equal (e.g., a large shape on one side and several small shapes on the other) radial balance the design radiates from a central point (e.g., a wheel, a mandala, a cross-section of a piece of fruit) circumstances influencing the creation and interpretation of a visual artwork dance, drama, or music work. Context includes social, cultural, historical, and personal circumstances (e.g., age, sex, gender, belief systems, socio-economics, environment and geography, socio-political, trends and fashions, technology, migration). a principle of design that juxtaposes strongly differing uses of one or more of the visual elements for effect. an ongoing and circular process of exploration, selection, combination, refinement, and reflection to create visual artworks, dance, drama, or music. use of cultural motifs, themes, voices, images, etc. without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn. an image-development strategy used to misrepresent and pull out of shape part or all of the components of an image. an image-development strategy used to add detail or decoration to some or all of the components in an image. a principle of design concerned with making one or more elements stand out in such a way as to appear more important or significant. VISUAL ARTS K TO 7 45

46 GLOSSARY exaggeration form found objects fragmentation image image-development strategies image source juxtaposition magnification maquette materials metamorphosis minification movement multiplication pattern an image-development strategy used to enlarge, intensify, and make abnormal some or all of the components in an image. the visual element that pertains to an actual or implied three-dimensional shape of an image. Forms may be geometric (e.g., sphere, cube, pyramid) or organic (e.g., animal forms). everyday objects incorporated into or used to create an image. an image-development strategy used to detach, isolate, or break up some or all of the components in an image. the term used to describe all visual artworks, ranging from a simple mark on paper or a cave wall to elaborate architectural forms. Images may be representational, abstract, conceptual, performance-related, or functional; they may be twodimensional or three-dimensional (2-D or 3-D), and they may be static or kinetic. processes that transform ideas and experiences into visual images. Imagedevelopment strategies include elaboration, repetition, simplification, abstraction, multiplication, superimposition, fragmentation, animation, serialization, stylization, rotation, reversal, point of view, magnification, minification, juxtaposition, distortion, exaggeration, and metamorphosis. the starting point or inspiration for an image. Image sources include imagination, memories, emotions and feelings, ideas and concepts, observation, and other sensory experiences. an image-development strategy used to place, side by side, two or more images or elements in a way that changes the meaning or effect of each. an image-development strategy used to increase the apparent size of some or all of the components in an artwork. a small sculpture made as a trial for a larger piece; a 3-D sketch. refers to the substances used to make visual images (e.g., paper, paint, ink, charcoal, chalk, fabric, thread, clay, wood, bark, found materials). an image-development strategy used to change one form or image into another. an image-development strategy used to decrease the apparent size of an image. a principle of design concerned with creating a feeling of action or a series of actions, and with guiding a viewer s eye through an image. an image-development strategy using repetition or reproduction to create an image or series of images. a principle of design concerned with repetition of one or more of the elements in a regular and planned way. 46 VISUAL ARTS K TO 7

47 GLOSSARY point of view principles of design processes repetition reversal rhythm rotation serialization simplification symmetrical balance space superimposition technologies tone unity value visual elements an image-development strategy used to position the viewer relative to the created image (e.g., a worm s eye view, a bird s eye view). the planned use of the visual elements to achieve a desired effect. Principles of design include pattern, symmetrical balance, radial balance, asymmetrical balance, contrast, emphasis, movement, rhythm, and unity. the means by which a visual image is made (e.g., painting, drawing, carving, sculpting, sewing, weaving, collage, assemblage, printmaking, photography, digital imaging). a principle of design in which one or more of the elements of an image appear again and again for effect. an image-development strategy used to turn inside out, invert, transpose, or convert to the opposite an effect in all or a portion of the image. a principle of design that uses the regular movement or repetition of one or more elements of an image for effect. an image-development strategy used to revolve, move, or rearrange an image or parts of an image. an image-development strategy that repeats multiple variations of an image in connection with each other. an image-development strategy whereby an image is made less complex by the elimination of details. see BALANCE. a visual element that pertains to the real or illusory 3-D expanse in which an image or the components of an image exist or appear to exist. an image-development strategy involving the placement of one component over another; overlapping or merging some part of an image. tools for visual image making (e.g., paintbrush, pencil, carving knife, brayer, kiln, loom, computer hardware & software, camera). a visual element that pertains to the effect of lightness and darkness on one or more parts of an image. a principle of design concerned with the arrangement of the elements of an artwork to create a coherent whole. a visual element that pertains to the relative lightness and darkness of colour in an image. lines, shapes, colours, spaces, textures, form, values, and tones that constitute the component parts of a visual image. VISUAL ARTS K TO 7 47