Course Profile   Visual Arts, Grade 10, Open, Public

 

Course Overview

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 10 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

 

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.

 

© Queen’s Printer for Ontario, 2000

 

Acknowledgments

Public District School Board Writing Teams – Visual Arts

 

Lead Board

Upper Canada District School Board

 

Management Team

Eleanor Newman

Dorothy Stewart

Dona Cruickshank

 

Course Profile Writing Team:

Susan Jones, Durham DSB

Alan Wilkinson, Limestone DSB

Cyrel Troster, York Region

Rhonda Johnson, Upper Canada DSB

Susan Pidlubny, Durham DSB

Teresa Reeves, Peel DSB

 

 

Course Overview

Visual Arts, Grade 10, Open

Identifying Information

Course Developers

Susan Jones, Durham DSB (Project Leader)

Rhonda Johnson, Upper Canada DSB

Susan Pidlubny, Durham DSB

Cyrel Troster, York Region DSB

Alan Wilkinson, Limestone DSB

Teresa Reeves, Peel DSB

Course Title:  Visual Arts

Grade:  10

Course Type:  Open

Development Date:  October 1999

Credit Value:  One

Ministry Course Code:  AVI2O

Description/Rationale

The Grade 10 course profile provides opportunity for students to explore and to further develop their artistic and creative processes. Students make connections between works of art and their historical context. This will occur through practice that builds on what students know. By introducing them to new ideas, materials, and processes for artistic thinking and experimentation, students will discover and understand the relationship between form and content. Units are organized according to themes that reflect issues that are relevant to students as individuals, and as artists (p. 52 of The Ontario Curriculum, Grade 9 and 10, The Arts, 1999). Students produce works designed around specific objectives with an overall unifying theme which demonstrates the ability to take varied and creative approaches to using materials, tools, processes, and technologies in studio activities. Students will analyse their artwork critically and describe the relationship between art and the community.

In this course, Units 1-4 are organized as a sequential continuum. Teachers can note that the Grade 10 course has been designed with a parallel structure that builds on the content of the Grade 9 Course Profile. Teachers should also note that this Grade 10 Course Profile can stand on its own, without the support of the Grade 9 profile content. See the chart below.

In each unit, the student becomes the inquiring artist. In Unit 1, the student, as the inquiring artist, is asking questions and discovering processes of creativity. In Unit 2, the inquiring artist takes creativity and investigates the significance of place, time and space in the creation of art. In Unit 3, the inquiring artist will examine some of the significant accomplishments of Mathematics as they relate to art through history. In Unit 4 the inquiring artist enters the 21st century. Students examine the relationship that exists between the expression of the artist as a mirror of, and a contributor to, contemporary society. Throughout the course, students will demonstrate an understanding of visual arts concepts by viewing artworks that represent historical (the mid-segment of the Western timeline), non-Western, and Canadian cultures. They explore aspects of, and options for, visual arts careers.

Throughout each unit, three probing essential questions act as a catalyst to encourage personal student inquiry, higher level thinking and discussion. These questions are based on the three strands from The Ontario Curriculum, Grades 9 and 10, The Arts, 1999. The theory questions probe at inquiry around the context of cultural and historical relevance of artworks and artifacts. The creation questions refer to the production of works of art and design. The analysis questions encourage reflection of philosophical questions about art making and more personal questions about the value of personal creative expression. These essential questions can be incorporated into the theme discussion of each unit.

Unit Titles (Time + Sequence)

Unit Descriptions

Unit 1:  The Artist’s Point Of View: How Creation Happens

Time: 18 hours

This is the first of five units. The central theme is the student as an inquiring artist. The teacher, as a facilitator, can direct students to question how they create. As an inquiring artist, the students will investigate how their creativity happens. The three essential questions in this unit, are linked to the strands in The Ontario Curriculum, Grades 9 and 10, The Arts, 1999. These questions will help the students find creative ideas, reflect on where original ideas come from, and explore how ideas are developed and improved.

In the Grade 10 profile, students investigate creative theory. Through guided discovery and activities, teachers will direct students to explore a variety of media. Students will use drawing techniques, a review of the elements and principles of design, and activities that foster the creative process.

The three essential questions that frame this unit are:

1.  Where does the inquiring artist find ideas? (theory)

2.  How does the artist create? (creation)

3.  How does the artist develop and improve? (analysis)

Strand(s):  Theory, Creation, Analysis

Overall Expectations:  THV.01; CRV.01; CRV.02; CRV.03; CRV.04; ANV.01; ANV.02.

Specific Expectations:  TH1.02; TH3.01; CR1.01; CR1.02; CR1.03; CR2.01; CR2.02; CR2.03; CR3.01; CR3.02; CR3.03; AN1.01; AN2.01; AN2.02.

Unit 2:  The Artist Deals With Place, Time and Spaces

Time:  25 hours

In this unit, students will discover how the influence of place, time, and spaces also affect art that is produced by a culture or society. Students will be given the opportunity to compare and contrast different artistic approaches as seen in two different works of art in order to discover commonalities and differences based on place, time, and spaces. Activities in this unit include a landscape watercolour painting, a written and visual interpretation of architecture and a mixed media composition based on a literary source.

Throughout the unit, the teacher can facilitate discussion and inquiry around three essential questions:

1.  How does art reflect the place, time, and spaces from which it was created? (theory)

2.  How do tools and materials influence the artistic product? (creation)

3.  How does the past influence what the artist does in the present? (analysis)

Strand(s):  Theory, Creation, Analysis

Overall Expectations:  THV.01; THV.02; THV.03; CRU.01; CRV.02; CRV.03; CRV.04; ANV.01; ANV.02; ANV.03.

Specific Expectations:  TH2.01; TH2.02; TH2.03; TH3.01; TH3.02; TH3.03; TH3.04; CR1.01; CR1.02; CR1.03; CR2.01; CR2.02; CR2.03; CR3.01; CR3.02; CR3.03; AN1.01; AN1.02; AN1.03; AN2.01; AN2.02; AN2.03.

Unit 3:  The Artist Investigates the Mathematical Measurement of Art

Time:  25 hours

In this unit, students will investigate connections made between the importance of mathematical inquiry and art in the Renaissance Period. The Ontario Curriculum, Grade 9 and 10, The Arts, 1999 states, “Links can be made between the arts and other disciplines” (page 4). Any prior learning for Mathematics that is applicable to this unit, would have occurred for students in Grades 1 – 8 Mathematics expectations for geometry. Like the Renaissance artists, students will be encouraged to make “inquiries” about their art and the processes available to them. They will learn to use mathematical ratios and a system of proportions to create pleasing and balanced compositions. The three essential questions of this unit will assist teachers in making mathematical connections to art.

Renaissance artists also drew upon the knowledge of the Greek and Romans. They also used ratios such as the Golden Section, to create balanced and pleasing compositions. The Golden Section uses the proportion of 1 to 1.6 to create balance in a composition. This ratio is also found in many objects in nature, such as human anatomy, shell spirals, and natural spiral forms. Students will learn how to use this ratio as they create their own painting.

Teachers can adapt the Golden Section painting formula for most students in their classroom. Teachers will find suggestions for remediation, consolidation, and enrichment activities in this unit. Select the appropriate activities based on your students’ abilities and needs. Refer to Appendix J to learn how to construct the Golden Section.

The teacher can use three essential questions for student inquiry:

1.  How do artists use mathematical principles? (theory)

2.  What do artists create from mathematical models? (creation)

3.  How does art change through new discoveries? (analysis)

Strand(s):  Theory, Creation, Analysis

Overall Expectations:  THV.01; THV.02; THV.03; CRV.01; CRV.02; CRV.03; CRV.04; AVN.01; AVN.02.

Specific Expectations:  TH1.01; TH1.02; TH2.02; TH2.03; TH3.01; TH3.02; CR1.01; CR1.02; CR1.03; CR2.01; CR2.02; CR2.03; CR2.04; CR3.01; Cr3.02; CR3.03; AN1.01; AN1.02; AN1.03; AN1.04; AN2.01; AN2.02; AN2.03.

Activity Titles (Time + Sequence)

Unit 4:  The Artist Makes a Statement

Time:  20 hours

The central theme of this unit is the role of the artist in shaping society. Students will investigate how artists have created artworks that shape and form contemporary civilization. Artists have designed buildings, furniture, clothing, and typefaces for print materials. Artists have influenced the look of past and present societies. Artists who present messages in their work on contemporary issues, such as Jane Ash Poitras, Carl Beam, Joyce Weiland, Michael Snow, and Greg Curnoe, will be examined. Students will investigate how artists can change their world by creating designs for living through posters and wearable art. They will also explore the ever-changing world and subject matter of fine and applied art. The teacher can focus student inquiry around three essential questions to generate ideas about the extended role of the artist:

1.  How does an artist influence the production of objects? (theory)

2.  Do artists need to create a reaction from the viewer through their work? (creation)

3.  How does an artist determine what is art and what is not? (analysis)

Strand(s):  Theory, Creation, Analysis

Overall Expectations:  THV.01; THV.04; CRV.01; CRV.02; CRV.03; CRV.04; ANV.01; ANV.02; ANV.03.

Specific Expectations:  TH1.01; TH1.02; TH3.02; TH3.03; TH3.04; CR1.01; CR1.03; CR2.01; CR2.02; CR2.03; CR2.04; CR3.01; CR3.02; CR3.03; AN1.01; AN1.02; AN1.03; AN1.04; AN2.02; AN2.03.

Activity Titles (Time + Sequence)

Unit 5:  I Am the Artist: The Window of My Mind

Time:  24 hours

In this unit, students use art production, analysis, and critical thinking to consolidate student learning. The culminating activity for this unit challenges students, requiring them to apply concepts attained in the course. It provides them opportunity to express their own ideas about their individual creative process. In this activity, students must represent the content of the course in a visual manner. This unit is the summative evaluation of student achievement, based on the expectations and the achievement chart for this course. The unit represents 30% of the final mark. (See Program Planning and Assessment, The Ontario Curriculum, Grades 9 and 10, 1999, p. 11.)

The three essential questions are:

1.  What makes my art creative and unique? (theory)

2.  Am I using the right tools and processes to make my ideas clear to others? (creation)

3.  How do I communicate to others through my artwork? (analysis)

Strand(s):  Theory, Creation, Analysis

Overall Expectations:  In the final evaluation piece, students will demonstrate their most consistent levels of achievement based on the Achievement Chart, The Ontario Curriculum, Grades 9 and 10, The Arts, 1999. See page 58 of this curriculum for a description of how to use this assessment tool.

Activity Titles (Time + Sequence)

Course Notes

Access to a wide variety of visual and technical resources to support a curriculum is important. Please see Appendix D.

Teachers should adapt this profile in response to student and community resources, supplies available and limitations.

Modifications need to be made to accommodate students with special needs. See Appendix B.

Health and safety in the classroom must be a priority when dealing with materials, equipment and routines. See Appendix C.

Portfolio assessment is an important student assessment tool for visual arts. Please see Appendices L, M, N, and O.

The course content develops essential learning and creative thinking skills. See Appendices P, Q, R, S, T, U, V, and W.

Teachers can make connections across units by directing student learning to the essential questions.

Students should keep a resource journal that is divided into the following sections: sketches; ideas; reflection; technical information; historical context. See Appendices E, X, and Y.

Teaching/Learning Strategies

Direct instruction, indirect instruction, interactive instruction, and independent instruction are strategies that can be incorporated into teaching strategies for visual arts. Individual learning styles of students need to be addressed in lesson delivery. See Appendix B.

Assessment and Evaluation

The Grade 10 visual arts course builds on what students know, introducing them to new ideas, materials, and processes for artistic thinking and experimentation. Teachers then need to assess, evaluate, and report each student’s growth. Assessment will occur throughout the course, in the form of guided coaching for students. Teacher feedback to students becomes important so that students are aware of their accomplishments, based on the Achievement Chart in The Ontario Curriculum, Grades 9 and 10, The Arts, 1999. A variety of assessment and evaluation strategies should be used. See Appendix F – Assessment and Evaluation Strategies. A student resource journal and a student portfolio will assist teachers with this. Evaluation will occur throughout the course, as the student work develops to meet small groupings of expectations. 70% of the mark for the course will be accumulated from assessments and evaluations directed at meeting all of the expectations in Units 1-4. Unit 5 becomes the final evaluation piece for the course. Teachers will base final individual student reporting on observations, with no feedback. Students must demonstrate course expectations based on the achievement levels for the categories outlined on the Achievement Chart in The Ontario Curriculum, Grades 9 and 10, The Arts, 1999.

Resource Summary

Resources are available to teachers through public libraries, Internet, CD-ROMs, book stores, and community resources. Many college and university programs offer courses for teachers that are recognized by the Ontario College of Teachers. Other special interest courses are available through community and school board programs that are not recognized by the Ontario College of Teachers. OSEA, the Ontario Society for Education Through Art, is a subject association for teachers in Ontario (the World Wide Web address is: osea.on.ca) and offers resources, conferences, and membership for teachers. Internet access has opened up the art world for educators. Most galleries around the world have web sites with virtual galleries that show master works of art. CD-ROMs for art classes, are numerous. Periodicals, books, newspapers, community galleries, and partnerships can be found to enhance resource lists.

OSS Policy Applications

This Course Profile has been developed to assist in the implementation of The Ontario Curriculum, Grade 9 and 10, The Arts, 1999. In using this material, teachers and administrators must take careful note of the applicable sections of:

Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999. (OSS) Sections 4, 5, 6, 7

Choices Into Action: Guidance and Career Education Program Policy For Ontario Elementary and Secondary Schools, 1999.

The Ontario Curriculum, Grades 9 and 10, Program Planning and Assessment, 1999.

Assessment and Evaluation of Program

The reflective nature of a student’s resource journal will provide on going feedback from students. More formal types of course reviews (questionnaire, rubrics, checklists, etc.) given to students will provide periodic and/or final feedback to teachers.

Coded Expectations, Visual Arts, AVI2O

Theory

Overall Expectations

THV.01

– demonstrate an understanding of the design process;

THV.02

– differentiate historical artworks by content, theme, style, techniques, and materials;

THV.03

– explain the social and historical context and the chronology of distinctive artistic styles;

THV.04

– identify the skills required in various visual arts and art-related careers.

Specific Expectations

Design and Composition

TH1.01

– explain how compositions are altered by a change in design principles (e.g., contrast of lines versus contrast of colour);

TH1.02

– describe the steps of the design process (i.e., specifications, research, experimentation, preliminary sketches, prototypes, revision, presentation, reflection).

Art History and Cultural Community

TH2.01

– describe the characteristics of a historical stylistic movement in Canadian art (e.g., the art of New France, Canadian Impressionists, Painters Eleven);

TH2.02

– demonstrate an understanding of a mid-segment of the Western art history timeline (e.g., the Middle Ages);

TH2.03

– produce a survey of a particular subject or medium through a period of time, noting stylistic changes (e.g., posters, photography, typography).

Personal Applications

TH3.01

– explain how they have incorporated into their studio assignments characteristic materials and expressive qualities of artworks studied;

TH3.02

– explain how their personal artworks have been influenced by works they have viewed in galleries and museums;

TH3.03

– research the history of an art form, craft, or area of design (e.g., stone sculpture, textile design, pottery);

TH3.04

– describe similarities and differences between careers in design and fine art.

Creation

Overall Expectations

CRV.01

– produce a work designed around specific objectives and challenges (e.g., composition issues, subject matter, use of visual language);

CRV.02

– demonstrate the ability to take varied and creative approaches to using materials, tools, processes, and technologies in studio activities;

CRV.03

– explain the importance of process in relation to the final product;

CRV.04

– use concepts of visual literacy in describing their art activities.

Specific Expectations

Perceiving and Planning

CR1.01

– use various strategies in creating images (e.g., symbolism, interpretation of same idea in both two and three dimensions);

CR1.02

– use tools, materials, processes, and technologies safely and appropriately;

CR1.03

– use research from various sources (e.g., books, databases, conversation with local artists) as part of the creative process.

Experimenting and Producing

CR2.01

– demonstrate the ability to solve artistic problems and make creative choices when completing artworks that reflect their concerns;

CR2.02

– demonstrate the ability to use an increasing range of tools, materials, processes, and technologies in producing works of fine art and applied design;

CR2.03

– execute sketches and drawings in an increasing variety of media;

CR2.04

– demonstrate ever-expanding use of technology in producing artworks.

Reviewing and Evaluating

CR3.01

– use appropriate visual arts vocabulary in describing materials and processes;

CR3.02

– develop sketchbooks, a portfolio, and/or planners that document their personal art process;

CR3.03

– demonstrate the ability to review and evaluate the creative processes they use, as well as the resulting artworks.

Analysis

Overall Expectations

ANV.01

– apply critical analysis processes to their artwork and works studied;

ANV.02

– identify sensory, formal, expressive, and technical qualities in their own works and works studied;

ANV.03

– describe interrelationships among art, the consumer, and the community.

Specific Expectations

Critical Process

AN1.01

– describe the stages of the design process followed in a particular assignment;

AN1.02

– analyse the formal composition of an example of artwork from personal and/or historical works studied;

AN1.03

– explain the significant expressive qualities of a work of art with reference to a list of possible categories (e.g., sensory, formal, expressive, technical);

AN1.04

– identify possible meanings of a work by referring to background information and specific visual indicators.

Aesthetics

AN2.01

– explain how the formal organization of visual content (formalism) as well as the imitation of life (imitationalism) can be used to create and think about works of art;

AN2.02

– demonstrate an understanding of the use of symbols in creative expression;

AN2.03

– describe how a culture shapes its art with reference to historical and contemporary examples (e.g., Byzantine icons, Chinese landscape, painting in fifteenth-century Europe, pre-Columbian pottery, Warhol’s soup cans).

 

 

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