Course Profile Visual
Art, Grade 9 open, Catholic
Unit 1
Course Profiles are professional development materials designed to help teachers implement the new Grade 9 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 and Training. This document reflects the views of the developlers 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 these materials 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 and Training or by the Partnership of School Boards that supported the production of the document.
γ Queens Printer for Ontario
Acknowledgements
Lead Board
Wellington Catholic District School Board
Don Drone, Manager
Course Profile Writing Team
Ann Perron, (lead writer) Toronto Catholic District School Board
Darlyn Burroughs, Brant Catholic District School Board
Kitty Strite Gatto, Waterloo Catholic District School Board
Mary Humphries, Wellington Catholic District School Board
Gloria Yeo, Sault Ste. Marie Catholic District School Board
The developers are appreciative of the suggestions and comments from the team of teachers who worked through The Ontario Curriculum Clearinghouse. The writing team also is appreciative of the many individuals from our respective school boards who provided support that allowed us to meet our objectives.
Unit # 1
Title: Drawing
Time: 25 hours
Unit
Developer(s)
Darlyn Burroughs, Brant-Haldimand-Norfolk Catholic District School Board
Gloria Yeo, Huron-Superior Catholic District School Board
Unit
Description
This unit is intended to provide the student with opportunities to reflect on their relationship with others and the environment. Through various drawing activities the student will be encouraged to actively respond to the human condition. Essential to this concept is the development of an awareness that we may communicate ideas and opinions using the elements and principles of design. The students will begin to appreciate Gods presence both in each other and in everyday life. Studio activities will involve conte, graphite pencil/sticks, charcoal, pen and ink, markers, crayons, and pencil crayons. Manila newsprint/newspaper, found papers and cartridge paper surfaces will be explored. Drawing techniques, the drawing journal and the visual reference file lay the foundation for subsequent units in this course.
Strand(s)
& Expectations
Ontario Catholic School Graduate Expectations: OCSGE 1d,g 2e, 3b,c,e,f 4b,d,e,f 5c,g 7 I,f.
Strand(s): Theory, Creation, Analysis
Overall Expectations: VTV.01X, 02X,03X,04X VCV.01X, 02X,03X,04X VAV.01X,02X,03X
Specific Expectations: VT1.02X VT2.01X,02X VT3.01X
VC1.01X,02X,03X VC2.01X,03X,06X VC3.01X,02X
VA1.03X,04X VA2.01X,03X
Activity
Titles (Time + Sequence)
|
Activity 1 |
Drawing as a Form of Communication |
240 min (4 hrs.) |
|
Activity 2 |
Approaches to Drawing |
240 min (4hrs.) |
|
Activity 3 |
Compositions from a Viewpoint |
180 min (3 hrs) |
|
Activity 4 |
Our Natural World |
160 min (2.4hrs) |
|
Activity 5 |
Drawing Plant Life Using a Viewfinder |
240 min (4 hrs) |
|
Activity 6 |
Patterns in Animal Life |
240 min (4 hrs) |
|
Activity 7 |
Ordinary Shapes, Ordinary Objects |
240 min (4 hrs) |
The drawing journal is an important tool for teachers to utilize throughout the course. The students will use this journal for reflection, research and illustrations. A major focus of the drawing unit is to develop a respect for and care of living things in our environment. Plant life and artwork that contains various approaches to drawing plant life, animals and other organic forms will support drawing activities. Appropriate references to First Nations stories on the origin of plants, and words of Dan Pine Take care of the earth and all that has been given to us should be considered. Students will demonstrate the importance of stewardship of the planet and environmental preservation throughout study and illustrative work.
The students will have experience in producing two dimensional works of art that communicate a range of thoughts, feelings, and experiences for specific purposes and to specific audiences. Refer to The Ontario Curriculum, Grades 1-8: The Arts, (page 44) for Grade 8 Visual Arts expectations.
Teaching/Learning
Strategies
The main teaching/learning strategies involve: demonstration lessons, viewing art/presentation, individual instruction, questioning, roving conference, research, exploration, independent and group work.
Assessment/Evaluation
The purpose of all assessment and evaluation is to support learning and confidence for all students in approaching art activities. The rubric tools, and checklists will be designed to support the new levels of achievement. Students will become familiar and comfortable using the rubric for self and peer evaluation. The drawing journal, portfolio, and the final evaluation will provide basis for the final grade. Peer, self and teacher evaluation will be used in all three assessment areas.
|
Art Image Series of Study Prints Ching, Francis, Drawing, A Creative Process Hume, Helen, D. A Survival Kit for the Secondary School Art Teacher, New York: 1990. Kaupelis, Robert. Experimental Drawing. New York: Watson-Guptill Publications, 1992. Maltzman, Stanley. Drawing Nature. Cincinnati: Northern Lights Books, 1995. Maisel, Eric. Artists Speak A Sketchbook. San Francisco: 1993. Nice, Claudia. Sketching Your Favorite Subjects in Pen and Ink. Cincinnati: Northern Light Books, 1993. |
Narale, Arvind, For the Love of Simple Linework. Toronto: Canadian Stage & Arts Publications Ltd., 1996. Roukes, Nicholas, Art Synetics Massuchetts: Davis Publications, Inc.1980 Roukes, Nicholas, The Natural Way to Draw Simmons, Gary. The Technical Pen. New York: Watson-Guptill Publications, 1992. T.C.D.S.B./C.C.C., Arts in the Classroom, A Teachers
CD Rom Resource, Toronto: 1998. Toronto Board of Education. Eighty-Three Women Artists.
2nd ed. Toronto: 1996. Wallerstein Camhy, Sherry. Art of the Pencil.
New York: Watson-Guptill Publications, 1997. Wiften, Valerie. Sketching: Planning and Drawing.
New York: Sterling Publishing Co., 1998. |
Title: Drawing is a
Form of Communication
Time: 240 minutes
Description
Through an examination of various reasons for drawing and by applying this knowledge to their own lives, student artists will gain an understanding that drawing is a form of visual communication. Students will see drawing as part of a positive anthropology whereby the artist, by nature, is a product of the world in which he or she lives. Focused examination of ancient works of art as a means of determining what was important to other cultures will lead to reflection of their own artwork. Students will become familiar with drawing techniques, tools and paper surfaces. They will explore the concept of drawing as mark making, whereby the artist appreciates the past, perceives the present and contributes to a positive future.
Strands and
Expectations
Ontario Catholic
School Graduate Expectations:
understands that one's purpose or call in life comes from God and strives to discern and live out this call throughout life's journey. 1g
adopts a holistic approach to life by integrating learning from various subject areas and experiences. 3e
applies effective communication, decision-making, problem-solving, time and resource management skills. 4f
achieves excellence, originality and integrity in ones own work and supports these qualities in the work of others. 5g
Strands: Theory, Creation, Analysis
Overall Expectations:
At the end of Grade 9, student will:
Demonstrate knowledge of a segment of early Western art history, Canadian art, and examples of the art of other cultures, nations, and groups (VTV.03X)
Use materials and processes to create art objects that express their intent (VCV.01X)
Explain, through critical analysis, the
function of their own artwork and those of other cultures (VAV.02X)
Students will:
demonstrate appropriate selection of tools, materials, processes and technologies for use in their art production (VC1.01X)
identify possible meanings in examples of fine and applied art (VC3.03X)
use critical analysis to examine expression in student and professional artworks (VA1.03X)
explain how artistic intentions are expressed in specific examples of historical and student artworks (VA1.04X)
demonstrate an understanding that the nature of art varies from culture to culture, (VA2.03X)
demonstrate knowledge of a segment of the early art history timeline (VT2.01X)
demonstrate the ability to incorporate personal interests and hobbies in their art (VT3.01X)
compile a collection of visual resources (VC1.02X)
Whenever possible, provide students with a broad range of drawing materials, including various types of paper. Discussion of approaches to drawing should include the possibilities for the use of various drawing techniques (e.g., spontaneous, automatic, sustained). Guidelines for positive modes of criticism should be reviewed prior to the use of a peer evaluation rubric. Prior Knowledge should be reviewed to ensure that students are prepared to meet the expectations for this activity.
According to The Ontario Curriculum, Grade 1-8: The Arts, 1998, by the end of Grade 8:
Student artists will be able to produce drawings that communicate a variety of ideas for specific purposes and to specific audiences, using a variety of art forms.
Student artists will be able to define the principles of design and use them in appropriate ways
Student artists will be able to explain how the elements and principles of design can be used to affect the viewer
Student artists will have had previous experience with various types of drawing materials
(e.g., pencils, water-based markers, crayons, pencil crayons, oil and/or chalk pastels)
Teaching/Learning
Strategies
1. The teacher will introduce drawing concepts to the students in order to establish:
rationale for drawing (e.g., Why do
we draw? Why do artists draw? Subject matter?)
(See Appendix A: Drawing Activity #1)
that the Visual Arts, and in particular, drawing, is a form of visual communication, using the elements and principles of design
establish the criteria for evaluation in this unit
2. The student artists will:
experiment with materials in small groups
explore how it is that artists achieve personal expression through material choices, (i.e., a heavy dark line using charcoal may evoke or symbolize feelings of anger)
create a large, classroom chart with a list of various drawing materials from the familiar to the unusual (i.e., graphite pencils, carpenters pencils, pens, drawing inks, chalks, markers, charcoal, conte, steel wool, string, sticks, broken toy parts, cotton swabs, etc.)
present their findings to the larger group
compose a large chart to be placed on permanent display in the classroom, listing these drawing material and attaching descriptors
attach examples of drawing materials to the class chart
3. The teacher will:
review and demonstrate various drawing techniques with selected tools
invite students to select an image or series of objects which have significance in terms of their faith, beliefs or values. Students will draw their composition using design choices and materials to express their intent
4. The student artists will:
complete the drawing activity
share their drawings with a friend, who will use an Art Criticism Check Sheet (Appendix B) to interpret how the student artist has effectively communicated an aspect of themselves through their drawing(s)
introduce their friends to the class by showing and interpreting their works of art
5. The teacher will complete this series of lessons by:
Showing the class examples of ancient works of art (e.g. prehistoric cave paintings, Ancient Egyptian works, Greek Vases, Roman and Early Christian murals, Central and South American Art, Early Christian and Islamic works)
6. Students will examine the above works through focused group work:
to determine what was important to early artists and to begin to chart an early art history
to make connections to contemporary drawing
to discuss types of drawing tools used and to relate this to the exploration of drawing tools done in class (e.g., How have drawing tools changed? How have they remained the same?)
to begin a reference file on works of art, collected images and drawing tools
to introduce the concept of the drawing journal (sketchbook, 12 x 14)
to introduce the purpose and criteria for ongoing self/course evaluation (Appendix C)
Assessment/Evaluation
1. Materials Chart by the teacher for wide range and appropriate selection of materials (VC1.01X)
2. Studio activity (teacher observation) for appropriate selections of tools, critical analysis, understanding of the function of art and the ability to incorporate personal interests. (VC1.01X, VA1.03X, VT3.01X, 4f, 5e)
3. Activity sheet (#4) for the students' ability to appropriately explain artistic intentions and identify possible meanings in their own and others art (VC3.03X, VA1.03X, 1g, 3e)
4. Teacher/peer evaluation of class presentations (rubrics) (VC3.03X, VA1.03X, VA1.04X, VA2.03X, VT2.01X, 5g)
Resources
Browning, Robert. Fra Lippo Lippi, 1855(Appendix A)
Edwards, Betty. Drawing on the Right Side of the Brain, Los Angeles, CaliforniaJeremyP.Tarcher, Inc., 1989
Toronto Catholic District School Board/Catholic Curriculum
Cooperative. Arts in the Classroom.
A Teacher's C.D. Rom Resource, (Drawing Doc.) 1998
Appendices
Appendix A: Excerpt from Fra Lippo Lippi by Robert Browning (1812-1889)
Appendix B: Art Criticism Sheets Appendix C: Portfolio Log
Accomodations
For special needs students, the teacher might carefully select the kinds of drawing tools for student experimentation in making thin or thick lines, and/or shapes.
For enrichment, student artists could focus on one ancient period of Art and by using the Internet, community resource, the local art gallery or museum references make a presentation on the relationship of art to culture/beliefs.
Time: 240 minutes
Description
Student artists will make
artistic decisions about what they will draw and how they will draw. They will
move from spontaneous types of drawing to more analytical works (sustained) and
back again. This activity is intended to inspire confidence in the student
artist in that all approaches to drawing are valid if they effectively
communicate an idea. The relationship of the artist to self, society and God
will be explored. Students will continue to select works to file in their
portfolio (begun in Activity #1) and they will now begin a Drawing Journal
(Sketchbook) that will become a source of inspiration and evaluation throughout
this course.
The Catholic School Graduate
uses and integrates the Catholic faith tradition in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. 2e
creates, adapts, evaluates new ideas in light of the common good. 3b
demonstrates flexibility and adaptability. 4b
responds to, manages and constructively influences change in a discerning manner. 4d
applies effective communication, decision-making, problem-solving, time and resource management skills. 4f
develops one's God-given potential and makes a meaningful contribution to society. 5c
achieves excellence, originality and integrity in one's own work and supports these qualities in the work of others. 5g
Strands: Theory, Creation, Analysis
Overall Expectations:
By the end of Grade 9, students will:
apply an understanding of the elements and principles of design to personal, historical, and contemporary artworks (VTV.01X)
demonstrate knowledge of a segment of the early art history timeline (VT2.01X)
use materials and processes to create art objects that express their intent (VCV.01X)
apply the creative process in their work (VCV.04X)
apply a framework of critical analysis to their own and acknowledged artworks through participation in a variety of art-viewing strategies (VAV.01X)
Specific Expectations:
Students will:
demonstrate appropriate selection of tools, materials, processes and technologies for use in their art production (VC1.01X)
demonstrate an understanding of basic drawing skills and concepts through the use of various materials and a variety of strategies (VC2.01X)
use appropriate art vocabulary related to materials, processes and technologies (VC3.01X)
understand how to apply criteria for ongoing review and evaluation of processes and products (VC3.02X)
use critical analysis to examine expression in student and professional artworks (VA1.03X)
explain the organization of visual content in the creation of artworks (VA1,02X)
understand and apply the elements and principles of design as expressive components in their personal creative works (VT1.02X)
demonstrate the ability to incorporate personal interests and hobbies in their art (VT3.01X)
When possible, provide students with different types of papers (e.g. cartridge drawing, manila, newsprint) for these activities and with a wide range of drawing materials (e.g. charcoal, markers, conte, crayon etc.) for these activities.
Paper size, newsprint is ideal for gesture drawing, no smaller than 18" X 24".
Recommended size for the Drawing Journals (Sketchbooks) is at least 12" X 14".
Student artists will understand that Art is a form of communication.
Student artists will be familiar with a variety of drawing approaches to drawing.
1. The teacher will review with students the various approaches to drawing and provide a number of examples from a wide variety of artists (e.g. contour drawings by Pablo Picasso, Durer's sustained drawings of wildlife, Leonardo da Vinci's informative sketches, Michelangelo's study sketches for the Sistine Chapel, Canadian artists).
2. The student artists will:
view these examples and, by working in small groups, compile a list of the various approaches
to, and reasons for, drawing (see Art in the Classroom, CD Rom resource)
record this list in their Drawing Journals
report these findings to the larger group
3. The teacher will expand upon and clarify the information #2 (See Appendix D-Activity #2,
Drawing)
4. The teacher will demonstrate gesture drawing and explain that it is an exercise in seeing whereby:
gesture drawing is a quick and spontaneous approach to the subject,
gesture drawing records the "energy" that makes the marks,
gesture drawing searches for the underlying structure and digests the "whole",
gesture drawing can be done in any medium.(charcoal, jumbo markers, crayons)
5. The students will :
complete a series of gesture drawing activities that are based on different action poses
(minimum of five drawings),
select two of these drawing for their portfolio, date, and record them.
6. The teacher will then introduce three types of contour drawing: blind, modified blind and contour.(Refer to Arts in the Classroom, CD Rom for reference pp.5153)
1. Ongoing Teacher Evaluation through Question and Answer (#1) for an appropriate selection of tools, an understanding of basic skills and concepts, appropriate use of art vocabulary and critical analysis (VC1.01X, VC2.01X, VC3.01X, VA1.03X, VA1.02X)
2. Individual student artwork and portfolio log for an understanding of how to apply criteria, critical analysis, an understanding of visual content and effective use of elements and principles.(#4) (Ongoing Portfolio log and rubric) (VC3.02X, , VA1.02X, VT1,02X)
3. Portfolio Log and Drawing Journal entries for ongoing review evaluation of processes and artwork including the ability to incorporate personal interests(VC3.02X, VT3.01X)
1. Edwards, Betty. Drawing on the Right Side of the Brain.
2. Edwards, Betty. Drawing on the Artist Within.New York: Simon & Shuster Inc., 1986
3. Hume, Helen, D., A Survival Kit for the Secondary School Art Teacher. New York: The Centre for Applied Research in Education, 1990.
4. Mitler, Gene, A., Ph.D. Art in Focus. New York: Glencoe, Macmillan/McGraw-Hill, 1994.
5. Nicolaides, Kimon. The Natural Way to Draw. Boston: Houghton Mifflin Company, 1941.
6. Toronto Catholic District School Board/Catholic Curriculum Cooperative, Arts in the Classroom, A Teacher's C.D. Rom Resource. Toronto: 1998.
1. Special needs students may utilize large, easily identifiable objects for the subject of contour drawings with focus to the outer edges of the form.
2. Enrichment students will use various media to explore negative spaces, experiment with distorted images, extend gesture drawing into mixed media work with pastel on interesting paper surfaces.
Appendix C, Portfolio Log
Appendix D, Reference File and Personal Entry File
Title: Composition
from a Viewpoint
Time: 180 minutes
Description
This activity is intended to establish drawing techniques that will provide student artists with a solid foundation for the next series of drawings and for all other Art activities in this course. Students will begin to understand that what is observed and learned in the studio/classroom can be extended to the world outside. In turn, they will see that what is observed in the outside can improve skills that are established in the classroom.
Strands and
Expectations
Ontario Catholic
School Graduate Expectations:
The Ontario Catholic School Graduate:
understands that one's purpose or call in life comes from God and strives to discern and live out this call throughout life's journey, 1g
integrates Faith with life, 1ig
uses and integrates the Catholic faith tradition in the critical analysis of the arts, media, technology and information systems to enhance the quality of life, 2e
thinks reflectively and creatively to evaluate situations and solve problems, 3c
adopts a holistic approach to life by integrating learning from various subject areas and experience, 3e
sets appropriate goals and priorities in school, work and personal life, 4e
Strands: Theory, Creation, Analysis
Overall Expectations:
apply an understanding of the elements and principles of design to personal, historical, and contemporary artwork VTV.01X
produce two-and three dimensional artworks using a variety of materials, tools, processes, and technologies VCV.03X
apply the creative process in their work VCV.04X
explain, through critical analysis, the function of their own artwork and those of other cultures VAV.02X
Students will:
demonstrate an understanding of basic drawing skills and concepts through various media VC2.01X
understand how to apply criteria for ongoing review and evaluation of processes and products VC3.03X
describe how art can imitate life VA2.01X
understand and apply the elements and principles of design as expressive components in their personal, creative works VT1.02X
demonstrate the ability to incorporate personal interests and hobbies in their art VT3.01X
A softer, sketching pencil is preferred for the graphite work. Primary pencils, with a 2B rating are recommended and HB rated pencils for one and two-point perspective.
Student artists will need to:
know various types of drawing including one and two-point perspective and contour drawing
be familiar with the use of a viewfinder.
Teaching/Learning
Strategies:
1. The teacher will:
briefly review one and two point linear perspective with the students, specifically the horizon line and vanishing points,
instruct students in the making of a viewfinder,
provide materials to the students for the making of a simple viewfinder with an opening of approximately 5 x 7.
2. The teacher will:
Demonstrate how a viewfinder can be used as a compositional tool to look for interesting collections of lines and shapes in the classroom, in simple objects and groupings of objects (still life);
review drawing technique for rules of perspective;
provide students with paper to draw some of the shapes.
3. The students will:
construct their own viewfinder, using large sheets of cardboard;
trace the opening of their viewfinder onto a large sheet of cartridge drawing paper, three times;
draw the contours of an object or image in the first section to show one-point perspective;
draw an object or image in the second section that demonstrates the use of two-point perspective;
make a third lines drawing, with elements of the human body (knee, elbow, hand, foot) within the composition.
4. The students will:
select an interesting collection of objects in the classroom, using their viewfinders;
create an composition that captures the basic contours of these objects;
exchange drawings with a friend to see if another person can identify the source.
5. The teacher will:
Demonstrate how emphasis can be achieved in a drawing by using tonal shading to draw attention to a particular section of a work;
direct students to complete a similar type of sustained drawing of one object found in the classroom and place that object in a logical environment or fantasy environment.
6. The students will:
create these drawings, using graphite pencils and will show value (tonal shading) to add emphasis to the object or to one part of the object in the drawing;
display and/or file these drawing in their portfolio (signed, dated and recorded)
reflect on what inspired them to select the objects that they chose to draw and how this might communicate something about themselves to others (Drawing Journal Entry)
1. Portfolio/artwork and selected entries for use of various media, understanding of criteria, ability to connect life to art, elements and principles, and incorporation of personal interests. (VC2.01X, VC3.03X, VT1.02X, VA2.01X)
2. Drawing Journal for understanding of criteria for ongoing review, expressive components, connection of life to art. (VC3.03X, VT1.02X, VT3.01X)
3. Quiz on Art History and Theory for understanding and application of concepts learned. (VC2.01X)
1. Hume, Helen,
D., A Survival Kit for the Secondary School Art Teacher. West Nyack:
1990
2. Frayling, Christopher; Frayling, Helen; Van Der Meer, Ron. The Art Pack. New York: Alfred A. Knopf, 1992.
3. Narale, Arvind. For the Love of Simple Linework. Toronto: Creative Group 2, 1994.
4. T.C.D.S.B./C.C.C., Arts in the Classroom, A Teacher's CD Rom Resource. Toronto: 1998.
5. Toronto Board of Education, Eighty-Three Women Artists, Toronto: 1996.
Accommodations
1. Special needs students may use the same personal object throughout all activities and draw this object from a variety of viewpoints.
2. Enrichment activities involve researching artists who have used a variety of techniques to emphasize a particular aspect or object in their artwork.(e.g., Claes Oldenburg)
Appendix C, Portfolio Log
Appendix D, Reference File
Appendix I, Teacher Rubric
Time: 160 minutes
Description
This unit begins with a presentation of slides and other visual images of our natural world and drawings from ancient to early Christian cultures. Each culture has a vision and relationship with the environment that is often represented through the visual arts. Early cave drawings reflect a spiritual connection with the environment while conservation and respect for the environment are recurring themes in native artworks and other Canadian artwork. Students will apply drawing techniques and approaches to the study of plant life, and other organic forms in their environment. Further analysis of the elements and principles of design, both in natural patterns and in artwork will be explored.
Ontario Catholic School Graduate
Expectations:
The Catholic School Graduate:
develops attitudes and values found on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good. 1d
uses and integrates the Catholic faith tradition in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. 2e
adopts a holistic approach to life by integrating learning from various subject areas and experience.3e
examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society. 3f
respects and affirms the diversity and interdependence of the worlds peoples and cultures.7f
Strand(s): Theory, Creation, Analysis
Overall Expectations:
At the end of Grade 9, students will:
apply an understanding of the elements and principles of design to personal, historical, and contemporary artworks (VTV.01X)
demonstrate knowledge of a segment of early Western art history, Canadian art, and examples of the art of other cultures, nations, and groups. (VTV.03X)
use materials and processes to create art objects that express their intent (VCV.01X)
apply the creative process in their work (VCV.04X)
explain, through critical analysis, the function(e.g., political, religious, social) of their own artworks and those of other cultures (VAV.02X)
demonstrate an understanding of connection between art and cultural identity of context (VAV.03X)
Students will:
VT2.01X
VT2.02X
VC2.01X
VC3.03X VC2.06X
VA1.01X
VA1.04X VA2.01X VA2.03X
Planning Notes
Research traditional belief systems of ancient peoples:
the importance of tradition
the value of the elders as wise consultants and as an important human resource
the value of native story telling to explain their spiritual and physical relationships with the environment
the sacredness of life and of the land and our responsibility to look after both
link to Geography, Science and Religion program when appropriate
Read words of Chief Dan Pine (Appendix H ) or the instructions for picking medicines, foods, teas etc. to students before showing the slides and study prints to create an attitude of respect for the land.
understanding that artists representing various periods, styles and cultures have used similar materials, tools and use the elements and principles of design for a variety of purposes (e.g., the use of drawing to record information about their natural environments)
understanding the concepts of types of lines (e.g., thick, thin) and contour line
discussion to share understanding how each culture creates meaning and solves problems by responding to secular and sacred traditions (Educating the Soul, p.15)
1. Teachers will:
present slides, study prints, and other sources that depict animal/plant life and the physical environment in ancient to early Christian cultures (e.g., Inuit drawings, native rock art drawings, primitive art in Lascaux, Altimira, book illustrations)
direct a discussion on materials used, subject matter, colours used in art works (organize discussion in small groups if possible-use Appendix H, Origins of Plants)
lead a discussion with students involving information that reveals how various cultures/societies have attempted to live in harmony with nature and to protect the resources of our world
2. Students will:
identify orally, in large group discussion, the materials used by ancient cultures, subject matter and possible function/probable function, and colours used.
create thumbnail sketches in their drawing journals of actual objects in our contemporary world which have cultural and/or spiritual significance for them.
create their own cave drawings based on their interpretation of the visual reference resources (work in small groups, use kraft paper and chalk pastel)
write a personal reflection on thoughts, ideas and experiences that came about in this activity (e.g., working with other students, connections to faith, art and cultural identity)
recognize how we continue to honor, worship powerful animals through the elements of design today (i.e., logos for sport teams (Raptors), fashion industry (faux design in textiles); how have these changed or affected a post-modern world?)
1. Thumbnail sketches and journal entries created while viewing the slides, study prints (VA1.01X, VC2.01X, VC3.03X, VA1.04X, VA2.03X)
2. Interpretation sketches for use of line, shape and effectively communicating the feeling generated from the primitive work of art (VC2.01X, VC3.03X, VA2.01X)
3. Teacher rubric to assess the interpretation of ancient cave drawing into modern symbols of cultural and spiritual significance (VT2.01X, VT2.02X, VC2.06) (Teacher Checklist, Appendix E Self-Evaluation, Appendix F)
1. Slide Kits: obtained from local art galleries, (Education Division)Art Gallery of Ontario, McMichael Canadian Art Collection, National Gallery of Canada (Inuit Scupture Slide Kit)
2. Study Print Kits: Art Image Visuals, The Catholic Church Extension Society of Canada, 101-67 Bond Street Toronto, Catholic calendars illustrating Canadian Aboriginal artworks with First Nation heritage and environmental issues as themes.
3. Native Study Prints, Ojibwe Cultural Foundation, Excelsior P.O. West Bay Ontario, Manitoulin Island, P0P 1G0.
Accomodations
1. Make a series of simple line drawings in wax crayon to represent plant and animal life in their world.
2. Create a drawing using oil and chalk pastel on a rock surface that tells a story about their environment.
Appendices
Appendix C, Portfolio Log Appendix D, Reference File Appendix E, Teacher Checklist, Drawing
Appendix F, Self-Evaluation Appendix H, Dan Pine/Origins of Plants Appendix I, Teacher Rubric
Title: Drawing Plant Life Using a
Viewfinder
Time: 240 minutes
Description
Review using the viewfinder as a tool for drawing. Construct a viewfinder with a unique openings to enhance or personalize the subject matter. Introduce the concept of cropping a potential drawing area to search out a focal point. The students will use the viewfinder to draw both realitstic and imaginative views of plant life. In order to draw 3 views, utilize local vegetation or, in winter draw from available sources such as house plants, magazine or book visuals. The drawing tools and various paper sizes, shapes and surfaces will provide for a wide range of explorations. As steward of the resources of this planet students will develop their need to respect the value of the plants they are drawing and their responsibility to co-exist with nature.
Strand(s) and Expectations
Ontario Catholic School Graduate
Expectations:
The Catholic School Graduate:
Develops attitudes and values found on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good. 1d
Uses and integrates the Catholic faith tradition in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. 2e
Adopts a holistic approach to life by integrating learning from various subject areas and experience. 3e
Strand(s): Creation, Analysis
Overall Expectations:
At the end of Grade 9, students will:
use materials and processes to create art objects that express their intent VCV.01X
apply the elements and principles of design VCV.02X
produce two and three dimensional artworks using a variety of materials, tools, processes, and technologies VCV.03X
apply the creative process(i.e., perception, exploration, experimentation, production and evaluation) in their work VCV.04X
explain the function of research and technology in visual arts VCV.05X
demonstrate an understanding of connections between art and cultural identity or context VAV.03X
Specific
Expectations:
At the end of Grade 9, students will:
demonstrate appropriate selection of tools, materials, processes, and technologies for use in their art production VC1.01X
identify and implement perception enhancing design devices to create images VC1.03X
demonstrate an understanding of basic drawing skills and concepts through the use of various materials and a variety of strategies VC2.01X
understand how to apply criteria for ongoing review and evaluation of processes and products VC3.02X
describe how art can imitate life VA2.02X
It is strongly recommended to draw from actual life sources whenever possible.
One class should be spent doing the 3 contour line drawings.
When doing the extension lesson, smaller viewfinders may be required to obtain close-up views of original drawings
understand the concept of blind contour and modified contour line
confidence in selecting appropriate drawing tools and paper surfaces
knowledge of the elements and principles of design, in particular line, space and movement
1. Teacher will:
present samples of natural plant life drawings and discuss related career options in science and art related fields.
review the purpose of using a viewfinder to crop, arrange a composition, partial view, distortion
demonstrate how to set up the drawing area, and selection of drawing tools and elements to focus on
review respect and care of plants (Appendix H)
2. Students will:
cut a viewfinder according to personal interpretation of the subject matter (e.g., a unique shape for the viewfinder or use previously cut rectangular format)
trace three viewfinder frames onto cartridge paper
place the viewfinder in a suitable composition to frame source items
draw what is seen in each viewfinder frame by completing three different line drawings (cross contour, partial sustained, contour) of plant life in the local environment (extension - 1 leaf of one of the plants could be done in pencil crayon)
focus on line, shape, pattern,value (emphasis only) colour (extension activity)
Extension Activity
Students will:
enlarge or magnify one contour line drawing from the above lesson and draw on 24 x 36 drawing paper
selected drawing will be divided into four sections
illustrations in each section will be completed with reverse tone of black marker/ink and brush contrasting with the white paper-there will be alternate contrasts in each section (i.e., positive tones in one section become the reverse tones in the next section)
display the completed artwork as a striking class effort
1. Roving conference to ensure proper construction of the viewfinder, set-up of the drawing and use of the viewfinder (VC1.03X)
2. Self Assessment Checklist (Appendix G) to develop personal understanding of approaches to drawing (VC3.02X, VA2.02X)
3. Teacher Rubric to assess the drawing for appropriate selection of drawing tools, materials, interesting compositions and other perception enhancing devices (VC1.01X, VC2.01X)
1. Plant life visuals from magazines, books, and other art historical references
2. Arts in the Classroom, A Teachers CD Rom Resource, Toronto Catholic School District School Board, Catholic Curriculum Cooperative. Toronto, 1998.
3. Brooke, Sandy. Hooked on Drawing. Englewood Cliffs, New Jersey: Prentice Hall, 1996.
4. Edwards, Betty. Drawing on the Artist Within. New York: Simon & Schuster Inc., 1986.
5. Mittler, Gene A., and Howze, James. Creating & Understanding Drawings. New York: McGraw-Hill, 1995.
6. Narale, Arvind. For the Love of Simple Linework Toronto: Creative Group 2, 1994.
Students with limited fine motor skills may utilize larger drawing tools such as jumbo pencils and markers
Provide enlarged, lightly drawn contour of viewfinder composition for student to trace and colour using a variety of drawing inks
Students may enlarge the composition from the viewfinder to double size. Colour with oil or chalk pastel.
For the extension lesson, students with manual dexterity problems may draw simple, large shapes.
Use jumbo markers to offer a greater degree of control for completion of the tonal areas.
Other students could utilize torn or cut black construction paper to glue in designated areas.
Research artists who have utilized positive and negative areas successfully in their artwork and use one of these techniques in an artwork
Appendix D, Reference File/Personal Entry File Appendix E, Teacher Checklist
Appendix G, Self-Assessment Checklist Appendix H, Dan Pine/Origin of Plants
Title: Patterns in Animal Life
Time: 240 minutes
Description
Students will examine simplified texture details of animal fur or reptile skin designs. These will be drawn in pen/ink, marker on a variety of paper surfaces or in their drawing journals as preliminary studies. The class will examine Islamic and early Christian art, Minoan art, Spanish art and the work of Mauritis Escher for use of patterns in mosaics, architectural decorations, pottery and tesselated designs. The students will create a simple tesselated designs and add animal, reptile texture details to the creatures created from the tesselated shapes.
Strand(s) and Expectations
Ontario Catholic School Graduate
Expectations:
The Catholic School Graduate:
uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. 2e
adopts a holistic approach to life by integrating learning from various subject areas and experience 3e
respects and affirms the diversity and interdependence of the worlds peoples and cultures 7f
Strand(s): Creation, Theory
Overall Expectations
At the end of Grade 9, students will:
apply an understanding of the elements and principles of design to personal, historical, and contemporary artworks (VTV.01X)
demonstrate knowledge of a segment of
early Western art history, Canadian art, and examples of the art of other
cultures, nations, and groups (VTV.03X)
use materials and processes to
create art objects that express their intent (VCV.01X)
apply the elements and principles of
design (VCV.02X)
produce two- and three-dimensional artworks, using a variety of materials, tools, processes, and technologies (VCV.04X)
Specific Expectations
By the end of Grade 9, students will:
VC1.01X VC1.02X
VC1.03X VC2.03X VC2.05X
VC2.06X VC3.01X VT2.01X
VT2.02X
VT2.03X
Students could have an initial homework assignment of searching for texture, pattern source images for their picture files so that they will be prepared for the initial lesson.
Aboriginal peoples of the world, and more recently, environmentalists from around the world, are stressing the responsibility that we all have in protecting members of the animal kingdom. Needless slaughtering of animals/reptiles for fur coats, designer alligator purses and ivory jewelry threatens the existence of many animals. As Catholic educators, we have a responsibility to promote a sense of reverence and stewardship for life forms on this planet. The aboriginal tradition of living in harmony with nature is a message to which we must all listen. (Educating the Soul, page 14) Student may link this art activity with another subject area or larger social justice project.
Working knowledge of the elements and principles of design
Ability
to utilize a variety of drawing tools
Teaching
Learning Strategies:
1. The students will:
collect and examine source images of animal furs and/or reptile/fish skin for interesting designs and patterns. Draw a series of 10-12 preliminary texture samples using pencil in their drawing journals and referring to reference file and other sources.
2. The teacher will:
introduce the use of patterns in historical artworks and the tesselated designs evident in Maurits Eschers work. Use resources to make the connection between mathematics and natural patterns in our environment.
introduce the technique of tesselating a simple shape (square, rectangle)
3. The student will:
follow instructions to create an initial tesselated shape. Experiment with several samples to create an imaginative animal, reptile etc. using the nibble-slide technique
choose one or two designs to repeat in a design. Add texture details from those done in preliminary studies. Design can be completed in pen/ink or marker or oil pastels.
1. Roving Conference to encourage proper techniques, art vocabulary, use of materials and reference file sources. (VC1.02X, VC3.01X, VT2.01X, VT3.03X)
2. Self/Peer rubric to assess the reference file collection, drawing techniques, skills and approaches to subject matter. (VC1.01X, VC1.03X, VC2.03X, VC2.05X, VC2.06X)
Appendix C, Portfolio Log Appendix D, Reference File/Personal Entry File
Appendix J, Peer Rubric
1. Britton, Jill, Britton, Walter. Teaching Tesselated Art. Palo Aalto, California: Dale Seymour Publications,
2. Escher Tesselation Posters, Crystal Productions (www.crystalproductions.com)
3. Fantastic World of M.C. Escher, Crystal Productions
4. TesselMania Deluxe, Crystal Productions
Students may create textures in clay or modeling clay using a variety of incising tools (ceramic or kitchen or workshop) or by making wax crayon rubbings
Cut shapes in the image of patterns may be traced onto paper and filled with pattern using markers
Research artists who use texture, line and shape effectively to convey ideas and feelings about the environment
Use a tesselated worksheet on which to draw an animal or texture designs in repetition
Use computer technology to create tesselations that move or change shape
Time: 240 minutes
Description
Students will draw an everyday object and in a series of 5 drawings, simplify the object to a basic geometric shape. The first drawing will be realistic with 3D form. A sequence of changes will be drawn so that the shapes gradually flatten and simplify. Look at Cubist landscapes also for reference.
Strand(s) and Expectations
Ontario Catholic School Graduate
Expectations:
The Catholic School Graduate:
uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life 2e
thinks reflectively and creatively to evaluate situations and solve problems 3c
achieves excellence, originality, and integrity in ones own work and supports these qualities in the work of others 5g
respects the environment and uses resources wisely 7i
Strand(s) : Theory, Creation, Analysis
Overall Expectations
At the end of Grade 9, students will:
apply an understanding of the elements and principles of design to personal, historical, and contemporary artworks (VTV.01X)
use materials and processes to create art objects that express their intent (VCV.01X)
apply the elements and principles of design (VCV.02X)
apply the creative process in their work (VCV.04X)
explain the function of research and technology in visual arts (VCV.05X)
demonstrate an understanding of connections between art and cultural identity or context (VAV.03X)
Specific Expectations
By the end of Grade 9, students will:
VC1.01X VC1.02X VC1.03X VC2.01X VC2.03X VC3.01X VT1.01X VA1.03X
Initial drawings usually stress using basic shapes as starting points for the drawing. This assignment works from complex to simple in a series of 5 steps from the realistic representation to the basic shape. In each step, the real shape is slightly abstracted.
Drawing materials for this activity may vary. Recommended: primary pencils, fine black markers and cartridge paper
Understanding the concept that all objects can be drawn from simple geometric shapes (circle, square, diamond, triangle).
Understanding that sometimes simple shapes are more expressive and are seen in artworks around the world.
Simplicity in life, purity in relating to others and identifying the extraordinary in ordinary events and objects are key values for teachers to be stressing as students simplify extraordinary real life forms into simple geometric shapes
1. Teachers will:
select examples of metamorphic drawings from source books to show students
reinforce the concept of basic geometric form in all objects by referring to study prints, real objects, and photographs of objects.
stress the need to use simple contour lines and shapes
2. Students will:
select a real manufactured object or a visual from a book, magazine.
draw a realistic representation of the object (preliminary sketches/studies in drawing journal)
break down the 3D
complexity of the object in a series of 3 or 4 images to become a basic shape.
Assessment/Evaluation
1. Students will utilize the peer assessment
evaluation form to assess the use of drawing skills and techniques and
demonstration of OCSG expectations/attitudes through classroom routines.
(VC1.01X, VC1.02X, VC1.03X, VC2.01X, VC2.03X, VC3.01X, VT1.01X, VA1.03X)
2. Teacher Rubric Drawing Journal (Appendix I)
Art Image Series of Study Prints
Ching, Francis, D.K., Drawing, A Creative Process
Narale, Arvind, For the Love of Simple Linework. Toronto: Creative Group 2, 1994.
Roukes, Nicholas, Art Synectics
T.C.D.S.B./C.C.C. Arts in the Classroom, A Teachers CD Rom Resource, 1998.
Students may transform/morph one everyday object into a totally different image, manufactured to organic through a series of drawings
Students may morph one everyday object into another (e.g, a can opener into a building, or a paintbrush into a portrait)
Appendices
Appendix C, Portfolio Log Appendix D, Reference File/Personal Entry
Appendix J, Peer Assessment Appendix I, Teacher Rubric Drawing Journal
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