Big Ideas
Big Ideas
Artists communicate ideas, emotions, and perspectives through form
three-dimensional (3D) artwork
.
Traditions, perspectives, worldviews, and stories can be shared through aesthetic experiences
emotional, cognitive, or sensory responses to works of art
.
Growth as an artist requires time, patience, and reflection.
The creation of artistic works relies on the interplay of mind and body.
Visual arts offer unique ways of exploring our identity and sense of belonging.
Content
Learning Standards
Content
elements
colour, form, line, shape, space, texture, tone, value
of visual art
principles of design
balance, contrast, emphasis, harmony, movement, pattern, repetition, rhythm, unity
image development strategies
materials
ceramics materials (e.g., clay bodies, glazes, stains), wood, plastic, wire, paper pulp; single medium and mixed media
, technologies in visual arts, any visual image-making technology; for 3D artistic works includes manipulating tools (e.g., pottery wheels, forms, chisels, drills, adzes), equipment for surface treatment and decoration (e.g., glue guns, knives, modelling tools), equipment used in ceramic processes (e.g., kilns, slab rollers, pug mills), and the improvisational use of miscellaneous items
, and processes additive processes (e.g., clay hand-building, assemblage, stitching), subtractive processes (e.g., carving, sanding, filing, engraving), modelling processes (e.g., throwing, casting, hand-modelling), surface treatment processes (e.g., glazing, staining, embossing, fretwork)
creative processes
the means by which an artistic work (in dance, drama, music, or visual arts) is made; includes multiple processes, such as exploration, selection, combination, refinement, reflection, and connection
physical properties
chemical changes in clay bodies and glazes, setting properties of plaster of Paris, softness or hardness of wood
and impacts for example, what tools are required, sequencing and timing required by certain materials, allowances for reduction in clay, how weight and strength affects balance of a sculpture
of various materials
use of symbols and metaphors to represent ideas and perspectives
role of the artist and audience
influence of visual culture
aspects of culture that rely on visual representation
in media
traditional and contemporary First Peoples worldviews, stories, and practices, as expressed through 3D artistic works
role of 3D artistic works in social justice issues
contributions of traditional, innovative, and inter-cultural artists
ethics of cultural appropriation
use of a cultural motif, theme, “voice,” image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn
and plagiarism
Curricular Competency
Learning Standards
Curricular Competency
Explore and create
Create three-dimensional (3D) artistic works using sensory inspiration
ideas inspired by sensory experiences such as the feeling of rain on our face or the sound of a dog whimpering
, imagination, and inquiry
Explore artistic possibilities and take creative risks
make an informed choice to do something where unexpected outcomes are acceptable and serve as learning opportunities
Create 3D artistic works with an audience in mind
Express meaning, intent, and emotions through 3D artistic works
Develop and refine artistic skills and techniques in a range of styles
Works of art that share common visual characteristics can be described as belonging to the same artistic style.
and movements Art movements occur when groups of artists embrace a common philosophy, style, and goal, usually within a similar time frame (e.g., Renaissance, neoclassicism, Romanticism, impressionism, symbolism, post-impressionism, art nouveau, art deco, fauvism, expressionism, cubism, futurism, Dadaism, de Stijl, Bauhaus, constructivism, surrealism, social realism, abstract expressionism, Color Field, pop art, op art, land art, minimalism, Graffiti, post-modernism, remodernism).
Demonstrate safe and responsible use of materials
using materials in an environmentally responsible way, considering their level of biodegradability and potential for reuse and recycling
, tools, and work space
Reason and reflect
Identify ways to resolve creative challenges
Describe and analyze how artists use materials, technologies, processes, and environments
place-based influences on the creation of artistic work; art related to or created for a specific place
in art making
Develop personal answers to aesthetic questions
questions relating to the nature, expression, and perception of artistic works
Reflect on the influences of a variety of contexts
for example, personal, social, cultural, environmental, and historical contexts
on artistic works
Communicate and document
Document
through activities that help students reflect on and demonstrate their learning (e.g., writing an essay or article, journaling, taking pictures, storyboarding, making video clips or audio-recordings, constructing new works, compiling a portfolio)
, share, and appreciate 3D artistic works in a variety of contexts
Demonstrate respect for self, others, and place
any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives on the world.
Communicate and respond
through activities ranging from reflection to action
to social and environmental issues occurring locally, regionally, nationally, and/or globally
using artistic works
Connect and expand
Create artistic works that demonstrate personal, cultural, and historical contexts
Explore First Peoples perspectives and knowledge, other ways of knowing
First Nations, Métis and Inuit, gender-related, subject/discipline-specific, cultural, embodied, intuitive
, and local cultural knowledge through 3D artistic works
Explore the relationships between 3D artistic works, cultures, and society