Big Ideas
Big Ideas
An artist’s intention transforms materials
any visual arts materials, ranging from traditional to innovative. The spectrum of materials available to artists is open-ended and constantly evolving.
into art.
Visual arts are an essential element of culture and personal identity.
Refining artistic expression requires perseverance, resilience, and risk taking.
Purposeful artistic choices enhance the depth and meaning of artistic work.
Aesthetic experiences
emotional, cognitive, or sensory responses to works of art
have the power to transform our perspective.
Content
Learning Standards
Content
elements of visual art
colour, form, line, shape, space, texture, tone, value
principles of design
balance, contrast, emphasis, harmony, movement, pattern, repetition, rhythm, unity
image development strategies
processes that transform ideas and experiences into visual images (e.g., abstraction, compression, distortion, elaboration, exaggeration, gesture, figure, fragmentation, free association, juxtaposition, magnification, metamorphosis, minification, multiplication, point of view, reversal, rotation, simplification, stylization, thumbnail sketch)
materials, techniques, and technologies
in visual arts, any visual image-making technology, such as paint brush, scissors, pencil, stamp; includes the improvisational use of miscellaneous items
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
symbols and metaphors
roles of and relationships between artist and audience in a variety of contexts
influences of visual culture
aspects of culture that rely on visual representation
in social and other media
traditional and contemporary First Peoples worldviews, stories, and history, as expressed through visual arts
history of a variety of artistic movements, including their roles in historical and contemporary societies
moral rights
the rights of an artist to control what happens to his or her creations (e.g., preventing them from being revised, altered, or distorted); students should understand when they can and cannot modify an image created by someone else
and the 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
health and safety protocols and procedures
Curricular Competency
Learning Standards
Curricular Competency
Explore and create
Create artistic works using sensory inspiration
ideas inspired by sensory experiences, such as the scent of pine needles or the sound of tires screeching
, imagination, and inquiry
Examine artistic possibilities using a range of materials, processes, and technologies
Intentionally select and combine materials, processes, and technologies to convey ideas, and justify choices
Take creative risks
make an informed choice to do something where unexpected outcomes are acceptable and serve as learning opportunities
to express thoughts and emotions through artistic works
Demonstrate innovation in creating artistic works and resolving creative challenges
Examine contributions of traditional, innovative, and intercultural
pertaining to work that engages in the context of two or more cultures
visual artists from a variety of 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).
, periods, and contexts
Intentionally select and combine materials, processes, and technologies to convey ideas, and justify choices
Reason and reflect
Recognize and engage in the reciprocal process of critique
age-appropriate feedback strategies (e.g., one-on-one dialogue, safe and inclusive group discussions, reflective writing, gallery walks)
Interpret and evaluate, using discipline-specific language, 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
Evaluate design choices in artistic works
Reflect on 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 artistic works in a variety of contexts
Anticipate audience impact of design choices and artistic works
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.
through art making
Express ideas, emotions, and values through art making
Investigate and respond
through activities ranging from reflection to action
to social and environmental issues including local, regional, national, and global issues, as well as social justice issues
through visual art
Connect and expand
Create artistic works to reflect personal voice
a style of expression that conveys an individual’s personality, perspective, or worldview
, story, and values
Explore First Peoples perspectives, knowledge, and protocols; other ways of knowing
First Nations, Métis, Inuit, gender-related, subject/discipline-specific, cultural, embodied, intuitive
, and local cultural knowledge through artistic works
Examine the reciprocal relationships between visual arts, culture, and society
Evaluate personal, educational, and professional opportunities in visual arts and related fields
Connect with others on a local, national, or global scale through visual arts
Demonstrate safe and responsible use of materials
using materials in an environmentally responsible way, including considering their level of biodegradability and potential for reuse and recycling
, tools, and work space