You are here
Graphic Arts 12
o-o-o
Big Ideas
Grandes idées
An artist’s intention transforms materials into art.
materials
any visual arts materials, ranging from traditional to innovative. The spectrum of materials available to artists is constantly evolving and open-ended. Graphic arts contribute to culture and reveal insights into the human experience.
Graphic arts
uses methods such as traditional printmaking, graphic design, illustration, and concept art for the purpose of reproduction Purposeful artistic choices enhance the depth and meaning of graphic artworks.
Aesthetic experiences have the power to change our perspective.
Aesthetic experiences
emotional, cognitive, or sensory responses to works of art Learning Standards
Show All Elaborations
Curricular Competencies
Students are expected to be able to do the following:
Explore and create
Create graphic artworks using sensory inspiration, imagination, and inquiry
sensory inspiration
ideas inspired by sensory experiences, such as the scent of pine needles or the sound of tires screeching Design, create, and refine graphic artworks
Create innovative graphic artworks for a specific audience
Examine artistic possibilities and cross-cultural perspectives
Take creative risks to express thoughts and emotions
Take creative risks
make an informed choice to do something where unexpected outcomes are acceptable and serve as learning opportunities Refine skills and techniques related to various styles and technologies
styles
Works of art that share common visual characteristics can be described as belonging to the same artistic style. Demonstrate innovation in creating graphic artworks and resolving design challenges
Examine contributions of traditional and innovative graphic artists from a variety of movements, periods, and contexts
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). 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 a critique
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 in graphic artworks
environments
place-based influences on the creation of artistic work; art related to or created for a specific place Analyze design choices in graphic artworks
Reflect on personal answers to aesthetic questions
aesthetic questions
questions relating to the nature, expression, and perception of artistic works Reflect on the influences of a variety of contexts on graphic artworks
variety of contexts
for example, personal, social, cultural, environmental, and historical contexts Communicate and document
Document, share, and appreciate graphic artworks in a variety of contexts
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) Demonstrate respect for self, others, and place through art making
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. Express ideas and perspectives through graphic artworks
Investigate and respond to social and environmental issues through graphic artworks
respond
through activities ranging from reflection to action social and environmental issues
including local, regional, and national issues, as well as social justice issues Connect and expand
Create graphic artworks to reflect personal voice, story, and values
personal voice
a style of expression that conveys an individual's personality, perspective, or worldview Explore First Peoples perspectives, knowledge, and protocols; other ways of knowing, and local cultural knowledge through graphic arts
ways of knowing
First Nations, Métis, Inuit, gender-related, subject/discipline-specific, cultural, embodied, intuitive Examine the reciprocal relationships between graphic arts, culture, and society
Evaluate personal, educational, and professional opportunities related to graphic arts and related fields
Connect on a local, national, or global scale through graphic artworks
Demonstrate safe and responsible use of materials, tools, and work space
responsible use of materials
using materials in an environmentally responsible way, including considering their level of biodegradability and potential for reuse and recycling Content
Students are expected to know the following:
elements of visual art
elements of visual art
colour, form, line, shape, space, texture, tone, value principles of design
principles of design
balance, contrast, emphasis, harmony, movement, pattern, repetition, rhythm, unity image development strategies
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, storyboard, narration) printmaking and graphic forms, materials, technologies, and processes
forms
for printmaking and graphic arts (e.g., printmaking, digital graphics, concept art, illustration, graphic novels, typography, other genres) materials
for printmaking and graphic arts (e.g., linoleum, copper, aluminum, acrylic, polystyrene, screens, ink, paper, fabric, paper, wood, improvisational materials such as collagraph materials) technologies
for printmaking and graphic arts (e.g., pencils, pens, brayers, printing presses, barens, chisels, etching tools, carving tools, airbrushes, rulers, digital graphic software, scanners, printers, cameras, hand-held devices) processes
for printmaking and graphic arts (e.g., monotype/monoprint, relief, intaglio, planograph, serigraph) creative processes
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
influences of visual culture in social and other media
visual culture
for example, aspects of culture that rely on visual representation traditional and contemporary First Peoples worldviews, stories, and practices, as expressed through graphic arts
contributions of traditional, innovative, and intercultural graphic artists from a variety of movements, contexts, and periods
history of a variety of artistic movements, including their roles in historical and contemporary societies
moral rights, and the ethics of cultural appropriation and plagiarism
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 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 health and safety protocols and procedures
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.