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Studio Arts 3D 12
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Big Ideas
Grandes idées
An artist’s intention transforms materials into three-dimensional art.
materials
any visual arts materials, ranging from traditional to innovative. The spectrum of materials available to artists is constantly evolving and open-ended. 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 impact of artistic works.
Aesthetic experiences have the power to transform our perspective.
Aesthetic experiences
emotional, cognitive, or sensory responses to works of art Learning Standards
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Curricular Competencies
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Students are expected to be able to do the following:
Explore and create
Create three-dimensional (3D) artistic works 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 Take creative risks to demonstrate artistic possibilities, and cross-cultural perspectives
Take creative risks
make an informed choice to do something where unexpected outcomes are acceptable and serve as learning opportunities Intentionally select and combine materials, processes, and technologies to convey ideas, and justify choices
Create 3D artistic works for a specific audience
Express meaning, intent, and emotions through 3D artistic works
Refine artistic skills and techniques from a variety of styles
styles
Works of art that share common visual characteristics can be described as belonging to the same artistic style. Examine contributions of traditional, innovative, and intercultural visual 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). 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 3D art making
environments
place-based influences on the creation of artistic work; art related to or created for a specific place 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 artistic works
variety of contexts
for example, personal, social, cultural, environmental, and historical contexts Communicate and document
Document, share, and appreciate 3D artistic works 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
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 3D artistic works
Communicate cross-cultural perspectives through 3D artistic works
Investigate and respond to social and environmental issues through 3D artistic works
respond
through activities ranging from reflection to action social and environmental issues
including local, regional, national, and global issues, as well as social justice issues Connect and expand
Create artistic works to reflect personal voice, story, and values
personal voice
a style of expression that conveys an individual's personality, perspective, or worldview Create artistic works that reflect personal, cultural, and historical contexts
Explore First Peoples perspectives, knowledge, and protocols; other ways of knowing, and local cultural knowledge through 3D artistic works
ways of knowing
First Nations, Métis, Inuit, gender-related, subject/discipline-specific, cultural, embodied, intuitive Examine the reciprocal relationships between 3D artistic works, 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 3D artistic works
Demonstrate safe and responsible use of materials, tools, and work space
responsible use of materials
use of 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) materials, technologies, and processes for 3D artistic works
materials
for 3D artistic works, includes ceramics materials (e.g., clay bodies, slip, terra sigillata, 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, anvils), equipment for surface treatment and decoration (e.g., glue guns, knives, modelling tools, sieves, scales), equipment used in ceramic processes (e.g., kilns, slab rollers, pug mills, extruders), and the improvisational use of miscellaneous items processes
for 3D artistic works, includes 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, sgraffito, slip trailing) 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 physical properties and impacts of various materials
physical properties
for example, chemical changes in clay bodies and glazes, setting properties of plaster of Paris, softness or hardness of wood 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 First Peoples relationship with the land and natural resources as revealed through 3D artistic works
symbols and metaphors
roles and relationships of artist and audience in a variety of contexts
influences of visual culture in social and other media
visual culture
aspects of culture that rely on visual representation traditional and contemporary First Peoples worldviews, stories, and practices, as expressed through 3D artistic works
contributions of traditional, innovative, and intercultural artists from a variety of movements, contexts, and periods
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.