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Visual Arts
Visual Arts Program Description
The emphasis in Visual Arts at the Grade 9-12 levels at Children of the Earth is placed on the foundation skill areas of literacy and communication, problem solving, human relations and technology. The Visual Arts program develops each of these foundation skills and incorporates Aboriginal outcomes to encourage students' lifelong learning, enrich their quality of life, and prepare them for participation in society.
Components of the Visual Arts Curriculum
| Art Appreciation: |
Looking at and learning about art past and present. |
| Visual Awareness: |
Learning to SEE with greater sensitivity. |
| Idea Development: |
Developing a unique, individual, creative idea. |
| Artistic Literacy: |
Developing verbal and non-verbal language skills. |
| Design: |
Composition, applying the Elements and Principles of Design. |
| Art Production: |
Hands on learning. |
Overview of the Visual Arts Program
Elements of Design – line, texture, space, shape/form, color/value, and Principles of Design – movement, rhythm, contrast, emphasis, unity, harmony are incorporated in all grades.
Grade 9:
Drawing on the Right Side of the Brain
History of Aboriginal Art – George Littlechild
Research my world – Clay masks
Portrait Drawing
Grade 10:
Media in Advertising – billboard, poster, locker magnet ads
World Perspectives – rainsticks
Aboriginal Culture/Art – Medicine Wheels Yesterday and Today
Art History – PowerPoint Presentations
Grade 11:
Mood of My Place – Canvas Abstract Painting
Portrait Drawing/Keith Haring
Media problem solving – Digital self-portraits
Aboriginal diversity in art – mandalas
Grade 12:
Social issues exploration – murals
Website designing – Community project
Focus on observation – 1 point / 2 point perspective drawings
Aboriginal designs – fabric art
Media include the following: acrylic / watercolour paint, pastel, charcoal, pen and ink, and clay. A minimum of two units per term will be explored in each grade.
Assessment and Evaluation in the Visual Arts Program
| Self-Assessment: |
Students consider lesson/unit outcomes and use daily rubrics to self assess. |
| Peer Evaluation: |
Peers provide feedback based on rubrics. |
| Teacher Evaluation: |
Student/Teacher rubric is used to evaluate students' work. |
| Reflection: |
Student/Teacher reflect on learning throughout the unit. |
| Presentation: |
Rubrics are used for evaluation. An artists statement is incorporated as required. |
Marks are assigned as follows:
| Idea Journal / Daily Rubrics: |
10% |
| Reflections: |
20% |
| Assignments: |
50% |
| Presentations: |
20% |
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