Big Ideas
Big Ideas
An artist's intention transforms materials
The spectrum of materials available to artists is open-ended and constantly evolving.
into art.
Traditions, perspectives, worldviews, and stories are 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 visual art relies on the interplay of the 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
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
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
on self-perception and identity
traditional and contemporary First Peoples worldviews, stories, and history as expressed through visual arts
role of visual art 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 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 artistic works with an audience in mind
Express meaning, intent, and emotion through visual art
Develop and refine artistic skills in a variety 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
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
Recognize and evaluate design choices in artistic creations
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 works of art 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 ideas through art making
Communicate and respond
through activities ranging from reflection to action
to social and environmental issues locally, regionally, nationally, and/or globally
through visual art
Connect and expand
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 artistic works
Create artistic works that demonstrate personal, cultural, and historical contexts