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 constantly evolving and open-ended.
into three-dimensional 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 impact of artistic works.
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
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
, and 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)
for 3D artistic works
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
for example, chemical changes in clay bodies and glazes, setting properties of plaster of Paris, softness or hardness of wood
and 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
of various materials
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
aspects of culture that rely on visual representation
in social and other media
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
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 three-dimensional (3D) 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
Take creative risks
make an informed choice to do something where unexpected outcomes are acceptable and serve as learning opportunities
to demonstrate artistic possibilities, and cross-cultural perspectives
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
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
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
Reason and reflect
Recognize and engage in the reciprocal process of a 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 3D art making
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 3D artistic works 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.
Express ideas and perspectives through 3D artistic works
Communicate cross-cultural perspectives through 3D artistic works
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 3D artistic works
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
Create artistic works that reflect personal, cultural, and historical contexts
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 3D artistic works
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
use of materials in an environmentally responsible way, including considering their level of biodegradability and potential for reuse and recycling
, tools, and work space