Course Overview
Visual Arts, Grade 9
Identifying Information:
School: Course Developer(s):
Department: Ann Perron, Darlyn Burroughs,
Mary Humphries, Kitty Strite-Gatto,
Gloria Yeo
District:
Course Title: Visual Arts
Grade: Nine Development Date: March 1999
Course Type: Open Course Revisor(s):
Ministry Course Code: AVI 10
Credit Value: 1 Revision Date:
Description/Rationale
This course offers an overview of visual arts as a foundation for further study. Students will become familiar with the elements and principles of design and the expressive qualities of various materials through working with a range of materials, processes, techniques, and styles. They will learn and use methods of analysis and criticism and will study the characteristics of particular historical art periods, a selection of Canadian art and the art of other cultures. The focus of this course is to engage students and build their confidence and interest level in the visual arts through directed and meaningful studio activities. Approaches to new technologies as another tool in communicating visual ideas, career opportunities in the visual arts and the intrinsic value of the visual arts will be developed through study of the human experience, the environment and everyday life.
How This Course Supports the Ontario Catholic School Graduate Expectations
The shared purpose of this course has been developed to respect the technical skills and proficiencies of the visual arts within a context of celebrating, respecting and affirming the human experience, and the environment as ‘gift’. As a Catholic faith community we acknowledge and affirm the uniqueness of each person and the diversity of cultures. We see the visual arts as an opportunity for students to reflect and grow through the process of self-discovery. Students will develop a state of readiness to witness love and respect God’s creation. The course will involve activities that focus on a sacramental cosmology where God’s presence is found in the ordinary, making it extraordinary. The course allows students to develop attitudes and values that exemplify a community-oriented sociology where human relationships function for the common good through perseverance, discipline, commitment and teamwork.
Unit Titles
Unit 1
Drawing Reflects on the Human Condition
25 Hours
Unit 2
Painting Evokes Emotions
23 hours
Unit 3
Sculpture is Another Dimension
22 hours
Unit 4
Printmaking for a Purpose
14 hours
Unit 5
Information Design in an Information Age
14 hours
Unit 6
Media Based Proposal: Art History and Studio Focus
12 hours
Unit 1: Drawing Reflects on the Human Condition
Time: 25 hours
Description
This unit is intended to provide the student with opportunities to expand, explore and reflect on their relationship with others and the environment. They view artwork, explore what images are powerful for them and expand to a wider vision of the world around them as witnessed from a Gospel perspective. Students utilize various drawing media such as graphite pencil/sticks, charcoal, pen and ink, markers, crayons, and pencil crayons to express and reflect upon personal thoughts, faith and/or concerns about the sustainability of life, the environment, and spirituality. Source material is based on student interests; collected objects, plant and environmental life, and each other. Manila, newsprint newspaper, found papers, and cartridge paper surfaces are explored. Relevant Internet sources, magazines, and print media are referenced as well. Drawing, techniques, the drawing journal and the visual reference file lay the foundation for subsequent units in this course.
Unit 2: Painting: Learning The Language Of Colour
Time: 23 hours
Description
Students are challenged to explore colour theory and painting techniques. They begin to understand how artists use colour to effectively communicate ideas. Students respond to a variety of issues (e.g., social, ecological, personal) through their own artwork and through reflection on historical and contemporary art. Students understand and apply their knowledge of colour theory to effectively communicate their own ideas through tempera, watercolour, and oil pastels. Approaches to mixed media and a variety of paper surfaces are also explored.
Unit 3: Sculpture is Another Dimension
Time: 22 hours
Description
In the sculpture unit students have opportunities to understand various sculptural techniques. Working with malleable materials allows student to communicate ideas suitable to a three dimensional format. Texture, symmetry, balance and form are explored fully with materials such as clay, plaster, modeling clay, found objects, and paper mâché. Students demonstrate understanding of three-dimensional applications of the elements of design both in their work and that of sculptors throughout history who have communicated about the human condition, about their relationship to the environment and about the transformations of the ordinary to the extraordinary.
Unit 4: Printmaking for a Purpose
Time: 14 hours
Description
Students understand the historical importance of the print as an art form and explore how it is utilized today by the media. The purpose of the print, design, and book illustration is discussed through viewing slides, Internet sites, and magazine images. Printmaking methods such as lino, mono, and stencil are explored to make connections to the purpose and unique quality and/or purpose of the print as an art form. A context for studio activities involves environmental preservation in relationship to commercial uses of print.
Unit 5: Information Design in an Information Age
Time: 14 hours
Description
In this unit students analyse information from a critical viewpoint. They begin to understand how theelements and principles of design are fully utilized to stir emotions, get a specific idea across, and reach a target audience. Discussing, viewing, and collecting contemporary images from our information age provides the foundation for further work. Also, students become more knowledgeable in the analysis of styles of print, video, advertising images, and the use of technologies through the creation of their own images. Understanding how the elements and principles of design are used to motivate, inform, and inspire the consumer for a specific purpose will develop awareness.
Unit 6: Media Based Proposal - Art History And Studio
Time: 12 hours
Description
Students develop a proposal based on a specific theme as related to one of the disciplines studied throughout the term. The artwork is based on an individual approach within a context and reference to art appreciation, cultural approaches to subject matter and historically relevant references. Themes such as Christian devotion, social justice issues, world peace, landscape, and fantasy may be explored. Although the theme is traditional in the fine art sense, the work may be appropriated into a contemporary context with a unique personal perspective. In addition to the written component, students complete a series of drawings and other relevant work in the drawing journal to support works in progress. The final artwork is pre-determined by the teacher to be in the form of sculpture, drawing, painting, printmaking, or a multi-media presentation. Students present the evolution of the idea or concepts and the ensuing final artwork to the large group.
Visual Arts, Open, Grade 9
Additional Information
Course Notes
The drawing journal, introduced in the first unit, is a very important tool for the emerging student artist. This journal will serve as reflection, research, illustration, preliminary work and as a place to solve artistic problems. The teacher will use this journal to spark ideas and thoughts as well as to practise new techniques. The visual reference file will also serve for reference purposes throughout the course.
Safety and the appropriate use of materials is key to successful activities and experiences involving studio materials and tools. There are many excellent sources for safety and materials reference purposes, but the WHMIS Safety Manual located in your school will provide information for safe disposal of materials and is a must for art educators. Safety and the appropriate clean up and use of art materials must be integrated into the process aspect of evaluation whenever possible. Responsibility, respect for materials and each other is part of the goal we envision for the Ontario Catholic School Graduate.
OSS Policy Applications
Any resources to support anti-discrimination education, equity/social justice issues, career goals/cooperative education, community partnerships and faith development will support many of the Ontario Secondary School Policies as well as the Ontario Catholic School Graduate Expectations. Teachers will be familiar with Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999. The visual arts course of study allows all students the opportunity to succeed. Modifying Curriculum Expectations as well as Alternative Curriculum Expectations may be planned to assist individual students.
The focus on job shadowing and career awareness may impact on the last and final unit #6-Media Based Proposal. In some school communities there may be a possibility for students who are interested in researching a topic (e.g., contemporary video or graphic design) may job shadow and report back to the class. In other cases, the work experience will be related to Career Exploration Activities (Choices Into Action, Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999.) This course is designed to be flexible and adapted to suit the needs of all learners, in all communities. We must remember that students may also be in Adult Education or English as a Second Language Programs. The diversity of our student body, both in terms of culture and experience, may only enrich our arts programs.
Course Evaluation
Teachers may evaluate their course through a variety of methods. Teachers may utilize a student evaluation form to gather information on how to modify the program for student success. The writers of this course profile have included a wide variety of strategies that include peer, self, and teacher evaluation. Both formative and summative methods should be used to gather information for reporting purposes. Also, teachers may network with colleagues from other schools, subject associations and peers at the local school to determine what modifications or new ideas could be incorporated into the units. Since every teacher will approach the units in a unique way, there are ample opportunities for extensions, modifications and applications. The community, both local school and business community, may have input on developing aspects of the visual arts course. The opportunity for immediate input may take form in a log where visitors to a public display may comment freely.
Strategies and Resources
Instructional strategies will include the following:
Brainstorming- group generation of initial ideas expressed without criticism or analysis
Conferencing/Interviewing- student to student discussion and teacher to student to encourage confidence and motivation to success in all learners
Independent Study- students explore and research a specific discipline, e.g., contemporary Canadian painting
Jigsaw- specialized group learning followed by home group sharing
Application- creation of an artwork to demonstrate a specific function, feature, design concept or pattern
Presentation- oral, visual, written or dramatic presentation of researched topic to class
Viewing Artwork- present slides or art reproductions to focus discussion re: subject matter, content, use of elements and principles of design, cultural influences, styles
Assessment Strategies
The assessment plan will include the following:
Personal Communication
• drawing journal
• self/peer assessment
• student-teacher conferences
• ongoing verbal feedback
• critique
*record reflections on experiences, plans for improvements, recommendations for changes
Paper and Pencil Tests
• ongoing quiz, self/peer rubric
• final evaluation(rubric, tests)
Teacher Observation
• formal/informal
Performance Assessment
• research project
• assigned artwork
• portfolio entries
• drawing journal
• presentation
Assessment tools will include:
• checklists
• marking schemes
• rubrics
• anecdotal comments with suggestions for improvement.
Main Resources
The following resources are required to support teaching and learning:
Websites-see unit list
www.artednet.getty.edu
Career Gateway-www.edu.gov.on.ca
Textbooks
*refer to specific text resources listed in the unit bibliography
Clark, Roger. An Introduction to Art Education. London: Plan B Books, 1998.
Cornstock, Charles W., How to Organize and Manage Your Art Room. Portland: J. Weston Welch Publisher, 1995.
Henley, David, R. Exceptional Children Exceptional Art Teaching Art to Special Needs, Massachusetts: Davis Publications, 1992.
Hume, Helen D., A Survival Kit for the Secondary School Art Teacher.
West Nyack: The Center for Applied Research in Education, 1990.
Janson, H.W. & Janson, A.F., A Basic History of Art, Toronto:Prentice Hall Canada Inc., 1997.
MacGregor, R., Constance, H.,
Bennett, B., Calver, A. Canadian Art, Building A Heritage. Scarborough: Prentice-Hall, 1987.
Mayer, Ralph., The Artist’s Handbook of Materials and Techniques. New York: Viking, 1985.
Reid, Dennis. A Concise History of Canadian Painting, 2ed. Toronto: Oxford University Press, 1988.
Schuman, Jo. Art From Many Hands,Multicultural Art Projects,
Massachusetts: Davis
Publications, 1981.
Slide Packages
Toronto Board of Education. Eighty-Three Women Artists, A
Resource Kit for Art Teachers,
Toronto,1996.
Computer Software
Arts in the Classroom, A Teacher’s CD Rom Resource. Toronto: TCDSB/CCC, 1998.
Materials: listed in unit, classroom should have storage, kiln and sink.
Visual Arts, Open, Grade 9
Evaluation of Student Achievement
The primary purpose of assessment and evaluation is to improve student learning. In order to ensure
That assessment and evaluation are valid, reliable, and equitable and that they lead to the improvement of student learning, teachers should use assessment and evaluation strategies that:
• address both what students learn and how well they learn;
• are based on both the categories and the descriptors in the achievement levels chart;
• are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning;
• are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;
• are fair to the students;
• accommodate the needs of exceptional students, consistent with the strategies outlined in their Individual Education Plans;
• promote students’ ability to assess their own learning and to set specific goals;
• include the use of samples of students’ work that provide evidence of their achievement;
• are communicated clearly to students and parents at the beginning of the course and at other appropriate points throughout the course.
Knowledge/Skill Category Weighting
Final Evaluation
• Knowledge/Understanding
• Thinking/Inquiry/Problem Solving
• Communication
• Application/Making Connections
Portfolio
• Knowledge/Understanding
• Thinking/Inquiry/Problem Solving
• Communication
• Application/Making Connections
Drawing Journal
• Knowledge/Understanding
• Thinking/Inquiry/Problem Solving
• Communication
• Application/Making Connections
%
25
25
25
25
20
20
20
40
25
25
20
30
Course Grade Weighting
Final Evaluation
*portfolio presentation/log
*unit 6-proposal
*quiz/tests
Portfolio-artwork
Drawing Journal
*ongoing reflection
Course Grade
%
30
50
20
100
