AVI3M – Visual Arts
| Course Type : | University/College Preparation |
| Credit Value : | 1.0 |
| Prerequisite : | Visual Arts, Grade 9 or 10, Open |
Course Description
This course enables students to further develop their knowledge and skills in visual arts. Students will use the creative process to explore a wide range of themes through studio work that may include drawing, painting, sculpting, and printmaking, as well as the creation of collage, multimedia works, and works using emerging technologies. Students will use the critical analysis process when evaluating their own work and the work of others. The course may be delivered as a comprehensive program or through a program focused on a particular art form (e.g., photography, video, computer graphics, information design).
Outline of Course Content
Unit
Titles and Descriptions
Time and Sequence
Unit 1
Drawing and Design
– drawing techniques and styles: exploration of drawing media (pencil, conte, crayons, pastels)
– drawing from different sources: life, printed images and imagination
– drawing and design: composition; concepts for special events; (Cover for Carol Service)
35 hours
Unit 2
Printmaking
Relief printmaking (using linoleum blocks), or
– Metal embossing (creating an image on a metal plate)
7 hours
Unit 3
Sculpture and Three-Dimensional work
Choice of Relief sculpture (clay), or
– Figurative sculpture (plaster)
13 hours
Unit 4
Color Painting
Introduction to oil painting: Exploration of process and techniques
Learning about colour and Colour Theory Using tools and materials
30 hours
Unit 5
Art History and Art Appreciation The Italian Renaissance
- Renaissance in the North (select works)
- Baroque and Rococo (select works)
- Neo-Classicism
- Romanticism
- Canadian Art (select Works)
The Art History/Art Appreciation units are interspersed and integrated within the studio component. They are not covered as one unit all at once.
10 hours
Unit 6
Final Summative Evaluation
- Desktop publishing: Printed Portfolio ( a catalogue of all the studio work created in the course)
- Studio component: Final oil painting (Headmaster’s Art Prize)
20 hours
Total
110 hours
The strategies used are varied to meet the needs and the range of learning styles encountered, and includes the following:
Socratic Dialogue | Demonstrations | Homework |
Portfolio | Note Making | Research process |
Oral Presentations | Independent Reading | Seminar/Tutorial |
Text Book Use | Multimedia presentations | Word processor sheets |
Problem solving | Discussion groups | Interviews |
Assessment is a systematic process of collecting information or evidence about a student’s progress towards meeting the learning expectations. Assessment is embedded in the instructional activities throughout a unit. The expectations for the assessment tasks are clearly articulated and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course. The purpose of assessment is to gather the data or evidence and to provide meaningful feedback to the student about how to improve or sustain the performance in the course. Scaled criteria designed as rubrics are often used to help the student to recognize their level of achievement and to provide guidance on how to achieve the next level. Although assessment information can be gathered from a number of sources (the student himself, the student’s course mates, the teacher), evaluation is the responsibility of only the teacher. For evaluation is the process of making a judgment about the assessment information and determining the percentage grade or level.
Assessment is embedded within the instructional process throughout each unit rather than being an isolated event at the end. Often, the learning and assessment tasks are the same, with formative assessment provided throughout the unit. In every case, the desired demonstration of learning is articulated clearly and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course as stated in the course guideline. The evaluations are expressed as a percentage based upon the levels of achievement.
The assessment will be based on the following processes that take place in the classroom:
| Assessment FOR Learning | Assessment AS Learning | Assessment OF Learning |
|---|---|---|
During this process the teacher seeks information from the students in order to decide where the learners are and where they need to go. | During this process the teacher fosters the capacity of the students and establishes individual goals for success with each one of them. | During this process the teacher reports student’s results in accordance to established criteria to inform how well students are learning. |
| Conversation | Conversation | Conversation |
Classroom discussion Self-evaluation Peer assessment | Classroom discussion Small group discussion Post-lab conferences | Presentations of research Debates |
| Observation | Observation | Observation |
| Drama workshops (taking direction) Steps in problem solving | Group discussions | Presentations Group Presentations |
| Student Products | Student Products | Student Products |
| Reflection journals (to be kept throughout the duration of the course) Check Lists Success Criteria | Practice sheets Socrative quizzes | Projects Poster presentations Tests In Class Presentations |
A variety of strategies are used to allow students opportunities to attain the necessary skills for success in this course and at the post-secondary level of study. To facilitate learning, the teacher uses a variety of activities engaging the whole class, small groups, and individual students.
Some of the approaches to teaching/learning include
Sample Activity: | Assessment Type / Assessor | Assessment Tool |
Computer activity: using PhotoShop to trim a photo to a desired size, and then draw a grid on it | – as learning / by student, peer, teacher | Rubric, checklist or marking scheme |
Painting activity: exploration of oil paints (mixing colour to discover its properties; for example, understanding the differences between the five blue hues) | – as earning / by teacher | Feedback, critique |
Painting activity: exploration of tools (how different tools create different effects ) | – as earning / by teacher | Feedback, critique |
Sculpture, using clay or plaster | – for learning / by teacher | feedback or critique |
Drawing activity: a self portrait in conte | – of learning / by teacher | Feedback, Rubric or checklist |
Art Appreciation & Art criticism: (description, interpretation, analysis, and judgment of a work of art) | – for learning / by student, teacher – as learning / by student, peer, teacher – of learning / by teacher | Rubric, checklist or marking scheme |
The evaluation of this course is based on the four Ministry of Education achievement categories of knowledge and understanding (25%), thinking (25%), communication (25%), and application (25%). . The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning.
The percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.A credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:
- 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of
- 30% of the grade will be based on a final summative evaluation
Potential Resources
Brommer, Gerald F., Discovering Art History, 4th Ediction