Multi-Disciplinary: Contemporary Issues

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

Elements and Principles
Creating/Performing/Communicating

• create/perform a work of art demonstrating an awareness and experience of several of the basic elements and principles of the discipline used
• create/perform a work of art demonstrating the use of the basic elements and principles of the discipline to communicate specific ideas, moods, or feelings
• create/perform a work of art demonstrating the use of strategies for developing an artistic image or idea

• develop the vocabulary for the discipline studied
• identify, describe, analyse, interpret, and make judgements about the basic elements and principles as used in a variety of art works

• create/perform a work of art that reflects an understanding of the impact of social/cultural/historical contexts
• create/perform a work of art that communicates specific beliefs/traditions in response to historical/contemporary issues

• identify, describe, and analyse cultural or historical styles as represented in a variety of art works
• critique a work of art relating its content to the context in which it was created
• describe or demonstrate how a specific work of art supports/challenges specific beliefs/traditions, or responds to historical/contemporary issues

• create/perform a work of art expressing the students' own ideas, thoughts, or feelings
• create or perform a work of art for a specific public need (e.g., advertising, public ceremony, or social cause)

• identify, describe, analyse, interpret, and make judgements about how ideas, thoughts, feelings, or messages are communicated in a variety of others' art works
• examine the tensions between public acceptance and personal expression in the art discipline being studied

SUGGESTED INSTRUCTIONAL STRATEGIES

• observe and respond to a number of artworks by well-known artists (examples from a variety of periods and styles might be used)
• discuss the messages and context for each artwork examined
• discuss the elements and principles of the disciplines and how they are used in each artwork to support the message or content
• relate the elements and principles of each discipline to the others
• select and research the background or context of artworks relating to a topic
• choose an artwork they feel exhibits excellence and then explain or defend their choice
• discuss artworks, relating the cultural context of the artists to the points of view they express in their works
• create an original work of art using one of the four arts disciplines to address a chosen topic
• describe the importance of the safe and proper use of the media and tools needed to create their artwork
• practise the skills needed to produce an artwork
• refer to the work of historical or contemporary artists before beginning their own work, and have them analyse how and why they feel the chosen style is appropriate for their topic
• relate their own works to those of historical or contemporary artists and have them analyse those relationships
• record their personal ideas and reflections on the development process, their work in progress, and any works observed
• discuss the influence of their own culture, bias, and background on their own developing work
• relate the four separate disciplines in a group piece or performance on a selected topic and have them present the work in a class or at a public event. Discuss with them the appropriateness of their presentations and how the works may be modified to make them more appropriate for public performance

SUGGESTED ASSESSMENT STRATEGIES

• Have students use response sheets (see Appendix D: Responding to Arts Expressions) to focus their observations of artworks by well-known artists and peers.
• Use self, peer, and teacher evaluation.
• Keep records of students' progress in a variety of ways (e.g., audio tapes, videos, anecdotal notes, portfolios).
• Assess students' contributions and commitment to individual and group experiences.
• Interview students about their arts experiences. Assessment criteria may include whether students:
  • relate class learning to their own work in progress and to completed works
  • have learned about themselves, and the social or personal issues researched
  • react appropriately to the work of others
  • contribute to the collective effort of the group or class
  • understand the connections among the arts and how they relate to social or personal issues
• Evaluate the same work at various stages of its development. Assessment criteria may include:
  • a demonstration of increased technical skill
  • the integration of personal expression with students' understanding of the elements and principles
  • a demonstration of the development of ideas through creative problem solving
  • originality
• Evaluate students' understanding of how context influences the artworks of themselves and others. Assessment criteria may include the extent to which students:
  • are able to identify the points of view expressed in artworks
  • make connections among knowledge of the artist, the artist's style, and the message of the work
  • make reasoned guesses about an unknown artist from observation of their work
  • demonstrate an awareness of personal biases and influences on their own work
• Evaluate students' documentation of their personal ideas and reflections. Assessment criteria may include the extent to which students:
  • are able to recognize their own strengths and weaknesses
  • reflect on the choices they made in their own works
  • consider what makes a work successful or unsuccessful

RECOMMENDED LEARNING RESOURCES

Table of Contents

Province of British Columbia
Ministry of Education
Curriculum Branch

© 1995 Copyright

Maintained by: Fine Arts Coordinator

Revised: April 1995

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