Multi-Disciplinary: History in the Making

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• observe and respond to a number of contemporary artworks that have historical references in each of the four arts disciplines
• discuss the artist's intentions, and historical references or influences (see Appendix D: Responding to Arts Expressions)
• refer to and analyse the use of the elements and principles in the works observed for each discipline, as appropriate
• choose a work and research the artist's context, background, influences, and so on
• relate their learning about a work and its cultural context to that of a work in a different discipline
• invite an artist in any or all of the disciplines, discuss his/her own work and historical influences
• create a rough draft for a work "in the tradition" of a contemporary or historical artist or style
• use the ideas or forms of an artist or tradition to express their personal feelings or reactions to artist's work. The work could be in a discipline other than the one that inspired it. Encourage the awareness of connections between disciplines
• produce a "major work" from rough drafts
• produce a multi-disciplinary work as a group, making historical references
• reflect on and discuss the influence of their cultures and backgrounds on their own developing work (Ethnicity is not necessarily reflective of the student's culture. Students should themselves determine what they perceive their own culture to be.)
• critique artworks from different points of view (e.g., historical, philosophical, cultural)
• understand the importance of the safe and proper use of the media and tools needed to create their artwork
• research connections between wealth/class, social status, and art in history (including non-European cultures, e.g., First Nations potlatch, Japanese, and Chinese calligraphy)

SUGGESTED ASSESSMENT STRATEGIES

• Have students use response sheets (see Appendix D: Responding to Arts Expressions) to focus 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 tape, video, anecdotal notes, portfolio).
• Interview students about their arts experiences. Assessment criteria may include whether students:
  • demonstrate awareness of historical precedents
  • use appropriate fine arts vocabulary
  • describe works of art and styles observed
• Evaluate students' same work at various stages of its development.
• Evaluate students' understanding of how context influences the artworks of themselves and others. Assessment criteria may include whether students:
  • show awareness of trends in the arts through history
  • relate historical trends to personal expression
  • make reasoned guesses about an unknown artist from an observation of their work
• Observe students' manipulation of elements and principles to enhance their work and its message. Assessment criteria may include whether students:
  • apply knowledge gained from historical examples in their own work
  • revise their own work using elements and principles to enhance their messages
  • demonstrate originality
• Evaluate students' documentation of their personal ideas and reflections. Assessment criteria may include whether students:
  • reflect on the relationship between their own and historical works
  • 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
  • have complete documentation as outlined
• Test students' knowledge and skills of the disciplines.

RECOMMENDED LEARNING RESOURCES

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Province of British Columbia
Ministry of Education
Curriculum Branch

© 1995 Copyright

Maintained by: Fine Arts Coordinator

Revised: April 1995

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