Visual Arts: Studio-Based Visual Arts

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

• collect images from observation by drawing, xerography, or photography
• change collected images, using selected strategies such as magnification, elaboration, distortion, juxtaposition, and simplification
• show, through several pieces, the effect of different styles or materials on a single image
• research image development techniques of well-known artists (by using photographs or descriptions of well-known works in progress)
• research use of images similar to their own by other artists in other cultures
• develop increasing fluency in image development through practise in their sketchbooks
• develop fluency in the use of the vocabulary of the elements and principles of design in discussing their own work and the work of others
• create images that develop their working knowledge of the elements and principles of design
• show safe and skillful use of a variety of tools and equipment
• use media appropriate to the project at hand
• create a vocabulary of marks using different tools
• practise the use of reasoned criticism by evaluating their own work, the work of their peers, and the work of practicing artists

SUGGESTED ASSESSMENT STRATEGIES

• Set assessment criteria with students to reflect the objectives of the unit.
• Keep records of student progress in a portfolio.
• Have students evaluate their own particular projects according to their personal objectives or goals.
• Use checklists to summarize the knowledge and skills acquired in a studio experience.
• Interview students to discover their understanding of their own creative processes.
• Conduct critiques so that students can reach conclusions about their work and its effectiveness. Assessment criteria could include the extent to which the student demonstrates:
  • original solutions to visual problems
  • an imaginative approach
  • a creative response
  • the innovative use of media
  • effective use of elements and principles of design
  • appropriate use of arts vocabulary
• Have small groups of students critique a work in progress by:
  • making constructive comments and praising success
  • being non-personal
  • identifying areas that need attention and providing suggestions about them
• Have students revisit earlier efforts in order to compare and contrast changes in:
  • fluency with image development strategies
  • technical skill
  • confidence
  • articulation of ideas
  • developing awareness of historical precedents for students' image development
• Have students evaluate their completed projects according to standards of quality for a particular medium (e.g., printmaking criteria could include inking, registration, and labeling an edition).
• Use a rating scale to evaluate students' care of tools, equipment, and studio space.

RECOMMENDED LEARNING RESOURCES

• Arttalk (Note: the teacher's wrap-around edition is particularly useful for planning)
• The Art School Series, Prentice Hall
  • An Introduction to Drawing
  • Drawing Figures
  • Oil Painting Portraits

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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