The organizers for Visual Arts are as follows:
Image-Development and Design Strategies
Context
Visual Elements and Principles of Art and Design
Materials, Technologies, and Processes

Image-Development and Design Strategies

Grades K to 1

(Perceiving/Responding)

It is expected that students will:

• identify a variety of image sources, their own and others
• describe the many forms that images take
• suggest purposes for a variety of images
• demonstrate an awareness that an image can be an original artwork or a reproduction

It is expected that students will:

• use feelings, observation, memory, and imagination as sources for images
• make 2-D and 3-D images:
  • using a variety of design strategies, including elaboration and magnification
  • exploring a variety of media
  • to communicate experiences and moods
  • to tell a story
  • that engage more than one of the senses

(Perceiving/Responding)

It is expected that students will:

• identify a variety of image sources, including feelings, imagination, memory, and observation
• suggest purposes for a variety of images
• identify differences between original artworks and reproductions

It is expected that students will:

• use feelings, observation, memory, and imagination as sources for images
• make 2-D and 3-D images:
• using a variety of design strategies, including multiplication
• exploring a variety of media
• to communicate experiences, moods, and stories
• to illustrate and decorate
• that engage more than one of the senses

(Perceiving/Responding)

It is expected that students will:

• identify image-development and design strategies
• compare images developed for particular purposes
• demonstrate an awareness that there are ethical considerations involved in copying images

It is expected that students will:

• draft ideas for images using feelings, observation, memory, and imagination
• make 2-D and 3-D images:
  • using a variety of design strategies, including reproduction
  • using a variety of media
  • to communicate ideas, experiences, and stories
  • to illustrate and decorate
  • that engage more than one of the senses

(Perceiving/Responding)

It is expected that students will:

• describe various image-development and design strategies
• compare the relationship between form and purpose in a variety of images
• demonstrate an awareness of the ethical considerations involved in copying images

It is expected that students will:

• draft ideas for images using feelings, observation, memory, and imagination
• make 2-D and 3-D images:
  • using a variety of design strategies, including selection
  • in various styles
  • to communicate ideas
  • that engage more than one of the senses

(Perceiving/Responding)

It is expected that students will:

• identify design strategies used to develop particular images
• demonstrate knowledge of image-development and design strategies used by artists for a variety of purposes
• demonstrate an awareness of the ethical considerations involved in copying images

It is expected that students will:

• compile a collection of ideas for images drafted using feelings, observation, memory, and imagination
• develop and make 2-D and 3-D images:
  • using a variety of design strategies, including point of view
  • using various styles
  • to communicate concepts and messages
  • that engage more than one of the senses

(Perceiving/Responding)

It is expected that students will:

• compare a variety of images of given subjects in different media and styles
• analyse image-development and design strategies used by various artists for a variety of purposes
• defend personal preferences for particular image-development and design strategies
• demonstrate an awareness of ethical considerations associated with reproduction as an image-development strategy

It is expected that students will:

• make 2-D and 3-D images:
  • using a variety of sources
  • using a variety of image-development strategies, including juxtaposition and metamorphosis
  • using design strategies from a variety of styles
  • for specific purposes
  • that solve complex design problems, considering form and function
  • that engage more than one of the senses

Context

Grades K to 1

(Perceiving/Responding)

It is expected that students will:

• demonstrate an awareness that images come from a variety of contexts
• demonstrate an awareness that particular images have personal value
• demonstrate an awareness that there are reasons for preferences in artworks
• demonstrate an awareness that people make and use art
• demonstrate respect for the work of self and others

It is expected that students will:

• create images:
• in response to objects and other images they have experienced
• in response to images from a variety of cultural contexts
• demonstrate a willingness to display individual and group artworks

(Perceiving/Responding)

It is expected that students will:

• identify images from a variety of historical and cultural contexts
• demonstrate an awareness that particular images have value in the community
• suggest reasons for preferences in artworks
• demonstrate an awareness of a variety of reasons why people make and use art
• demonstrate respect for the work of self and others

It is expected that students will:

• create images:
• based on objects, places, events, or issues in their classroom, school, and community
• in response to images from a variety of cultural contexts
• demonstrate a willingness to display individual and group artworks in a variety of ways

(Perceiving/Responding)

It is expected that students will:

• identify distinctive styles of art from various cultures and historical periods
• compare images from given social, cultural, and historical contexts
• identify images that have value in the community
• give reasons for preferences in artworks
• demonstrate an awareness that there are various types of artists in the community
• demonstrate respect for the work of self and others

It is expected that students will:

• create images:
• that express personal identity
• in response to aspects of art from a variety of historical and cultural contexts
• demonstrate the ability to co-operate to develop a group display

(Perceiving/Responding)

It is expected that students will:

• identify aspects of selected images that indicate the social, historical, or cultural context in which they were created
• compare the distinctive styles of artists from various cultures and historical periods
• demonstrate an awareness of the significance of images in a variety of social, historical, and cultural contexts
• defend their preferences for selected works of art
• describe individual opportunities for visual arts in the local community
• demonstrate respect for the work of self and others

It is expected that students will:

• create images:
• that express personal identity
• that reflect aspects of art from a variety of historical and cultural contexts
• demonstrate the ability to collaborate to develop a group display for the school or community
• demonstrate a willingness to select images from their collections for presentation

(Perceiving/Responding)

It is expected that students will:

• identify the historical and cultural contexts of a variety of images
• compare materials, processes, and tools used to make art in a variety of cultures
• demonstrate an awareness that images influence and are influenced by their social, historical, and cultural contexts
• analyse preferences for selected works of art
• identify personal and career opportunities in visual arts
• demonstrate respect for the work of self and others

It is expected that students will:

• create images that:
• express beliefs and values
• reflect art styles from a variety of social, historical, and cultural contexts
• demonstrate the ability to collaborate to develop a group display for a particular audience
• select appropriate images from their collections for presentation and evaluation

(Perceiving/Responding)

It is expected that students will:

• identify distinctive characteristics of images from a variety of historical and cultural contexts
• demonstrate an understanding of the impact of images within various social, historical, and cultural contexts
• demonstrate an understanding of the influence of social, historical, and cultural contexts on artists and their images
• evaluate preferences for selected works of art
• evaluate the effectiveness of a variety of displays
• assess personal and career opportunities in visual arts
• demonstrate respect for the work of self and others

It is expected that students will:

• create images that:
• convey beliefs and values
• incorporate the styles of selected artists from a variety of social, historical, and cultural contexts
• demonstrate the ability to collaborate to develop group displays for particular audiences
• select appropriate images from their collections for presentation and evaluation

Visual Elements and Principles of Art and Design

Grades K to 1

(Perceiving/Responding)

It is expected that students will:

• identify the elements of colour, shape, line, and texture, and the principle of pattern in images and in their environment
• demonstrate recognition of the expressive qualities of individual visual elements
• suggest reasons for the use of elements and principles in their work

It is expected that students will:

• create images emphasizing one or more elements and principles

(Perceiving/Responding)

It is expected that students will:

• identify the elements of colour, shape, line, and texture and the principles of pattern and repetition in images and in natural and human-built environments
• identify the expressive qualities of individual visual elements
• suggest reasons for the use of elements and principles in their work

It is expected that students will:

• create images using the elements and principles to produce a particular effect

(Perceiving/Responding)

It is expected that students will:

• distinguish elements (including form) and principles (including unity, contrast, and emphasis) in images and in natural and human-built environments
• describe a variety of works that emphasize particular visual elements
• give reasons for selection of elements and principles to use in their work

It is expected that students will:

• create images:
  • using the elements and principles in various combinations
  • using the elements and principles to produce a variety of effects

(Perceiving/Responding)

It is expected that students will:

• differentiate between elements (including value and tone) and principles (including movement and balance) observed in images and in natural and human-built environments
• compare a variety of works that emphasize particular elements and principles
• analyse the use of elements and principles in their work

It is expected that students will:

• create images:
  • by applying the principles of art and design in various combinations
  • using the elements and principles to produce a variety of effects

(Perceiving/Responding)

It is expected that students will:

• identify images that emphasize particular elements (including space) and principles (including rhythm)
• analyse how the elements and principles are used to create effects and to convey mood
• analyse the use of elements and principles in their work

It is expected that students will:

• create images:
  • using particular elements and principles to solve specific design problems
  • using the elements and principles to produce a variety of effects and to convey mood

(Perceiving/Responding)

It is expected that students will:

• analyse images that emphasize particular elements and principles
• analyse how the elements and principles are used to create effects and to convey mood and meaning in images
• evaluate the use of elements and principles in their work

It is expected that students will:

• create images:
  • using the elements and principles to produce particular styles of art
  • emphasizing particular elements and principles
  • using the elements and principles to produce a variety of effects and to convey mood and meaning

Materials, Technologies, and Processes

Grades K to 1

(Perceiving/Responding)

It is expected that students will:

• demonstrate an awareness that a variety of materials, tools, equipment, and processes can be used to create images
• demonstrate an awareness of safety and environmental considerations in the use of materials, tools, equipment, and processes
• use appropriate vocabulary to identify materials, tools, equipment, and processes used to create images

It is expected that students will:

• use a variety of materials, tools, equipment, and processes to make images
• demonstrate a willingness to explore a range of materials, tools, equipment, and processes
• demonstrate care of the materials, tools, and equipment they use

(Perceiving/Responding)

It is expected that students will:

• demonstrate an awareness that materials, tools, equipment, and processes can be used to create particular effects
• identify safe and environmentally sensitive use of materials, tools, equipment, and processes
• use appropriate vocabulary to identify the materials, tools, equipment, and processes used to create particular images

It is expected that students will:

• make images using a variety of materials, tools, equipment, and processes
• demonstrate a willingness to explore a range of materials, tools, equipment, and processes
• demonstrate appropriate set-up, use, clean-up, and storage procedures for the materials, tools, and equipment they use

(Perceiving/Responding)

It is expected that students will:

• classify images according to the materials, tools, equipment, and processes used to create them
• identify the characteristics of materials, tools, equipment, and processes used to create particular effects
• suggest reasons for following safe and environmentally sensitive procedures in the use of materials, tools, equipment, and processes
• use appropriate vocabulary to describe the materials, tools, equipment, and processes used to create particular images

It is expected that students will:

• use a range of materials singly and in combination to make images
• select appropriate materials, tools, equipment, and processes to create particular images
• demonstrate a willingness to experiment with a variety of materials, tools, equipment, and processes
• use and care for materials, tools, equipment, and work space in a safe and an environmentally sensitive manner

(Perceiving/Responding)

It is expected that students will:

• analyse the use of materials, tools, equipment, and processes in a variety of artworks
• demonstrate an understanding of safety and environmental considerations in the use of materials, tools, equipment, and processes
• use appropriate vocabulary to describe materials, tools, equipment, and processes

It is expected that students will:

• select materials, tools, equipment, and processes to make images
• demonstrate a willingness to experiment with a variety of materials, tools, equipment, and processes
• use and maintain materials, tools, equipment, and work space in a safe and an environmentally sensitive manner

(Perceiving/Responding)

It is expected that students will:

• analyse the use of materials, tools, equipment, and processes in a variety of artworks
• demonstrate an understanding of safety and environmental considerations in the use of materials, tools, equipment, and processes
• use appropriate vocabulary to describe materials, tools, equipment, and processes

It is expected that students will:

• select materials, tools, equipment, and processes to make images
• demonstrate a willingness to experiment with a variety of materials, tools, equipment, and processes
• use and maintain materials, tools, equipment, and work space in a safe and an environmentally sensitive manner

(Perceiving/Responding)

It is expected that students will:

• evaluate the use of materials, tools, equipment, and processes in a variety of artworks
• demonstrate an understanding of safety and environmental considerations in the use of materials, tools, equipment, and processes
• use appropriate vocabulary to describe materials, tools, equipment, and processes

It is expected that students will:

• select materials, tools, equipment, and processes to make images
• demonstrate a willingness to experiment with a variety of materials, tools, equipment, and processes
• use and maintain materials, tools, equipment, and work space in a safe and an environmentally sensitive manner

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