Visual Arts 2 to 3
Materials, Technologies, and Processes

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

(Creating/Communicating)

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

Invite students to make several drawings from observation of the same object (e.g., bicycle, skateboard, volleyball) using pencil crayons, charcoals
, and felt pens. In a class discussion, have students compare and contrast how different media altered the images.
Establish a classroom theme (e.g., apples). Ask students to examine images representing the theme in a variety of media, identifying and naming the processes used (e.g., painting, sculpture). As a class, choose one image to represent the classroom theme. Ask each student to choose a medium (e.g., clay, painting) and represent the image. Set up a theme gallery showing the many forms that a single image may take.
As a class, brainstorm safe uses of a variety of familiar materials and tools. Then develop safety guidelines for the classroom and record the ideas on chart paper. Display the chart and add to it throughout the year.
Engage students in a class discussion on appreciation of paper types and paper consumption with regard to use of resources (e.g., forests, energy). Challenge them to devise ways of reusing paper for art projects (e.g., papier mâché, collage, papermaking).
Ask students to experiment with paint on wet and dry paper surfaces to develop their skills in brush technique. They should be encouraged to manipulate and use their brushes in various ways. Have students use appropriate brush techniques on wet paper to create stormy day images.

After students have constructed 3-D contraptions using found materials, pose questions such as:
- How does your contraption work? What does it do?
- Where did you get your ideas? What would you like us to notice about your contraption?
- Tell about a problem or challenge you had to solve. What did you do to solve it?
- How many different things did you try? What worked best? Why?
- What did you discover that might help you when you work on other design projects?
As students work with various materials, technologies, and processes, note the extent to which they:
- use new vocabulary they have developed
- show interest in how various artworks have been created
- show enthusiasm when exploring new tools and processes
- compare the effects of two materials, tools, or processes
- take risks by using unfamiliar processes
- use materials and tools safely and responsibly
Check on students' understanding of materials and processes by asking them to examine their work and defend their use of:
- application of texture in clay works
- particular brush sizes
- print designs with overall patterns
- specific choices of materials (e.g., crayon versus paint)
Use the classroom safety guidelines to create a checklist for safe and responsible use of materials, tools, and equipment. Students can keep copies in their portfolios or visual journals and check on their own behaviour at regular intervals.