Visual Arts 4
Image-Development and Design Strategies

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Prescribed Learning Outcomes

(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

(Creating/Communicating)

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

To view the prescribed learning outcomes for Image-Development and Design Strategies in other grades click on an icon below.

Suggested Instructional Strategies

Display a variety of images (e.g., 2-D, 3-D, functional, and decorative) of the same animal. Have students work in groups to sort and categorize these images according to the image-development strategies used.
Display several works, created in various media, that depict food. Discuss with the class how successfully each work evokes the sense of taste. Ask each student to choose a medium (e.g., clay, collage, papier mâché, stuffed sculpture) in which to create an image of a favourite meal.
Challenge students to simplify a realistic work or observed image by reproducing it using limited specified materials or techniques (e.g., working in contour line; using three colours of torn paper). Display all of the images and, in a class discussion, have students compare the effectiveness of the original with the reproductions.
Ask students to create individual plans of an ideal clubhouse or playhouse and to build dioramas of their plans. Have them analyse the evolution of the project, from the plans to the resulting dioramas.
As a class, brainstorm the needs of space travellers. Then have students use a computer graphics program to design vehicles for space travel. Challenge them to elaborate on their designs by developing details. Print hard copies and display them, or print several copies of the same images in various coloured inks and display them together.
Ask students to develop images by creating a series of sketches of a given subject in their visual journals. Suggest that each student incorporate elements from two sketches into one work. Display and discuss how the sketches were combined.
When doing collage work with photocopies or magazine images, discuss with students the ethical considerations of using copies of existing artworks to create their own works.

Suggested Assessment Strategies

When students view images of food created in different media, prompt discussion and check on their understanding by asking questions such as:
- Which of these works most strongly evokes taste? Smell? Touch?
- Which three of the works are the most realistic? Which three are the most abstract?
- Compare the three most realistic and the three most abstract. How are they alike? Different?
As students explore image-development and design strategies, note and encourage their attempts to:
- include more detail
- introduce subtle visual qualities into their work (e.g., overpainting, embellishment)
- take risks
- explore a variety of image-development strategies (e.g., magnifying a section, changing point of view)
- explain the strategies they are using
Use questions such as the following to help reveal and extend students' awareness of the strategies and stages involved in the development of a painting:
- How are you planning your painting?
- How did your ideas change as you worked through the painting?
Invite students to display sketches along with their finished works. Look for evidence that they:
- used their sketches to think and work through the design and development of their images
- tried to solve problems by considering more than one strategy or option