Prescribed Learning Outcomes
(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
(Creating/Communicating)
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
To view the prescribed learning outcomes for Materials, Technologies, and Processes in other grades click on an icon below.
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Suggested Instructional Strategies
- Show students a variety of paintings, focussing on the differing paint qualities and use of brushstrokes. In their visual journals, have students experiment with a variety of brushes on wet and dry paper. Encourage students to keep short anecdotal notes on their work.
- Provide small reproductions of various art objects, and ask students to identify the materials, processes, and technologies used and then sort them into corresponding categories (e.g., 2-D or 3-D, prints or paintings).
- Have students practise pinch, coil, and slab techniques in clay, then ask them to create containers using all three techniques. Discuss the differences between decorative and functional pieces, encouraging students to make both types.
- Ask students in groups to create life-size characters. Suggest that they bring clothing and other props from home (e.g., newspaper for stuffing, paper bags for heads, gloves for hands). Students might then pose the stuffed characters around the classroom.
- Invite guest artists to demonstrate their work. Have students record in their journals the processes and materials observed, noting which materials, tools, equipment, and processes were used to create particular effects.
- Discuss with students environmental, safety, and maintenance concerns in the handling of tools and materials. Ask students to brainstorm classroom routines for appropriate handling of these materials and to create posters that illustrate them.
- In their visual journals, have students add a chosen colour to white in increasing amounts to create tints, then use the same technique to add black to the colour to create shades. Then ask them to create night scenes of their homes or neighbourhoods using only tints and shades of one colour. Students practise care of materials and tools and follow a clean-up routine.
Recommended Learning Resources
Print Materials
- After students have explored a particular process or technique in clay, meet with them in small groups to talk about their work. Use questions such as the following to offer insights and extend their understanding:
- How did you get along?
- What parts were easiest for you? Most difficult?
- Did you run into any problems you had to solve? What were they?
- Were you able to apply some of the skills you learned using other processes or techniques? What were they? How was this process the same? Different?
- What are the most important things you'll need to remember the next time you use this technique? You might want to sketch or write these in your journal.
- Review students' journals for evidence that they are able to:
- record ideas, thoughts, and perceptions visually
- note processes and materials they have learned about (e.g., brushstrokes)
- use increasingly precise vocabulary for the materials and processes they use
- find solutions to the problems they encounter
- Develop with the class, and post, a list of questions to assist students in discussing and providing feedback about artwork. For example:
- What is the centre of interest in this work? What have you done that makes it stand out?
- How did you make this?
- Why did you choose these materials?
- What advice do you have for someone else who is trying something similar?
- When students create clay containers, look at their work for evidence that:
- walls are evenly pinched
- coils are firmly attached to one another and to the base or slab
- functional containers work for their intended purposes
Recommended Learning Resources
Print Materials
- Activities for Creating Pictures and Poetry
- The Art Experience
- Art First Nations
- Art From Many Hands
- Art Key Stage 1
- Art Key Stage 2
- Cartooning for Kids
- Claywork
- Experimenting with Art
- Fun-Tastic Collages
- Good Earth Art
- How to Plan Your Drawings
- I Can Make Puppets
- My First Paint Book
- A Painter's Palette
- Painters
- Primary Art Series
- Science Arts
- Scribble Art
- The Young Artists Series
Video
- Animation for Kids
- By The Sea/Woodland
- Maskmaking with Paper with Peggy Flores
- Multi-Arts Resource Guide
Multimedia
