Visual Arts 5
Context

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 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

(Creating/Communicating)

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

To view the prescribed learning outcomes for Context in other grades click on an icon below.

Suggested Instructional Strategies

Display magazine or newspaper ads (e.g., for cleaning products, cereals). Discuss how graphic designers create messages for particular purposes and audiences. Then have students examine images from magazine ads that span several years, noting how ads for similar products change over time. Challenge students to speculate on reasons for the changes.

Ask students to work in groups to classify sets of postcard or magazine reproductions of art, sorting them according to artist, style, and time period. Have groups defend their decisions to the class, paying particular attention to appropriate rationales rather than "right" or "wrong" choices.

Invite students to contribute objects of personal significance to a class collection that reflects the cultural diversity of the classroom community. Have them create paintings that show their objects in context, or in use within their homes. Ask students to develop a display of the items along with the paintings.

Have students locate and view a contemporary art exhibition on the Internet. Each student then role-plays a museum docent and chooses three works to describe to the class.
Ask students to work with partners to share and discuss their work to date in their visual journals. Encourage students to select examples that show growth and development.
Collect assorted boxes with lids. Cut a variety of papers (shiny, patterned, coloured) into small mosaic pieces. Have students plan and design mosaic images for the lids that express their personal identity and explain why in their visual journals.
Have students in groups look at calendars and information packages from universities, colleges, and recreation centres. Then they share their information to develop a list of opportunities for visual arts in the local community.

Suggested Assessment Strategies

After students have viewed and compared magazine advertising that spans several years, ask them to plan ads for real or imagined products designed for children or adolescents. Look for evidence that they are able to consider context and use elements and principles of art and design to create messages that will appeal to the intended audience.
When students classify postcard or magazine art reproductions according to artist, style, or time period, ask them to give reasons for their decisions. Look for evidence that they are able to:
- describe what they see (What is it? What is it about? Why was it made? When was it made? Where was it made? How was it made? What is it made of? Who made it?)
- focus on key features that characterize each artist, style, or time period
- entertain more than one possibility
When students contribute objects to a collection that reflects the cultural diversity of the classroom, and create paintings of the objects, note the extent to which they:
- show interest in the diversity and meaning of the objects other students bring
- represent the significance of the objects they contribute
- contribute ideas about ways to display their work
- willingly share the tasks involved in creating the display
As students share and discuss their work to date, look for evidence that they:
- take pride and satisfaction in their work
- refer to specific features and qualities as they discuss their work
- express opinions about their images
- explain preferences among their artworks