Visual Arts 6
Materials, Technologies, and Processes

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

(Creating/Communicating)

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

Invite students to develop images using bold pencil or pen lines. Have them create printing plates by transferring the images to card stock using a photocopier or carbon paper and tracing the images with wood glue from small-nozzled bottles. Once the glue dries, students use these plates to create several rubbings with charcoal. Then they ink the plates with brayers to create ink prints. Display the printing plates along with the created images in a class exhibit.
Suggest that students research (e.g., WHMIS handbook, the Internet, safety periodicals and literature) art materials and processes that have been found hazardous in the past 50 years (e.g., asbestos, aerosol cans, lead and titanium paint, plaster of Paris). Have them explain, using correct vocabulary, why these materials are considered hazardous and what findings or considerations led to concern about their use.
Ask students to find safe, recycled materials that they have never considered using for art and work with partners to create artworks incorporating these materials.

Before a visit from a community artist or craftsperson, let students know that you will be asking them to draw from memory the tools they see. In their drawings, encourage them to include different perspectives as well as labels or comments. Look for evidence that they recognize the key features of the tools and their use.
When students make and use plates for charcoal rubbings and ink prints, look for evidence that they:
- understand the print process--an image transferred to a surface
- have explored a range of possibilities (e.g., repeating, overprinting)
- are developing skills used to register images and manipulate materials (e.g., ink evenly)
- are able to explain processes and their effects
Have student pairs display the art they created from recycled materials. Ask them to include brief oral or written statements describing:
- the original materials
- how they created the works
- two things they would like the audience to notice
- the importance of using recycled materials
As students work with a variety of materials, technologies, and processes, notice the extent to which they are willing to:
- explain the processes they use to others
- work safely
- use space, materials, and tools in ways that show awareness and sensitivity to the needs and safety of others
- store their work carefully
- take responsibility for the equipment and materials they use