Visual Arts 7
Context

It is expected that students will:

• identify distinctive characteristics of images from a variety of historical and cultural contexts
• demonstrate an understanding of the impact of images within various social, historical, and cultural contexts
• demonstrate an understanding of the influence of social, historical, and cultural contexts on artists and their images
• evaluate preferences for selected works of art
• evaluate the effectiveness of a variety of displays
• assess personal and career opportunities in visual arts
• demonstrate respect for the work of self and others

(Creating/Communicating)

It is expected that students will:

• create images that:
  • convey beliefs and values
  • incorporate the styles of selected artists from a variety of social, historical, and cultural contexts
• demonstrate the ability to collaborate to develop group displays for particular audiences
• select appropriate images from their collections for presentation and evaluation

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

• Encourage students to use a variety of print and non-print resources to research ancient Egyptian art. Display examples and discuss and identify attributes (e.g., flat surface, stiff frontal and profile poses). Challenge students to use a computer drawing program to develop images in that style.
• Ask students to collect examples of images that have been created for specific audiences. In each case have them determine who the audience is, why the images would appeal to the intended audience, and what impact the art was intended to have. Have students design and display posters that would appeal to a particular group (e.g., peers, parents, seniors).
• Ask students to visit an art gallery show or access one on the Internet, identify their favourite works, and prepare presentations explaining and defending their preferences.
• Have students paint posters representing their personal beliefs with respect to specific issues (e.g., an environmental concern). Ask students to determine and note the most appropriate display settings for their posters. View and discuss finished posters with the artists, noting the issues represented and the display ideas.
• Present students with a selection of art prints representing three different artists from the same period and culture (e.g., van Gogh, Seurat, and Gauguin). Discuss the cultural and historical context of the images, relating them to the beliefs and values of that time and place. Have students work in the style of one of the artists to convey their own beliefs and values.
• Invite students to use a variety of print and electronic resources (e.g., CD-ROMs, the Internet, videos) to research art-related careers. Ask each student to choose a career to examine from a historical and a present-day perspective.

Suggested Assessment Strategies

• As a class, select an artwork of interest and discuss:
  • What story or event is described?
  • What similar experiences have you had?
  • How do you feel about this artwork?
  • How has the artist used the materials in this artwork?
  • Can you find another meaning in this work?
• Develop a list of potential art-display venues in the community (e.g., community centre foyer, school hallway). Form groups, assign each group one of the venues, and ask them to select five art prints or other reproductions to hang in their venues. When students present their ideas, look for evidence that they:
  • make connections between the nature of the art and the venues (and potential audiences)
  • accept and incorporate ideas from other group members
  • show coherence in theme, style, and message in their displays
• When students display their work and include artists' statements, look for evidence of:
  • connections to other artists and artistic influences
  • portrayal of personal ideas, beliefs, and feelings
  • use of "art" language and style
  • descriptions of idea sources and messages
  • commitment to their work and its unique features
• After students have participated in a display or art show, ask them to work independently or in groups to create new works (e.g., paintings, drawings, murals) representing their participation.
• After the class has studied a range of art-related careers, form small groups. Each group proposes a situation, location, or activity (e.g., skiing, a restaurant, a video game, making a CD, an election campaign) and challenges other groups to name as many ways as possible that an artist could be involved.

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