Prescribed Learning Outcomes
(Perceiving/Responding)
It is expected that students will:
- compare a variety of images of given subjects in different media and styles
- analyse image-development and design strategies used by various artists for a variety of purposes
- defend personal preferences for particular image-development and design strategies
- demonstrate an awareness of ethical considerations associated with reproduction as an image-development strategy
(Creating/Communicating)
It is expected that students will:
- make 2-D and 3-D images:
- using a variety of sources
- using a variety of image-development strategies, including juxtaposition and metamorphosis
- using design strategies from a variety of styles
- for specific purposes
- that solve complex design problems, considering form and function
- 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.
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Suggested Instructional Strategies
- As a class, examine sequenced drawings that demonstrate metamorphosis. Ask students to select two objects (e.g., frog and prince). Have each student choose a material (e.g., Plasticine, drawing paper, computer graphics) to depict the stages of metamorphosis as one object develops into the other.
- Ask each student to locate and study examples of artists' or designers' plans for well-known works. Have students view architectural drawings, studies for paintings, or maquettes. As a class, discuss the differences between the plans and the final works, speculating on the artists' reasons for the changes.
- Challenge students by giving them design problems such as:
- Develop plans for a piece of playground equipment for the school in which form reflects function (e.g., giraffe-shaped slide).
- Design an improved shoe.
- Design a modern article of clothing that incorporates a design feature of clothing from a historical culture (e.g., Japanese, early Aboriginal).
- Ask each student to choose design strategies observed in any two painting styles (e.g., surrealism and impressionism) to create two images of a given subject. When the paintings are complete, have students defend their choices and compare the effects of their chosen strategies on the finished images.
- Ask students to conduct research on the ethical considerations of using images that are "restricted use" and those that are "free to copy." Then have each student select an unrestricted magazine image, make several photocopies, cut out the copied images, and juxtapose them in a surprising or an unusual environment.
- Have each student draw simple architectural elements (e.g., doors, windows, turrets) using a computer graphics program. Students use the cut and paste functions to create repetitive patterns, then they use the patterns to design buildings.
Suggested Assessment Strategies
When students are working on their metamorphosis projects, assign partners to offer feedback and encouragement. Have students use statements such as the following to seek feedback:
- What I am trying to do is ------------.
- How I feel about what I've done so far is
------------.
- You could help me by ------------.
- What I'm wondering is ------------.
- As students work on design problems, assign partners or small groups to provide feedback. Criteria for feedback might include:
- degree to which the design fulfils its function
- originality of the design
- evidence of artistic influences incorporated in the design
- When students choose design strategies from two painting styles to create two images of a given subject, look for evidence that they are able to:
- use the design strategies they choose
- explain their choice of strategies in relation to their subject and purpose
- identify the effects of their chosen strategies
- speculate about the effects other strategies might have produced
- As students work on a variety of assignments, note and respond to evidence that they are willing and able to:
- follow through to complete a piece of work
- explore a variety of strategies, including some that may be difficult or unfamiliar
- defend their choices of image-development and design strategies
- voluntarily change or restart pieces of work to improve them or create different effects
- talk about problems they encounter and consider options for solving them
- take unconventional approaches and pursue them through any difficulty or obstacle
Recommended Learning Resources
Print Materials
- Art First Nations
- Art From Many Hands
- Art Key Stage 2
- Cartooning for Kids
- Claywork
- Down Town
- Experimenting with Art
- Eyewitness Film Kit
- Fun-Tastic Collages
- How to Plan Your Drawings
- An Introduction to Acrylics
- An Introduction to Drawing
- An Introduction to Pastels
- A Painter's Palette
- Portraits
- Stencil It!
- Understanding Art
- Video in Focus
- The Young Artists Series
Video
- By The Sea/Woodland
- Cel Mates
- Maskmaking with Paper with Peggy Flores
- Mona Lisa Descending a Staircase
- Multi-Arts Resource Guide
- Photography
Multimedia
