BC Education -Fine Arts K to 7

Visual Arts Kindergarten to Grade 12 Objectives

The prescribed learning outcomes for all music curricula have been developed to address the objectives for visual arts curricula from Kindergarten to Grade 12. The Visual Arts Kindergarten to Grade 12 Objectives chart shows the relationship of these objectives to the curriculum organizers. Instruction and assessment should address these objectives at each grade level.

Visual Arts Kindergarten to Grade 12 Objectives

Organizer Objective
eye image Perceiving/Responding brush image Creating/Communicating
Image-Development and
Design Strategies Students perceive and respond to images in ways that demonstrate awareness of the sources, techniques, and strategies of image development and design. Students create images reflecting their understanding of a wide variety of image sources, techniques, and image-development and design strategies.
Context Students perceive and respond to images and the ways these images reflect and affect personal, social, cultural, and historical contexts. Students create images that communicate understanding of and appreciation for the influence of personal, social, cultural, and historical contexts.
Visual Elements and
Principles of Art and Design Students perceive and respond to images in ways that demonstrate their understanding of the visual elements and principles of art and design. Students create images that communicate their understanding of and appreciation for the visual elements and principles of art and design.
Materials, Technologies, and Processes Students perceive and respond to images from a variety of different types of artworks to demonstrate their understanding of how the choice of materials, technologies, and processes affects images. Students create images that demonstrate their ability to communicate effectively using a variety of materials, technologies, and processes.

Visual Arts Kindergarten to Grade 12 Objectives
Organizer	Objective
	Perceiving/Responding	Creating/Communicating
Image-Development and Design Strategies	Students perceive and respond to images in ways that demonstrate awareness of the sources, techniques, and strategies of image development and design.	Students create images reflecting their understanding of a wide variety of image sources, techniques, and image-development and design strategies.
Context	Students perceive and respond to images and the ways these images reflect and affect personal, social, cultural, and historical contexts.	Students create images that communicate understanding of and appreciation for the influence of personal, social, cultural, and historical contexts.
Visual Elements and Principles of Art and Design	Students perceive and respond to images in ways that demonstrate their understanding of the visual elements and principles of art and design.	Students create images that communicate their understanding of and appreciation for the visual elements and principles of art and design.
Materials, Technologies, and Processes	Students perceive and respond to images from a variety of different types of artworks to demonstrate their understanding of how the choice of materials, technologies, and processes affects images.	Students create images that demonstrate their ability to communicate effectively using a variety of materials, technologies, and processes.

Classroom Considerations

The success of a visual arts program depends on establishing a relaxed but regulated atmosphere. By fostering an environment of both structure and enjoyment, teachers will ensure a classroom atmosphere in which students feel safe and comfortable to learn and create. Specifically, teachers can facilitate this kind of environment by working with students to establish guidelines and routines.

Determine the purpose of each lesson and exercise. All students in the class should know why a particular activity or game is being used and should be aware of the goals of the program.
Develop routines for beginning and ending lessons (e.g., drawing in journal).
Establish methods for getting students' attention (e.g., key word, arm signal).
Form partners, groups, or working buddies, and make transitions between groupings.
(Note: Be aware of cultural taboos and personal discomfort with boy and girl partnerships and touching.)
Ensure safe and productive use of personal and general space.
Distribute and collect tools and materials.
Ensure that all students are engaged in some way at all times (e.g., when students are acting as audience members, provide a structure for response).
Determine appropriateness of artistic choices (e.g., for visual images, music).
Provide constructive criticism and respect the contributions of others.

Although some components of the curriculum can take place in regular classrooms, visual arts requires some special facility considerations. When choosing or designing a facility for teaching the visual arts, consider the following questions:

Do you have access to cleaning equipment and a sink or water?
Is there appropriate and available storage for materials, tools, portfolios, and works-in-progress?
Is there sufficient working space to accommodate the number of students?
Is there adequate lighting, heating, and ventilation?
Is there adequate display space for students' art projects?

Some teachers might want to include an emphasis on multimedia production. Those who are unable to purchase all the required supplies may be able to access specialized equipment from other schools in the district (e.g., high-school fine arts, technology education, or business education departments), as well as from local colleges, television and radio stations, studios, and businesses. This equipment includes:

video recording equipment (camera and batteries, VCR, lighting kits, tripods, filters)
video editing systems (mixer, titler, edit controller)
still cameras with lenses, flash equipment, and filters
computers with imaging, multimedia presentation, and animation capabilities (including Internet access, CD-ROM, video capability, MIDI capability, digital camera, scanners, colour printers)
appropriate software
sound production and mixing equipment (tape decks, CD players, microphones and amplifiers, headphones, mixing board, synthesizers, piano, percussion instruments)

Safety Considerations

To ensure a safe learning environment, teachers should address the following questions prior to, during, and after an activity has taken place:

Are students aware of established rules and procedures for safety (e.g., working in the designed space with control and with respect for others, not using hazardous materials or tools without permission or supervision)?
Are the activity and materials suitable to each student's developmental level, interest, and confidence?
Has the instruction been sequenced progressively to ensure safety?
Are students being properly supervised?
Have students been given specific instruction about how to use the facilities, equipment, and their bodies appropriately (e.g., safe use of tools and materials, use and storage of hazardous chemicals, WHMIS labelling)? Do they fully understand the instructions?
Are the facilities and equipment suitable and in good repair?
Are students wearing clothing appropriate for the activity?

In addition to physical safety, teachers should consider the emotional safety of students when planning a visual arts program. Be sensitive to individual students; be prepared to respond to unique situations; and develop creative strategies to deal with rivalry, stress, fear of failure, stage fright, and so on. As well, be aware of activities that may cause emotional or psychological stress for individual students (e.g., blindfolding, working in closed environments), and be prepared to offer alternative strategies as necessary.

Revised: July 8, 1998

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