BC Education - Appendix D: K to 7 Samples

Visual Arts Sample 3: Grade 5

Topic:

Drawing

Prescribed Learning Outcomes:

Image-Development and Design Strategies

It is expected that students will:

(Creating/Communicating)

draft ideas for images using feelings, observation, memory, and imagination
make 2-D and 3-D images:
using a variety of design strategies, including selection
in various styles
to communicate ideas
that engage more than one of the senses

Visual Elements and Principles of Art and Design

It is expected that students will:

(Perceiving/Responding)

analyse the use of elements and principles in their work

(Creating/Communicating)

create images:
by applying the principles of art and design in various combinations
using the elements and principles to produce a variety of effects

Materials, Technologies, and Processes

It is expected that students will:

(Creating/Communicating)

select materials, tools, equipment, and processes to make images

Overview

During this unit, which focussed on drawing from observation, students kept visual journals where they recorded the discoveries, images, ideas, and plans that resulted from a variety of drawing activities. Evaluation was based on students' drawing skills.

Planning for Assessment and Evaluation

Before beginning this unit, students had drawn a variety of objects from memory and from imagination. They had also looked at drawings from a variety of artists (e.g., Mary Cassatt, Käthe Kollwitz, Albrecht Dürer, Joe Fafard, Henri Matisse). While viewing the drawings, students focussed on variations in drawing styles, possible sources of image development, and use of materials.

The teacher presented a series of activities in which students drew objects (e.g., bicycles, plants, containers, hands, gloves, feet, shoes) using continuous and contour lines and focussing on detail.
The class then viewed the illustrations of Chris van Allsburg and observed the artist's use of different points of view. The teacher challenged each student to choose an object and draw it from different points of view. Students shared their drawings with partners and in small groups.
Using felt pens and large pieces of paper, students also made quick gesture drawings. They took turns as models for gesture drawing.
Students continued to draw a variety of objects and explored various techniques, points of view, and materials (e.g., graphite, charcoal, chalk). The teacher provided support and instruction as needed. Working in pairs, students discussed the different effects of each drawing technique when combined with various media. Each student recorded two or three ideas about preferred media and materials.
In another activity, students were introduced to graduated pencil shading, sharing 2B, 4B, and 6B pencils to develop tonal values in their visual journals.
Students applied what they had learned about drawing techniques and materials. The teacher set up a still life in the classroom. Each student chose an interesting point of view for a tonal study and created still-life images using a variety of techniques and materials.

Defining the Criteria

As students worked with drawing techniques, media, and image development, the teacher emphasized the following criteria and outlined them on a classroom chart. The teacher reviewed the chart before students began their still-life images.

evidence of close observation in use of detail
effective use of tone to create a sense of form
selection of an interesting point of view
effective use of materials

Assessing and Evaluating Student Performance

The teacher used a rating scale to evaluate the drawings. Students also evaluated their own work and recorded, in words and sketches, explanations of the ratings they assigned to their drawings.

Drawing

Rating	Criteria
Powerful	Drawings engage the viewer. Include a special feature or quality that makes the work stand out. use of detail shows evidence of close observation tone creates a sense of form point of view is obvious and consistent use of materials is highly effective
Competent	Drawings are competently developed and presented. Some features are more effective than others. shows evidence of observation by including some detail some sense of form is evident point of view is evident materials are used competently
Developing	Drawings demonstrate some of the required criteria. some evidence of closely observed detail; observation may be combined with stereotypical images (e.g., drawing an object as it is frequently portrayed in other works rather than as it appears) forms are not represented by tonal work point of view is not consistent materials are used competently
Undeveloped	Criteria are not demonstrated. little evidence of close observation little evidence of development of form point of view appears to be random limited use of materials

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Revised: July 8, 1998

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