Grade 10 - Context (Creating/Communicating)

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will create personally meaningful 2-D and 3-D images, communicating an understanding and appreciation of a number of personal, social, cultural, and historical contexts.

It is expected that students will:

create images:
- that support or challenge personal and societal beliefs, values, traditions, or practices
- that synthesize the characteristics of other artists, movements, and periods through experimentation with a variety of styles
- based on an understanding of historical and contemporary images and issues
- that reflect an understanding of responsibility to the context of a specific audience
develop and arrange a display or portfolio of work, taking into consideration the nature of the artwork, venue, and audience

To view the prescribed learning outcomes for Context (Creating/Communicating) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

Students choose a historical technique or style in a 2-D medium (e.g., pointillism) and translate it into a 3-D work using modern materials (e.g., a bottle-cap mosaic).
Students research information on a particular contemporary artist. Find a quotation from the artist or a critic about the artist (e.g., Jackson Pollock: "The Action of painting is the Artwork"; Mary Pratt: "I find beauty in everyday items"). Students then create a images reflecting the quote and the artist (e.g., Pollockflowing drips of paint; Prattkitchen utensils, flowers). Students present and explain their work.
Choose a historical work of social commentary (e.g., Goya's The Third of May, 1808). Use the composition in a way that comments on, makes fun of, or extends the meaning of the original.
Students compose job descriptions for entry-level jobs within the art field. Then they assemble small, selective portfolios of their work that would support applications for the jobs. In pairs, students conduct role plays, "interviewing" each other for the jobs. The interviewer should use the applicant's job description as a basis for asking questions about the work and making respectful, evaluative comments that are recorded (e.g., on videotape, audiotape, paper).
Have students help each other assemble personal portfolios for a range of purposes (e.g., to support an application for art school).
In groups, students curate a chosen collection of images or objects (e.g., photographs, newspaper articles, found materials) for a specific purpose (e.g., to educate, shock, express a point of view). Arrange for visitors to view the collections.

SUGGESTED ASSESSMENT STRATEGIES

Students learn about themselves and humanity through art. They demonstrate a growing awareness of the interrelationships as they represent ideas and reflect on their work.

When students translate a 2-D work into three dimensions, look for evidence of:
- an understanding of how the change in medium and materials affects meaning and impact
- creative comment on the original work
- resourcefulness in material manipulation
After students have researched a contemporary artist, ask them to represent their findings in a form that provides evidence of their understanding of:
- the artist's key influences and experiences
- major themes or ideas of the artist's work and how these are represented
- key periods or distinct genres within the artist's body of work
- the artist's style
- connections within the artist's work
- connections to other artists' work
When students translate a historical work of art into a contemporary composition, their work should show:
- an understanding of the historical reference in both content and style
- that they have updated the composition using contemporary colours, objects, and ideas
- that the image supports or challenges personal and societal beliefs, values, traditions, or practices
Have students prepare brief written commentaries on each work in their portfolios, explaining why it has been included. Look for evidence that they have considered potential viewers.