Grade 10 - Image-Development and Design Strategies (Creating/Communicating)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• develop and make images:
  • using a combination of image-development techniques and strategies demonstrating an understanding of a variety of styles
  • (or a series of images) demonstrating a growth in understanding of a subject or theme
  • for specific purposes
  • that deliberately engage varied combinations of the senses at once
• draft, refine, and apply ideas relating to fields other than visual arts, using various image-development strategies and sources

To view the prescribed learning outcomes for Image-Development and Design Strategies (Creating/Communicating) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Conduct a community walking tour of an area where:
  • urban decay is occurring and is likely to intensify
  • new residential, commercial, or industrial development is planned
  • environmental repair or habitat restoration is envisaged
  • demographics are changing Have students create one or more representations of the existing scene (e.g., the landscape, cityscape, particular structures), using chosen or specified media.
• Conduct a class discussion (perhaps using media stories as a springboard) of the political, social, economic, environmental, and cultural pressures in the area that students have depicted. This discussion could include a debate on various options for the future of the area. Then have students revisit their initial portrayals of the area and create new versions of their images:
  • that reflect their new understanding of the changes facing the area
  • using a variety of image-development techniques and strategies to develop their ideas
  • using a different style within the same medium to distinguish between present perception and future vision and to express their changed understanding
• Students create series of drawings that visually represent an object by focussing on one particular sense. Students then produce visual representations using a variety of styles to represent the various senses.
• Ask students to create images related to projects in other subjects or their extra-curricular activities, applying image-development and design strategies as part of the process (e.g., a graphic representation of the moves involved in throwing a javelin or making a football play).

SUGGESTED ASSESSMENT STRATEGIES

• Listening to students' discussions and looking at their displays can provide information about their understanding of the relationship between form and function that can help to guide further instruction. Portfolios, sketchbooks, idea books, and journals can provide insight into students' growing awareness of design strategies.
• Students interview teachers, students, and support staff to identify design problems or needs in the school environment. (Do these different groups identify different kinds of problems?) The class selects one problem, and small groups create prototypes that solve the problem. Students design a response sheet to gather market research information about the designs. Display the prototypes and collect feedback about possible changes to improve the products. Students revise their prototypes based on feedback, then submit reports on the project that include a summary of the feedback received at each stage of the process.
• After a class project, invite a professional artist from an appropriate field to critique the students' projects (e.g., ceramist, designer, architect). Students should respond to the critiques in sketches or written or taped statements and explain how the critiques might help in approaching similar tasks in the future.
• Display students' images that were designed to reflect the use of one of the senses. Collect from audience members or viewers a record of their sensory experiences. Students review and summarize responses, commenting on how closely viewer response reflected their intentions. Look for evidence that students are able to:
  • use a variety of techniques and strategies
  • analyse their work in terms of audience response

RECOMMENDED LEARNING RESOURCES

• Art Images and Ideas
• Arttalk (Second Edition)
• Claywork - Form and Idea in Ceramic Design (Third Edition)
• Down Town
• Exploring Art
• How to Plan Your Drawings
• An Introduction to Acrylics
• An Introduction to Oil Painting
• An Introduction to Watercolour
• Oil Painting Portraits
• Photographing the World Around You
• The Step-by-Step Guide to Photography
• Video In Focus: A Guide to Viewing and Producing Video
• The Visual Experience
• Watercolour Colour
• Watercolour Landscape
• Watercolour Still Life A World of Images

• The Big Picture Show
• Electric Dreams (Computer Imaging)
• Henry Moore: The Sculptor
• The Iconoclast
• Life's Imprint: Lithographs by Jack Shadbolt
• Mona Lisa Descending a Staircase
• Paint by Numbers
• Pencil Drawing with Gail Price
• Robert Bateman: Artist
• The Unbroken Line

• Themes and Foundations of Art

Table of Contents

Province of British Columbia
Ministry of Education
Standards Department © 1995 Copyright

Maintained by: Fine Arts Coordinator - Visual Arts

Revised: March 13, 1996

Ministry of Education Home Page