Grade 10 - Image-Development and Design Strategies (Perceiving/Responding)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• identify, compare, and contrast images of a given subject as used in others' work
• identify a variety of imagery sources and analyse and evaluate image-development strategies used by self, peers, and others
• analyse the relationship between the form and function of particular 2-D and 3-D images
• evaluate the effectiveness of the use of particular forms for a particular function
• demonstrate respect for ethical and legal considerations associated with reproduction as an image-development strategy

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Invite a portrait photographer and painter to discuss their work. Students make entries in their journals comparing the image-development sources and strategies of the guests.
• Ask students to bring in family photographs or mementos. Students brainstorm strategies to develop their own images representing family or personal background (e.g., juxtaposition of images, simplification and abstraction of forms).
• Find an image, theme, or composition by an artist that several other artists have incorporated into their own work. Place the works in chronological order and discuss the image development represented by the resulting series. Collect reproductions of the original work and the influenced work. Discuss the moral, ethical, and legal considerations involved in using the work of someone else.
• As a class, define form and function, by generating a list of examples of each. Discuss how the two terms are linked. Provide examples of art objects whose form fits the function and have students work individually or in small groups to analyse one of these examples, generating an explanation of how the function determines the form and how the form satisfies the function.
• Gather several objects or photographs of objects having some similar functions. Have students work individually or in small groups to group these according to their functional similarities (objects may belong to more than one group). For each group of objects, have students describe the functional similarity and explain the variations of form within the group. Come to a consensus about which objects closely relate form and function and which exhibit a minimal relationship.

SUGGESTED ASSESSMENT STRATEGIES

• Students extend their understanding of image-development strategies to better create work of their own and judge the work of others. Note the extent to which students are making more connections and associations through what they say and write about their work.
• Research a subject matter used by contemporary and historical artists and the differences in their interpretation (e.g., portraiture from the Nigerian Ibo culture, by Holbein, and by Barker Fairley; war through the eyes of Goya, Molly Bobak, and Jack Shadbolt). Look for evidence that students are aware of the sources of image development in their responses to questions such as:
  • How do these images reflect the culture and the times in which they were created?
  • How has historic image making influenced contemporary work?
• Develop criteria for evaluating the effectiveness of common objects (e.g., waste containers, furniture) to fulfil particular functions. Challenge students to design versions that make the objects more fun, useful, take up less space, and so on. Students should explain how their designs meet the criteria they developed.
• Students evaluate what works and does not work in an image, and then rework it. Have students explain the process in a written statement accompanying their work. Look for original ideas, respect for the work of others, and ideas that contribute to making the image more personal, more powerful, and more effective.
• Portfolios of students' works should be developed as an ongoing process and should include:
  • a variety of works expressing specific thoughts or themes
  • the use of a variety of art processes and materials
  • journal or written work in the form of artist's statements about specific topics or work created

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

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