Grade 10 - Materials, Technologies, and Processes (Creating/Communicating)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• use a variety of materials, technologies, and processes, alone and in combination, to make personally meaningful images
• select materials, technologies, and processes appropriate for a planned work or series of works
• use, care for, and maintain materials, technologies, and workspace in a safe and environmentally sensitive fashion
• invent, construct, and use a tool for a visual arts application
• demonstrate a willingness to try unfamiliar materials and processes and adapt familiar materials for unfamiliar uses

To view the prescribed learning outcomes for Materials, Technologies, and Processes (Creating/Communicating) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have small groups research and learn a multi-step artistic process (e.g., creation of a photograph, printmaking, casting). Each group plans and delivers a demonstration of the process (e.g., as a set of stations). Each student in the group demonstrates a particular step of the process, using appropriate vocabulary. Have other students demonstrate their understanding by producing series of thumbnail sketches representing each process, labelled with appropriate vocabulary.
• Students select particular materials or processes (e.g., paint, Clay, video) to create works that express a mood in a series of images. Students change one or more of the elements of the activity (the material, the process, or the mood) and discover how this changes the effect of the work.
• After watching a video of a performance artist (e.g., Laurie Anderson, Allan Kaprow), have the whole class plan a performance piece and pick appropriate materials, technologies, and processes for its theme. Present a three-minute movement piece at a school assembly. Those not performing could run lighting or projections, or videotape the performance.
• Collect a variety of natural or found objects that can be dipped in ink and used to make marks. Experiment with each (e.g., tie hair onto a bone as a brush) or alter it so that when dipped in ink it makes pleasing marks on a sheet of paper. Choose a particularly effective mark maker to use for a drawing.
• Assign to each student the responsibility for overseeing the maintenance and storage of particular materials, tools, displays, or works in progress.

SUGGESTED ASSESSMENT STRATEGIES

• As students learn various processes, have them consider ways to use each new process in conjunction with a known process to create personally meaningful images. Their final portfolios should include a work that:
  • uses one process or material in combination with another (e.g., silk-screening on a new material, computer image combined with collage)
  • uses materials, processes, and technologies in a way that contributes to or extends an idea or concept being communicated in the work
• Develop a rating scale or checklist that you and the students can use to document evidence of competency with new processes. A checklist might pose questions such as the following:
  • Is the piece well crafted?
  • Has the student used the equipment correctly?
  • Is there respect for environmental considerations?
  • Are the students working co-operatively in the classroom?
• Ask students to keep logs or records of the materials, technologies, and processes they have used. A record sheet might include the following headings: Activity, Date, Materials, Technology, Process, Comments. From time to time, ask students to review and comment on their records, perhaps in connection with goal setting and monitoring activities or conferences.

RECOMMENDED LEARNING RESOURCES

• Arttalk (Second Edition)
• Claywork - Form and Idea in Ceramic Design (Third Edition)
• Exploring Art
• An Introduction to Acrylics
• An Introduction to Drawing
• An Introduction to Oil Painting
• An Introduction to Pastels
• An Introduction to Watercolour
• Oil Painting Portraits
• Photographing the World Around You
• Portraits
• The Step-by-Step Guide to Photography
• Watercolour Colour
• Watercolour Landscape
• Watercolour Still Life A World of Images

• Art On Video Series
• Cel Mates
• Electric Dreams (Computer Imaging)
• Henry Moore: The Sculptor
• Life's Imprint: Lithographs by Jack Shadbolt
• Masters of the Crafts
• The New Digital Imaging
• One Step At A Time
• Paint by Numbers
• Painting With Fire
• Riding the Movies
• Road to Castagno: A Renaissance Dream
• Seurat: The Realm of Light

• The Art Pack
• 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