Grade 10 - Materials, Technologies, and Processes (Perceiving/Responding)
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 use their senses to perceive the world and respond to images in a variety of media with an understanding of how the materials and processes used contribute to the effect of the image.
The processes are: ceramics, drawing and painting, graphics, sculpture, and textiles.
It is expected that students will:
- apply vocabulary for materials, processes, and technologies used in 2-D and 3-D image development
- critique their own work and that of others with respect to how the properties and uses of materials, technologies, and processes contribute to conveying meaning and achieving purpose
- describe the evolution of an artistic material, technology, or process
- identify tools and equipment used to create images
- assess the safety, environmental, and legal considerations related to particular materials, technologies, and processes
To view the prescribed learning outcomes for Materials, Technologies, and Processes (Perceiving/Responding) in other grades click on an icon below.
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SUGGESTED INSTRUCTIONAL STRATEGIES
- Identify a material to use for developing designs to fulfil a particular need. Students research that material's properties and report on its advantages and disadvantages for the intended use, using appropriate vocabulary.
- Identify some controversial works (e.g., Barnett Newman's Voices of Fire, Ellsworth Kelly's reproductions of paper money, Christo's wrapping of entire buildings such as the Reichstag). Discuss the materials, technologies, and processes used in these works. Have students evaluate the importance of the materials to the works and debate the merits of the works.
- Students create a work employing a process or material developed and used in the past (e.g., egg tempera, mosaic, primitive firing, lost-wax casting, dry point). As a follow-up, have students:
- assess the advantages and problems of the material, including the potential safety and environmental hazards
- identify contemporary processes or materials that have generally replaced the one they have used
- explain the differences between the new process or material and the old
- collect reproductions of master works that use the process or material
- Students interview older people about changes in materials used to make images or everyday objects they have seen in their lifetime (e.g., building materials, drinking vessels, chairs). Discuss the advantages or disadvantages of the old materials and speculate on the reasons for the changes. Students collect examples of some of the older and newer materials and compare them in reports, including safety and environmental concerns.
- Locate galleries or studios where artists display their work on the Internet. Discuss how this medium affects artists and the communication of their messages.
SUGGESTED ASSESSMENT STRATEGIES
Students identify and apply appropriate methods to their image making through an understanding of materials, technologies, and processes. Look for increasing expertise in crafting images and identifying the craftsmanship inherent in other images.
- Let students know that over the course of a term you will be looking for evidence that they have:
- considered materials, processes, and technologies when providing a critique of their work and the work of others
- studied and recorded the evolution of a specific process, technology, or material and given examples of its use in image development
- made choices in using materials, technologies, and processes, considering environmental and safety issues
- assessed a work of art and described how it was created
- applied an expanded vocabulary in discussing their work and the work of others.
- Keep records of this evidence and provide feedback on areas in which evidence is present or lacking.
- Have students report on the results of their interviews and research on the evolution of materials and processes used in manufacturing common objects. Note whether students have included:
- relevant detail in their descriptions
- an analysis of how changes have affected the utility and environmental impact of the objects
RECOMMENDED LEARNING RESOURCES
Print Material
- Arttalk (Second 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
- Video In Focus: A Guide to Viewing and Producing Video
- Watercolour Colour
- Watercolour Landscape
- Watercolour Still Life
A World of Images
Video
- 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
Multimedia
- 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
