Grade 8 - Context (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 and the ways in which they reflect the personal, social, cultural, and historical contexts in which the images were created.
It is expected that students will:
- identify art careers in a variety of contexts
- identify similarities and differences in the roles of artists and the visual arts in a variety of contexts
- demonstrate an awareness of the meanings and purposes of images within a variety of contexts
- identify characteristics of representations in images from a variety of world cultures
- analyse and evaluate displays, considering the nature of artwork, presentation, venue, and audience
- describe selected works and explain personal preferences
To view the prescribed learning outcomes for Context (Perceiving/Responding) in other grades click on an icon below.
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SUGGESTED INSTRUCTIONAL STRATEGIES
- Students in groups compile lists of art-related careers, such as commerce, media, education, and heritage preservation. Each group could choose one career and interview someone who works in that field. Groups represent information on the person and on the career (e.g., in a classroom display or a radio or video clip).
- Prepare a set of images with corresponding brief statements from the artist(s) or a critic describing the thinking behind each work (e.g, its purpose, its significance, the technique being used, the Design principle being applied). Students attempt to match statements to works.
- Display similar images created in two different media (e.g., hand-drawn sketch and a photograph). Students describe each image and the feelings it elicits. Small groups identify purposes for which each image might best be used. This activity can be done using several pairs of images.
- Students examine buildings of a particular type (e.g., temples, houses of worship) across several cultures. They identify what makes a particular culture's architecture distinctive.
- Students collect examples of consumer packaging (e.g., CD covers, cereal boxes, movie posters). Critique the effectiveness and visual impact of each package. Use questions such as:
- Why are some cereals in boxes and others in bags?
- What images are used to target particular consumers or cultures?
- What is the main "message" of this packaging?
- Attend a display of artwork. Discuss the display and the role of a gallery curator. Students pretend to be the curator for the exhibit and think of a different way to make a more effective display, given the nature of the work.
SUGGESTED ASSESSMENT STRATEGIES
Through their talk and presentations, students demonstrate their understanding of how images and objects are influenced by the times, places, and cultures of the people who created them. As students discuss their ideas, look for evidence that they are developing an awareness of the different purposes for which people from various cultures have created images and objects, as well as the effect culture has on the students' own artistic choices.
- Students develop a questionnaire or inventory of art preferences. Have them survey three or four people outside the classroom, completing the inventories themselves. Ask respondents to identify which of three or four images they prefer. Here are some ideas for prompts and questions:
- If I collected art, I would choose pictures that_____
- If I could collect an artist's paintings or sculpture, I would choose the work of _____
- I get information about artists and how they work by_____
- Do you think your background and information sources affect the choices you make? If so, how?
- Each student selects three other student's pieces in a class display, and records a personal interpretation of the works, then discusses the interpretation with the artist. (You may wish to control the total number of interpretations for each piece.) Artists record the discussions in their journals. Discuss the activity with the students, posing questions such as:
- What kinds of responses led to the most stimulating discussion?
- What similarities and differences did you notice in the ways people responded to the same work?
- Will the interpretations you heard have any influence on your work? On how you comment on other artists' work?
- When students talk about consumer packaging, note how individual students identify the intentions of the Designers or marketers. Do they demonstrate an awareness of the purposes for which Designers used particular elements and principles of Design?
RECOMMENDED LEARNING RESOURCES
Print Material
- Art First Nations: Tradition and Innovation
- Art From Many Hands: Multicultural Art Projects
- Art Images and Ideas
- Arttalk (Second Edition)
- Claywork - Form and Idea in Ceramic Design (Third Edition)
- Conflict Through the Eyes of Artists
- Experimenting with Art: 25 Easy-to-Teach Lessons in Design and Color
- Exploring Art
- Eyewitness Film Kit
- Famous Artists Poster Packs
- Food Through the Eyes of Artists
- Understanding Art
- Video In Focus: A Guide to Viewing and Producing Video
- The Visual Experience
- Weather and Seasons Through the Eyes of Artists A World of Images
- The Young Artists Series
Video
- Electric Dreams (Computer Imaging)
- Littlechild
- Masks From Many Cultures
- A Model of Perfection
- Mona Lisa Descending a Staircase
- One Step At A Time
- Paint by Numbers
- Painting With Fire
Multimedia
- 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
