Grade 8 - Image-Development and Design Strategies (Perceiving/Responding)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• use vocabulary related to 2-D and 3-D art forms and image development
• compare a variety of images of a given subject in different media, styles, techniques, and so on
• analyse a variety of image-development techniques and Design strategies as used by a variety of artists for a variety of purposes
• identify possible purposes for the creation of given images
• demonstrate an awareness of ethical 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

• Collect images from art magazines from a variety of cultures. Identify, discuss, and compare how image-development strategies are used. Cut out images and make posters, each illustrating a different strategy.
• Make a field study of local buildings and have students collect and create a set of images of building details and structural features. Have students discuss and compare them, identifying and naming particular features (e.g., facade, dormer) and possible purposes. Consider line, proportion, and level of detail.
• Research artwork depicting architectural structures. The focus of analysis could include both the visual elements (e.g., proportion, repetition, line, decoration) and the image-development strategies used (e.g., simplification, distortion, choice of perspective).
• Students prepare oral reports on the differences discovered in their own hand-drawn, computer-drawn, and photographic images of a structure.
• Develop a list of computer image-development techniques (e.g., morphing, split screens). Relate techniques to the image-development strategies (e.g., metamorphois and juxtaposition). View a computer-generated commercial and:
  • identify computer-generated effects
  • speculate how particular effects were created and why
• Research and discuss the ethical, moral, and legal considerations involved in copying and altering images. Have students select a well-known image (e.g., a famous painting, a common commercial logo or symbol) and debate whether altering it in a provocative manner would constitute fair use or desecration.
• Work as a class or in small groups to create guidelines for reproducing.
• Using similar pairs of images created in different media, have students express a personal opinion as to which they prefer and give reasons for their opinion, citing formal features of each image.

SUGGESTED ASSESSMENT STRATEGIES

• After completing personal works of art, students reflect on and record what they have accomplished in response to questions such as:
  • What techniques and image-development strategies did you use?
  • What Design strategies did you incorporate?
  • Why did you decide on this (these) particular technique(s)?
  • Would you use this technique again?
• Provide opportunities for students to view several commercials, recording and discussing the techniques and strategies they recognize. Have them make an analysis of one or two. As students discuss and analyse the commercials, look for evidence that they can:
  • identify and name techniques used and relate them to image-development strategies
  • use appropriate vocabulary to describe the elements and principles of art
  • express and support their personal preferences
• To gain understanding of students' views about the "copying" of artwork or imagery, ask questions such as:
  • When is it all right to copy an image (e.g., video, graphic, picture, photograph, advertisement)?
  • When is it wrong­morally or legally­to copy an image?
  • What are the key factors that make it all right to copy something in one circumstance but not another?
• Ask students to regularly create works that incorporate others' images and include them in their portfolios. Observe these works for a growing awareness of the class guidelines for reproducing work. The guidelines might include:
  • written acknowledgment of others' contributions or influence
  • non-stereotypical use of culturally specific images

RECOMMENDED LEARNING RESOURCES

• Art Images and Ideas
• Arttalk (Second Edition)
• Claywork - Form and Idea in Ceramic Design (Third Edition)
• Down Town
• Experimenting with Art: 25 Easy-to-Teach Lessons in Design and Color
• Exploring Art
• Eyewitness Film Kit
• How to Plan Your Drawings
• An Introduction to Acrylics
• An Introduction to Drawing
• An Introduction to Pastels
• Photographing the World Around You
• Portraits
• Understanding Art
• Video In Focus: A Guide to Viewing and Producing Video
• The Visual Experience A World of Images
• The Young Artists Series

• Cel Mates
• Electric Dreams (Computer Imaging)
• Learning to Paint with Carolyn Berry
• Maskmaking with Paper with Peggy Flores
• Masks From Many Cultures
• One Step At A Time
• Paint by Numbers
• Pencil Drawing with Gail Price
• Riding the Movies

• 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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