Grade 8 - 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
identify contributions of processes and technologies to the meaning of an image and evaluate the appropriatness of their use.
evaluate the effectiveness of the use of particular materials and processes
identify tools and equipment used to create images
demonstrate an awareness of safety and environmental considerations related to materials, technologies, and processes
demonstrate respect for their work and the work of others

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

SUGGESTED INSTRUCTIONAL STRATEGIES

Present a variety of artworks that share a common image, theme, or motif (e.g., horse and rider) created by artists using different materials, processes, and technologies (e.g., Da Vincidrawings, LautrecPastels, Marinibronze sculptures, Gathie Falktextiles). Have students compare the works and explain how each artist's choice of medium affects its particular look and feel.
Have students create displays of computer-generated artwork and label where various computer effects are used. They create keys to instruct other students on where to find and how to use the computer "tools" used to create those effects.
After students have worked with a variety of different materials, processes, and technologies within a discipline area (e.g., drawing, printmaking, video), give them an opportunity to sort through a file of artwork and identify the use of as many different materials, processes, and technologies as they can.
Familiarize students with safety and environmental considerations related to any processes or techniques employed in class, through direct instruction immediately prior to use. (e.g., "When using plaster of Paris, do not get it in your eyesit is mildly caustic"; "Do not flush used mix down the drainit will harden and plug the drain.")
When students use copying technologies, or processes such as photocopying and videotaping, use the opportunity to discuss the consequences of copying other people's original work without permission.

SUGGESTED ASSESSMENT STRATEGIES

Students increase their understanding of image development as they experiment with and use various materials, technologies, and processes to achieve particular effects. You can find out about the level of sophistication by asking specific questions and listening to students as they talk about their art.

Have students work in pairs to compile collections of images related to the same theme but done in different media. For each sample, create a short commentary on the effectiveness of the use of the medium to achieve the artist's purpose. Work with the students to develop outlines of requirements for the commentaries. Students display the examples and commentaries and discuss their collections with small groups of their peers.
Observe students working with a variety of computer effects. Conference briefly with individual students or small groups of students, posing questions such as:
- What effects are essential for basic image making?
- What effects seem to be difficult for most students to use? Why? Encourage students to display examples that illustrate various points in the discussion.
Ask students to describe possible ways to avoid safety violations. Test students on major safety issues. Display examples of key concerns.
Observe students as they work with various technologies, noticing any unsafe behaviour and giving feedback. Note individual students' responsiveness to such feedback.
Ask students to design a new way to deal with a safety problem. Note:
- effectiveness of the solution
- evidence in the design of awareness of the nature of the safety issue involved

RECOMMENDED LEARNING RESOURCES

Print Material

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
An Introduction to Acrylics
An Introduction to Drawing
An Introduction to Pastels
A Painter's Palette: A Collection of Painting Activities for Intermediate Grades
Photographing the World Around You
Stencil It!
Video In Focus: A Guide to Viewing and Producing Video A World of Images
The Young Artists Series

Video

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

Multimedia

Themes and Foundations of Art

Table of Contents

Maintained by: Fine Arts Coordinator - Visual Arts

Revised: March 13, 1996

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