Grade 9 - Image-Development and Design Strategies (Creating/Communicating)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• develop and make images:
• using a combination of image-development techniques
  • using a variety of styles and movements
  • (or a series of images) that represent a subject or theme
  • that solve complex Design problems, considering form and function
  • that deliberately engage more than one of the senses
• draft and refine ideas related to fields other than visual arts, using various image-development strategies and sources

To view the prescribed learning outcomes for Image-Development and Design Strategies (Creating/Communicating) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Students choose an even, reflective surface (e.g., distorted mirror, kettle, water) and create a self-portrait based on the reflection.
• Students dress as the artist of their choice and do all that day's artwork in the style of their chosen artist.
• Students render an object in several different ways, each of which highlights a particular attribute of the object (e.g., for a vase, its shape in silhouette, rounded 3-D shape, colour, pattern, or texture).
• Students select or create myths that explain a natural event or phenomenon. They develop storyboards (sets of rough, thumbnail sketches) for the storylines. As a follow-up, students could:
• render a scene from their myths as a finished work, using a 3-D medium of their choice
• create and progressively modify a figure(s) to develop a simple animation with multimedia effects (e.g., music, sound effects); this could be done using video technology or computer animation
• Set a design problem (e.g., to create an unobtrusive security system for a locker or entryway). Have students work in groups to solve the problem, using a limited selection of materials or found objects. Students keep journals describing their successes and difficulties in realizing their solutions.
• Create a marketing scheme or an ad campaign to sell the design solution.

SUGGESTED ASSESSMENT STRATEGIES

• Have students develop a series of images to address a particular social issue. Ask them to explain the issues and how the images and techniques communicate particular ideas and feelings. Note how effectively students are able to:
  • state the purpose of their work and the ideas they are intended to communicate
  • take risks to explore unconventional images or techniques
  • make choices that further their intentions
  • execute the choices they make
• Assign the storyboard project, informing students of what is expected. Criteria might include:
  • representation of the hero from a number of points of view (e.g., different expressions, dress, in action, static poses, close-ups, long views, front, back)
  • successful reflection of a given style (e.g., comic book style, Aboriginal source of the myth)
  • use of a variety of image sources, including both observation and imagination Over the course of the assignment, meet with students regularly, discussing their work and co-operatively making notes with reference to the criteria.
• Review students' journals or annotated sketchbooks for evidence of growing understanding of how artists use techniques, technology, and design strategies to communicate ideas. Provide feedback through a conference or notes to each student.

RECOMMENDED LEARNING RESOURCES

• Art Images and Ideas
• Arttalk (Second Edition)
• Claywork - Form and Idea in Ceramic Design (Third Edition)
• Down Town
• Exploring Art
• How to Plan Your Drawings
• An Introduction to Acrylics
• Photographing the World Around You
• The Step-by-Step Guide to Photography
• 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)
• Henry Moore: The Sculptor
• The Iconoclast
• Learning to Paint with Carolyn Berry
• Life's Imprint: Lithographs by Jack Shadbolt
• Masks From Many Cultures
• Mona Lisa Descending a Staircase
• One Step At A Time
• Paint by Numbers
• Pencil Drawing with Gail Price
• Riding the Movies
• Robert Bateman: Artist
• Shaman Never Die
• The Unbroken Line

• 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