Grade 9 - 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 and contrast a variety of images of a given subject in different media, styles, and techniques
• identify a variety of imagery sources and analyse and evaluate image-development strategies used by self, peers, and others
• analyse images (2-D and 3-D) to determine the purposes for which they have been created
• recognize the importance 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

• Create a student show (e.g., school, group, district, parents') focussing on a theme. Each student completes an artist's statement explaining:
  • the imagery and image-development strategies
  • the processes and media
  • the reasons for the choices made
• As students work on a project, pose questions that develop their vocabularies and their understanding of image-development strategies. (e.g., "Why have you chosen this point of view?".) Students explain reasons for their creative choices and suggest alternative strategies that might apply.
• Ask the students to choose one artist and compile a list of image sources they used. (e.g., Picasso used observed models, remembered bullfight images, and borrowed from African masks).
• As a whole-class activity, discuss the concept of culture and develop a working definition of the term. Have students individually research their own cultural roots and discuss how their roots might affect their image development.
• In small groups, students could invent a culture and its possible attributes (e.g., group decision-making processes, outlook on the natural world, functional needs.) Brainstorm ways these attributes might affect the culture's image development. Develop and design an icon or artifact representing the culture (e.g., flag, sacred book, mode of conveyance).
• In small groups, students could collect or recycle a variety of containers found around the school or home and create exhibits explaining the relationship of form to function.
• Students research traditional design approaches and strategies by inviting an elder or artist from a local First Nation to meet the class. They could then attempt to apply those strategies and discuss whether what they have produced constitutes cultural appropriation.

SUGGESTED ASSESSMENT STRATEGIES

• Have students view various images in different forms created by artists on a similar subject or theme. Have them list the similarities and differences in approach, then summarize their responses. Note the extent to which students are using technical vocabulary appropriately.
• After students have researched the work of an artist, ask them to respond to a series of questions, such as:
  • How was one specific image developed?
  • How has it been interpreted?
  • How has point of view affected the image?
  Have them share the artists' work and discuss their answers with a partner or small group. Review students' individual work for evidence of insight into various artists' use of images and image development.
• Have the students create series of images based on image-development sources (e.g., memory, imagination, observation, reflecting, feeling, using the senses) and compile these images with labels in their portfolios. Students discuss the series in pairs or small groups. Develop an outline for recording responses.
• Have students design and build imaginary objects useful for people from an imaginary culture (e.g., a car for beings with three legs and one arm, a place of worship for people who live in trees). Without being told the objects' uses, other students analyse the designs and speculate about their purposes. Students assess how effectively the design problems have been solved.

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

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