Grade 9 - 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
analyse the contribution of materials, processes, and technologies to the meaning and function of an image and evaluate the appropriateness of their use
evaluate the skills and techniques associated with the use of particular materials and processes in a given work
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 own 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

Identify a "word of the week," referring to a particular material or process currently in use. Encourage students to use it in appropriate ways when discussing their work.
When students are using a particular material or process, have them identify a work by another artist that has been created using the same process. Each student could make a brief commentary evaluating the effectiveness of that artist's use of the same material or process.
Students identify waste materials currently found in their environment and brainstorm possibilities for recycling them in their artwork (e.g., to create illustrations showing their awareness of environmental concerns).
Students design and create containers for their personal art supplies and artwork. After using the system for a period of time, students can be asked to critique the effectiveness of the containers and to redesign them as necessary.
Arrange a visit to a printing shop, a Clay studio, a foundry, and so on. Have students prepare in advance some questions (e.g., relating to materials used, safety considerations).
Invite a carpenter, welder, potter, or your district's safety officer to visit and discuss personal experiences and issues related to safety and maintenance.
Conduct a tour of the school in which students consider the aesthetics of the visual environment. Students generate specific, practical suggestions for enhancing the environment. Students conduct a debate on the subject of graffitiis it a defacement that indicates a lack of respect for the work of others or a legitimate form of personal expression or social comment?

SUGGESTED ASSESSMENT STRATEGIES

As students respond to images that they and others have created, they offer insights into their knowledge about materials, technologies, and processes.

Have students list ways they can document their learning about new materials, technologies, and processes (e.g., work samples, annotated sketches, work records or logs, peer review, teacher validation). Ask students to provide evidence in their working collections or portfolios that they have:
- learned and used the "word of the week"
- used a range of new vocabulary and terms when working with new materials, processes, and technologies (e.g., airbrush, oil paints)
- studied a new technology, process, or material through analysing a work of art and identifying the materials and processes used to create it
- identified works by master artists using familiar materials and technologies in an exemplary way
Students collect and display examples of "new technologies" and of images created using them. Have small groups of students discuss samples. Look for evidence that they are able to analyse the techniques and effects created. Questions might include:
- How were materials combined?
- Why were these choices made?
- What considerations are necessary when developing these technologies?
Co-operatively develop a set of standards for working in the art room. Work with students to turn the standards into checklists for self- and peer assessment. Standards might include the extent to which students:
- work co-operatively, showing respect for each other and the works created
- show correct and safe use of materials and equipment
- understand environmental concerns when using a particular material (e.g., safe disposal of materials)