APPENDIX A: PRESCRIBED LEARNING OUTCOMES

Image-Development and Design Strategies (Perceiving/Responding)
Image-Development and Design Strategies (Creating/Communicating)
Context (Perceiving/Responding)
Context (Creating/Communicating)
Visual Elements and Principles of Art and Design (Perceiving/Responding)
Visual Elements and Principles of Art and Design (Creating/Communicating)
Materials, Technologies, and Processes (Perceiving/Responding)
Materials, Technologies, and Processes (Creating/Communicating)

It is expected that students will use their senses to perceive the world and respond to images with an awareness of the sources, techniques, and strategies of image development and design.

It is expected that students will:

Grade 8

• 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

• 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

• identify, compare, and contrast images of a given subject as used in others' work
• identify a variety of imagery sources and analyse and evaluate image-development strategies used by self, peers, and others
• analyse the relationship between the form and function of particular 2-D and 3-D images
• evaluate the effectiveness of the use of particular forms for a particular function
• demonstrate respect for ethical and legal considerations associated with reproduction as an image-development strategy

It is expected that students will create 2-D and 3-D images that demonstrate an understanding of a wide variety of sources, techniques, and strategies of image development and design.

It is expected that students will:

Grade 8

• develop and make images:
  • using a variety of design strategies and sources of imagery, individually and in combination
  • incorporating some elements from a variety of styles
  • that solve complex design problems, considering form and function (2-D and 3-D)
  • for specific purposes such as social commentary, self-analysis, entertainment
  • that engage more than one of the senses
• draft and refine ideas relating to fields other than visual arts, using various image-development strategies and sources

• 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

• develop and make images:
  • using a combination of image-development techniques and strategies
  • demonstrating an understanding of a variety of styles
  • (or a series of images) demonstrating a growth in understanding of a subject or theme
  • for specific purposes
  • that deliberately engage varied combinations of the senses at once
• draft, refine, and apply ideas relating to fields other than visual arts, using various image-development strategies and sources

It is expected that students will use their senses to perceive the world and respond to images and the ways in which they reflect the personal, social, cultural, and historical contexts in which the images were created.

It is expected that students will:

Grade 8

• identify art careers in a variety of contexts
• identify similarities and differences in the roles of artists and the visual arts in a variety of contexts
• demonstrate an awareness of the meanings and purposes of images within a variety of contexts
• identify characteristics of representations in images from a variety of world cultures
• analyse and evaluate displays, considering the nature of artwork, presentation, venue, and audience
• describe selected works and explain personal preferences

• compare and contrast art careers in a variety of contexts
• demonstrate an understanding of the roles of artists and the visual arts in a variety of contexts
• demonstrate an understanding of the roles of artists and the visual arts in reflecting, sustaining, and challenging beliefs and traditions in society
• explain how the meanings and purposes of images are influenced by the context in which they are created or viewed
• demonstrate an awareness of the relationship between culture and style, and the use of materials, processes, and images associated with them
• analyse and evaluate displays, considering the nature of artwork, presentation, venue, and audience

• demonstrate an awareness of the skills, training, and education needed to pursue a variety of art careers
• demonstrate an understanding of the societal roles of contemporary artists and visual art forms
• analyse the roles of various artists and the visual arts in reflecting, sustaining, and challenging beliefs and traditions in society
• explain how the interaction of art and artists from different contexts can affect their style, purpose, and meaning
• demonstrate an awareness of characteristic similarities and differences among images from a variety of world cultures
• demonstrate an awareness of the values and meanings attached to collections, shows, and displays
• analyse selected works and defend preferences, recognizing the bias of their personal context

It is expected that students will create personally meaningful 2-D and 3-D images, communicating an understanding and appreciation of a number of personal, social, cultural, and historical contexts.

It is expected that students will:

Grade 8

• create images:
  • that support or challenge personal and societal beliefs, values, traditions, or practices
  • that incorporate stylistic elements from various artists, movements, and periods
  • in response to historical and contemporary images or issues
  • that reflect a sense of personal and social responsibility
• make a display or portfolio of work, taking into consideration the venue and audience

• create images that:
  • support or challenge personal and societal beliefs, values, traditions, or practices
  • demonstrate an awareness of the styles of various artists, movements, and periods
  • respond to historical and contemporary images or issues
  • reflect a sense of personal and social responsibility
• make and arrange a display or portfolio of work, taking into consideration the nature of the artwork, venue, and audience

• create images:
  • that support or challenge personal and societal beliefs, values, traditions, or practices
  • that synthesize the characteristics of other artists, movements, and periods through experimentation with a variety of styles
  • based on an understanding of historical and contemporary images and issues
  • that reflect an understanding of responsibility to the context of a specific audience
• develop and arrange a display or portfolio of work, taking into consideration the nature of the artwork, venue, and audience

It is expected that students will use their senses to perceive the world and respond to images, demonstrating an understanding of the visual elements and principles of art and design. The visual elements are: line, colour, form, space, shape, texture, value, and tone. The principles include: pattern/repetition/rhythm, balance, contrast, emphasis, movement, and unity/harmony.

It is expected that students will:

Grade 8

• use appropriate vocabulary in oral and written analyses of works of art
• analyse how individual visual elements and principles of art and design are used to create meaning in images
• analyse how the physical qualities of visual elements and principles of art and design are used to create effects and mood in representational and non-representational images
• analyse 2-D and 3-D images for their use of particular visual elements and principles
• evaluate personal use of the elements and principles of art and design

• use appropriate vocabulary in oral and written analyses of works of art
• analyse how individual visual elements and principles of art and design are used to create meaning in images
• analyse how the physical qualities of visual elements and principles of art and design are used to create effects and mood in representational and non-representational images
• evaluate personal use of the elements and principles of art and design

• use the vocabulary of the visual elements and principles of art and design in discussion and art criticism
• evaluate the use of the visual elements and the principles of art and design in their own images and in the images of others
• analyse how individual visual elements, the principles of art and design, and their physical qualities are used to create meaning and effect in images
• describe the influence that particular relationships of elements and principles of design have on personal preference
• compare the expressive and physical qualities of a selected element as employed:
  • in a variety of materials
  • with a variety of technologies
  • through a variety of processes
• recognize that there are different associations of particular elements and principles of art and design in different cultures

It is expected that students will create personally meaningful 2-D and 3-D images, demonstrating an understanding of the visual elements and principles of art and design, and use that understanding as a means of communication.

The visual elements are: line, colour, form, space, shape, texture, value, and tone. The principles include: pattern/repetition/rhythm, balance, contrast, emphasis, movement, and unity/harmony.

It is expected that students will:

Grade 8

• create 2-D and 3-D images that:
  • deliberately employ physical and expressive qualities of the visual elements and principles of art and design to create an effect or mood
  • use a selected element of art to convey an idea or concept
  • combine and emphasize particular visual elements and principles of art and design
  • create variations of an image through manipulation of particular elements or principles of art and design

• create images that:
  • deliberately employ physical and expressive qualities of the visual elements and principles of art and design to create an effect or mood
  • use a selected element of art to convey an idea or concept
  • combine and emphasize particular visual elements and principles of art and design
• create variations of an image through manipulations of particular elements or principles of art and design

• demonstrate a range of possibilities in utilizing the visual elements and principles of art and design
• create a 3-D image from a 2-D image
• demonstrate an awareness of the qualities of particular elements and principles of art and design
• create images that alter the meaning or impact of other images through manipulation of the visual elements and principles of art and design
• use a combination of elements and principles to create a particular mood in personally meaningful images

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:

Grade 8

• apply vocabulary for materials, processes, and technologies used in 2-D and 3-D image development
• identify the contributions of materials, processes, and technologies to the meaning of an image and evaluate the appropriateness 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

• 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

• apply vocabulary for materials, processes, and technologies used in 2-D and 3-D image development
• critique their own work and that of others with respect to how the properties and uses of materials, technologies, and processes contribute to conveying meaning and achieving purpose
• describe the evolution of an artistic material, technology, or process
• identify tools and equipment used to create images
• assess the safety, environmental, and legal considerations related to particular materials, technologies, and processes

It is expected that students will create 2-D and 3-D images, demonstrating an understanding of a variety of media, materials, and processes, and use that understanding to communicate effectively.

It is expected that students will:

Grade 8

• use materials, technologies, and processes, both alone and in combination, to make personally meaningful images
• select materials, technologies, and processes appropriate for a planned work
• use, care for, and maintain materials, technologies, and work space in a safe and environmentally sensitive fashion
• demonstrate a willingness to try unfamiliar materials and processes and adapt familiar ones for unfamiliar uses
• invent and construct a technology for an applied use

• use a variety of materials, technologies, and processes, alone and in combination, to make personally meaningful images
• select materials, technologies, and processes appropriate for a planned work
• use, care for, and maintain materials, technologies, and work space in a safe and environmentally sensitive fashion
• invent and construct a tool for creating images
• demonstrate a willingness to try unfamiliar materials and processes and adapt familiar materials for unfamiliar uses

• use a variety of materials, technologies, and processes, alone and in combination, to make personally meaningful images
• select materials, technologies, and processes appropriate for a planned work or series of works
• use, care for, and maintain materials, technologies, and work space in a safe and environmentally sensitive fashion
• invent, construct, and use a tool for a visual arts application
• demonstrate a willingness to try unfamiliar materials and processes and adapt familiar materials for unfamiliar uses

Table of Contents

Province of British Columbia
Ministry of Education
Standards Department © 1995 Copyright

Maintained by: Fine Arts Coordinator - Visual Arts

Revised: January 26, 1999

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