visualarts3context

= Visual Arts - Grade 3 = = Context =

//It is expected that students will:// || Suggested Achievement Indicators //The following set of indicators may be used to assess student achievement for each corresponding prescribed learning outcome. Students who have fully met the prescribed learning outcome are able to:// ||
 * Prescribed Learning Outcomes
 * demonstrate an awareness of a variety of reasons why people make and use art || list and discuss reasons people make art and purposes for images (e.g., for beauty and enjoyment, to communicate an idea, to decorate a functional item, to express a memory, to express cultural identity, to commemorate an event, advertising)

identify examples of art in their homes, school, and community (e.g., pictures on walls, clothing, photographs, murals, statues, book covers, in magazines, on the Internet)

discuss the importance or significance of a selected artwork (e.g., an artifact brought from home, a painting in the school)

give examples of how art can express the identity of a community (e.g., provincial and national symbols, sports team logos, cultural symbols such as dragons or tartan) ||
 * suggest reasons for preferences in artworks || demonstrate an awareness that particular images have personal value (e.g., family heirlooms, images with personal associations or significance)

respond to artworks viewed in class or on field trips, stating a preference for particular works

compare preferences with those of their classmates demonstrate respect for the preferences of others

use appropriate, non-judgmental, descriptive vocabulary in their responses (e.g., “This picture of sunflowers reminds me of my grandmother’s garden.” “I like how this carving shows the texture of the dragon’s scales.”) ||
 * identify differences between original artworks and reproductions || identify examples of original artworks in the classroom, school, and community

give reasons for using reproductions of artworks (e.g., so it can be seen by more people in more locations, original artworks are often valuable, originals are sometimes too large or fragile to be moved) ||


 * Visual Arts |||||||| **Organisers** ||
 * **Kindergarten** || Exploration and Image Creation || Elements of Visual Arts || Context || Presenting Visual Arts ||
 * **Grade 1** || Exploration and Image Creation || Elements of Visual Arts || Context || Presenting Visual Arts ||
 * **Grade 2** || Exploration and Image Creation || Elements of Visual Arts || Context || Presenting Visual Arts ||
 * **Grade 3** || Exploration and Image Creation || Elements of Visual Arts<span class="wiki_link"> || Context<span class="wiki_link"> || Presenting Visual Arts<span class="wiki_link"> ||
 * **Grade 4** || Exploration and Image Creation || Elements of Visual Arts || <span class="wiki_link"> Context || Presenting Visual Arts<span class="wiki_link"> ||
 * **Grade 5** || Exploration and Image Creation<span class="wiki_link"> || Elements of Visual Arts<span class="wiki_link"> || Context<span class="wiki_link"> || Presenting Visual Arts<span class="wiki_link"> ||
 * **Grade 6** || Exploration and Image Creation<span class="wiki_link"> || Elements of Visual Arts<span class="wiki_link"> || Context<span class="wiki_link"> || Presenting Visual Arts<span class="wiki_link"> ||
 * **Grade 7** || <span class="wiki_link">Exploration and Image Creation || <span class="wiki_link">Elements of Visual Arts || Context<span class="wiki_link"> || Presenting Visual Arts<span class="wiki_link"> ||