visualarts3eic

= Visual Arts - Grade 3 = = Exploration and Image Creation =

//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:// || - feelings of happiness, sadness, anxiety, excitement, anger...
 * Prescribed Learning Outcomes
 * identify a variety of image sources, including feelings, imagination, memory, and observation || explore examples of how human emotion can be used to create images

give examples of how imagination can be used to create images - discuss characters for a story or types of fantasy environments

give examples of how memory can be used to create images - a family vacation, going on a plane, getting a new pet, a new baby in the family...

give examples of how observation can be used to create images - the view from the classroom window, specimens from the outdoor environment... || - using image-development strategies including simplification - to communicate experiences, moods, and stories - from observation, memory, and imagination - to illustrate - using found materials || creating with the element of shape - to explore the concept of simplification using geometric shapes to create a landscape, Picasso portrait of a face...
 * create 2-D and 3-D images

create images to communicate their own experiences - travelling on a plane, ferry or train, learning how to swim, a visit from a relative...

create portraits of human feelings of self or others...

create observation drawings - leaves & trees, flowers...

create images of characters and places, real or imaginary

create 3 dimensional characters or buildings by re-using found materials

create an artist’s statement - provide a model that describes their image-development and design strategies, the use of media & materials to tell about their thinking & feeling. What is the message? What visual clues will the audience/viewer see?

use appropriate terminology: multiplication, imagination, mood, sense, simplification to describe the image development or design || - mixing two primary colours to create a secondary colour, using various shades of the same colour family
 * create images using specific elements and principles: colour, shape, line, pattern, texture, and radial balance to produce a particular effect || demonstrate various ways to use of colour

create images that demonstrate the use of radial balance - a bicycle wheel, an aerial view of a merry-go-round, a medicine wheel...

sketch various types of lines based on images viewed - vertical and horizontal, straight and curved

create images using that demonstrate the use of pattern to produce a particular effect -a border to frame the image or adding materials to an image to accentuate specific parts of the composition

describe the elements and principles in their images (e.g., “I used the colours .......... and ......... in this painting because ............ .”) ||
 * demonstrate an awareness that materials, tools, equipment, and processes can be used to create particular effects || view a variety of images and identify
 * materials used: oil paint, pastel, pencil, charcoal, clay
 * technologies used: computer, paintbrush, fingers, sewing machine
 * processes used: painting, drawing, photography

discuss & compare the effects of materials, technologies, and processes used in two or more selected images (e.g., splatter painting of a Jackson Pollock vs. paintbrush painting in an Emily Carr; 2-D vs. 3-D images from paper)

use appropriate terminology to identify the materials, technologies, and processes used to create particular images ||
 * create images using a variety of materials, technologies, and processes || create images using a variety of materials: yarn, fabric, stir sticks, straws, wood scraps, aluminium foil, charcoal, recycled paper or cardboard...

create images using a variety of processes and technologies: drawing, painting, sculpture, installation, photography, video, sound, computer, duplication...

demonstrate a willingness to explore a range of materials, technologies, and processes

use appropriate terminology to describe the materials, tools, equipment, and processes used to create particular images

create an artist’s statement, based on a provided model, that describes their use of particular materials, technologies, and processes (e.g., “I used charcoal to create a drawing to tell about.......because ......... .”) || - that represent the passage of time - that represent specific places - based on events or topics issues in their school and community || create images that represent the passage of time - self-portraits at different ages
 * create images

create images that represent specific places - important aspects of the local environment, their school, a favourite place in the community, a class field trip...

create images that represent events or issues in their school or community - Vaisahki, Lunar New Year and other cultural or civic celebrations...

work co-operatively to create meaningful images: collaborative mapping, landscape mural, sesonal mural, quilt design with a theme... ||


 * 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"> ||