visualarts4eva

= Visual Arts - Grade 4 = = Elements of Visual Arts =

//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
 * compare images developed using various image-development and design strategies
 * list all image development and design strategies here that are required at this grade level? || develop a list of and describe various image sources (e.g., emotions, ideas, imagination, memories, observation, hearing, touch)

develop a list and describe image-development strategies (e.g., elaboration, exaggeration, magnification, reproduction, serialization)

given a specific artwork, suggest image-development and design strategies that might have been used to create it

compare two or more artworks in terms of the effects of the image sources used (e.g., an observed landscape vs. an imagined landscape)

compare two or more artworks in terms of the effects of the image-development strategies used (e.g., portraits – repetition in Andy Warhol, patterns in Chuck Close, First Nations, Canadian Artists) || - form - contrast - emphasis || demonstrate an awareness of the relationship between shape and form (e.g., square/cube, circle/sphere, triangle/pyramid)
 * describe a variety of images in terms of their use of

distinguish the use of the element of form in a variety of images (e.g., sketch of a sculpture, still life drawing)

identify examples of form in nature and in built environments (e.g., local architecture, Inukshuk, trees)

compare the use of contrast in a variety of images (e.g., same and different, use of both geometric and organic shapes to show contrast)

give examples of how images can use emphasis (e.g., largest part of an image, distinctive colour, placement in relation to other parts of the image)

identify examples of contrast, and emphasis in nature and in built environments

use their visual journals to record examples of form, contrast, and emphasis in the home, school, and outdoor environments ||
 * classify images according to the materials, technologies, and processes used to create them || view a variety of images and classify them according to
 * materials used (e.g., oil paint, pastel, pencil, charcoal, clay)
 * technologies used (e.g., computer, paintbrush, fingers, sewing machine (in elementary school??), cameras, First Nations tools)
 * processes used (e.g., painting, drawing, photography, sewing, animation)

discuss the effects of materials, technologies, and processes used in selected images, using appropriate vocabulary terminology as applicable (e.g., feathering, sponging, dragging, texture, mold, hand-building) ||
 * suggest reasons for following safe and environmentally sensitive procedures in the use of materials, technologies, and processes || give reasons for safety procedures in the use of specific materials, technologies, and processes (e.g., dust and other materials can cause health problems, allergies)

give reasons for environmentally sensitive procedures in the use of specific materials, technologies, and processes (e.g., shortage of materials, damage to the environment)

demonstrate an ability to use and care for materials, technologies, and work space in a safe and an environmentally sensitive manner (e.g., putting used paper in the recycle bin, using scissors in a safe manner, bringing in plastic tubs to use for water and paint) ||

|||||||| **Organisers** ||
 * Visual Arts
 * **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 || Context || Presenting Visual Arts ||
 * **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"> ||