visualarts7context

= Visual Arts - Grade 7 = = 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
 * identify distinctive characteristics of images from a variety of social, historical, and cultural contexts || view and discuss meaning and purpose of images within a variety of contexts (e.g., advertising, form and function, public art, art for specific audiences)

select a particular artwork or artist and identify the characteristics that define its style in terms of
 * materials used (e.g., in buildings, ceramics)
 * specific elements and principles used (e.g., form in architecture, ritual artefacts such as sarcophagi)
 * specific image-development strategies used (e.g., use of classical motifs in modern images, 2-D depictions in ancient Egyptian art – flat surface plane, stiff frontal and profile poses)
 * subject matter (e.g., monarchs, military)
 * purpose of the artwork (e.g., ceremonies such as burials and marriages, to record information for the future) ||
 * demonstrate an understanding of relationship between artists and their various social, historical, and cultural contexts || describe examples of how artists have influenced society (e.g., art as political or social commentary, advertising, political cartoons, economic effects, documentaries)

demonstrate an understanding of the influence of social, historical, and cultural contexts on artists and their images (e.g., effects of war, censorship, development of technology) ||
 * justify preferences for selected works of art || using defined criteria, justify their preferences for selected works of art in reference to
 * materials used
 * specific elements and principles used
 * specific image-development strategies used
 * subject matter
 * purpose of artwork
 * style ||
 * describe ethical considerations associated with reproduction of images || define and give examples of “restricted use” images

define and give examples of “free to copy” images

demonstrate ethical use of reproduced images in their own artworks ||
 * assess personal opportunities in visual arts || create an annotated list of personal and career opportunities in visual arts (e.g., architect, art teacher, graphic designer, photographer, film maker, collector, docent)

give reasons for why they might participate in particular visual arts opportunities in the future as recreation or as a career (e.g., relate to personal interests, training required) ||

|||||||| **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<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"> ||