visualarts4eic

= Visual Arts - Grade 4 = = 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:// ||
 * Prescribed Learning Outcomes
 * draft ideas for images using feelings, observation, memory, and imagination || keep a visual journal to record draft ideas for images (e.g., using feelings, observation, memory, imagination)

use their visual journals to create a series of sketches on the same subject (e.g., using various image-development strategies such as magnification, simplification, elaboration) || - using the design strategies of serialization, personification, and animation - to communicate ideas, experiences, and stories - to illustrate and decorate || use serialization to illustrate a story with a beginning, middle, and end (e.g., story book, comic strip)
 * create 2-D and 3-D images

identify personification/animation in images (e.g., Mr. Potato Head, cartoon, video game and movie characters)

simplify a realistic work or observed image by reproducing it using limited specified materials or techniques (e.g., working in contour line; using three colours of torn paper)

create images to communicate an idea (e.g., love, freedom, anger)

apply appropriate image-development strategies to create images that decorate (e.g., use of simplification and multiplication to create patterns in beadwork and mosaics)

demonstrate an ability to sustain their focus on the image source during observation

compose an artist’s statement that describes their image-development and design strategies (e.g., “I used the image-development strategy of simplification in this picture because ...................”)

use appropriate terminology (e.g., serialization, personification, imagination, abstract, embellishment) to describe image development and design in their own and others’ works || - that express personal identity - in response to or reflecting aspects of art from a variety of historical and cultural contexts || create images, such as banners or coats of arms, that express personal identity (e.g., themselves in relation to their family and cultural heritage, a significant accomplishment)
 * create images

create images in that reflect characteristics of artworks they have viewed from a variety of historical contexts (e.g., cave art, silent film, Japanese anime)

create images in response to, or that reflect characteristics of artworks they have viewed from a variety of cultural contexts (e.g., a personal response to an Aboriginal mask, basket, painting, or carving; creating a totem to tell a class or school story) ||
 * use a range of materials alone and in combination to make images || create images using a variety of materials alone and in combination (e.g., crayon paint and resist, collage and paint, found object sculptures, soapstone)

demonstrate a willingness to experiment with a variety of materials and combinations of materials

compose a journal reflection about their experiences with materials used alone and in combination ||
 * use technologies and processes to create particular images || create images using a variety of technologies (e.g., photocopier, sandpaper, plastic carving knives)

create images using a variety of processes (e.g., layering, carving, sculpting)

demonstrate a willingness to experiment with a variety of technologies and processes

compose a journal reflection about their experiences with technologies and processes used || - using the elements and principles in various combinations - using the elements and principles to produce a variety of effects - form - contrast - emphasis || create images that show form (e.g.,clay sculptures of an animal or imaginary character) create images that show contrast (e.g., both geometric and organic shapes, warm and cool colours, short and long lines)
 * create images that show the use of the following elements and principles, alone and in combination, to produce a variety of effects:

create images that show emphasis (e.g., a painting, print or collage that has one element that stands out due to size, shape, or colour) create a personal or group totem to show
 * form (3-D shape)
 * emphasis (one or more components of the totem emphasized through shape or size)
 * unity (separate elements working together to form a whole)
 * contrast (colours)

explain their choices (e.g., “I put the ................. in the centre of my drawing to emphasize it.”)

use appropriate terminology to describe the use of elements and principles used in their own and others’ work (e.g., form, contrast, emphasis) ||

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