visualarts6context

= Visual Arts - Grade 6 = = 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 the historical and cultural contexts of a variety of images || select a particular artwork or artist and identify the characteristics that define its style in terms of
 * materials and processes used (e.g., locally available natural materials, unique processes such as origami)
 * specific elements and principles used (e.g., asymmetrical balance in Japanese art, perspective in Renaissance painting, significance of various colours in specific cultures)
 * specific image-development strategies used (e.g., rotation in tile patterns)
 * subject matter and purpose of the artwork (e.g., use of cultural icons such as animals)

compare two or more cultural or historical art styles (e.g., Canadian Aboriginal and Australian Aboriginal, ancient Japan and contemporary Japan)

demonstrate an awareness that images influence and are influenced by their social, historical, and cultural contexts || [here or Presentations? (as structured critical response)] || using defined criteria, analyse their preferences for specific artworks in reference to
 * analyse preferences for selected artworks
 * materials used
 * specific elements and principles used
 * specific image-development strategies used
 * subject matter
 * purpose of artwork
 * style ||
 * identify personal opportunities in visual arts || research and list examples of visual arts in the local community, including
 * opportunities to view and respond to artworks (e.g., museums and galleries, public art, library books, web sites)
 * opportunities to create and communicate with artworks (e.g., public displays in local museums, recreation centres, libraries, seniors centres) ||
 * demonstrate an awareness of the ethical considerations involved in copying images || responding to artworks that use a known image (e.g., the Mona Lisa, a corporate logo) that has been altered for various purposes, identify potential ethical considerations for copying images, such as
 * using an artwork for commercial purposes not intended by the artist
 * defining fair usage of others’ images in their own image making ||

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