visualarts5eic

= Visual Arts - Grade 5 = = 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, including feelings, observations, memories, and imagination

use a visual journal to work through and solve particular design problems (e.g., to create a family shield – collecting ideas for symbols to include, planning placement and arrangement; creating a storyboard to plan an animation)

compare a developed artwork to their initial drafts and explain how their ideas have changed and developed || - using the image-development strategies of rotation and reversal - to communicate ideas || create images using rotation (e.g., tessellation)
 * create 2-D and 3-D images

create images using reversal (e.g., printmaking)

create images to communicate an idea (e.g., joy, peace, knowledge)

reflect on and describe their use of image-development and design strategies and their effects (e.g., “Using rotation helps me to fill the whole space.”)

use appropriate terminology (e.g., rotation, reversal, imagination, abstract) to describe image development and design || - that express personal identity - that reflect aspects of art from a variety of historical and cultural contexts || create images, such as flag or self-portrait, 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 and cultural contexts (e.g., items of clothing created from recycled materials)

create images that represent aspects of Canadian identity (e.g., a visual representation of what it means to be a Canadian, a new Canadian flag or coat of arms) ||
 * use materials, technologies, and processes to create images || use selected materials, technologies, and processes to create images based on defined criteria (e.g., a cool colour and a warm colour, using only found and recycled materials, combining at least two processes, three different kinds of lines, filling the entire space)

explain their choices in materials, technologies, and processes used (e.g., warm colours vs. cool colours; paint brushes vs. sponges)

demonstrate a willingness to take risks with a new and unfamiliar of materials, tools, equipment and processes || - tone and value - movement || create images that show tone and value (e.g., a portrait showing the planes and …)
 * 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 movement (e.g., an athlete, an animal, a moving vehicle)

explain their choices of the use of elements and principles in their artworks (e.g., “I put this figure on a diagonal line to imply movement.”)

use appropriate terminology to describe the use of elements and principles used in their own and others’ work ||

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