visualarts7eic

= Visual Arts - Grade 7 = = 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:// || [is this LO too specific and redundant?] || keep a collection of image-development and design strategies used in their own and others works
 * Prescribed Learning Outcomes
 * justify personal preferences for particular image-development and design strategies

justify their personal preferences for particular image-development and design strategies - using a variety of image sources - using the image-development strategies of juxtaposition, and metamorphosis, and distortion - that solve complex design problems, considering form and function || use a variety of methods to draft and develop images (e.g., visual journals, storyboards, movement studies, digital sketches)
 * used by others
 * used in their own works ||
 * create 2-D and 3-D images

create a series of images that depict metamorphosis (e.g., rectangle into a car, a letter of the alphabet into an animal, stop motion animation)

create images that juxtapose like or contrasting images or elements in a way that changes the meaning (e.g., using soft drink bottles as columns in classical architecture)

create images that depict distortion (e.g., a object as it is melted or stretched)

create an image in response to a real or imagined design problem (e.g., a spaceship for long-distance travel, a better locker, wearable art)

create an artist’s statement that describes their use of image-development and design strategies (e.g., “I used a memory of ............... to create this object animation because ..............”)

use appropriate terminology (e.g., juxtaposition, metamorphosis, distortion, form, function) to describe image development and design || - produce particular styles of art - produce a variety of effects - convey mood and meaning - to depict a sense of unity || create images using the elements and principles to produce particular styles of art (e.g., pattern and the use of black and red in Haida art, geometric shapes in ancient Egyptian art)
 * create images using the elements and principles to

create images using the elements and principles to produce a variety of specific effects (e.g., to represent the rhythm of a piece of music, to depict movement in an image of an athlete or animal)

create images using the elements and principles to depict a sense of unity (e.g., monochromatic colour schemes, shades of the same colour, balance of positive and negative space, use of all geometric shapes, repetition of shape and pattern) ||
 * select materials, technologies, and processes to create images || select materials technologies, and processes to create images
 * that represent particular historical or cultural contexts or styles
 * that depict specific meaning or mood (e.g., softer materials such as chalk or pastels to evoke a memory)
 * that literally or symbolically communicate specific meanings or ideas (e.g., graphic design to communicate a strong message)

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

justify their choices in materials, technologies, and processes (e.g., “I used pastels because I like being able to smudge and blend the colours,” “I chose markers to create a bold message.”) || - that convey personal or social beliefs and values - that incorporate the styles of selected artists from a variety of social, historical, and cultural contexts - for specific purposes || create images that convey personal or societal beliefs and values (e.g., peace, respect for diversity, environmentalism, the importance of physical activity)
 * create images

create images that incorporate the styles of selected artists from a variety of social, historical, and cultural contexts viewed in class (e.g., surrealism, impressionism, abstraction; ancient Egyptian, ancient Grecian)

create images for specific purposes (e.g., social commentary, social analysis, entertainment) ||

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