OVERALL EXPECTATIONS 

A: Creating and Presenting 

A1. The Creative Process: apply the creative process to create a variety of art works, individually and/or collaboratively; 

A2. The Elements and Principles of Design: apply the elements and principles of design to create art works for the purpose of self-expression and to communicate ideas, information, and/or messages; 

A3. Production and Presentation: produce art works, using a variety of media/materials and traditional and emerging technologies, tools, and techniques, and demonstrate an understanding of a variety of ways of presenting their works and the works of others. 

B: Reflecting, Responding and Analyzing 

B1. The Critical Analysis Process: demonstrate an understanding of the critical analysis process by examining, interpreting, evaluating, and reflecting on various art works; 

B2. Art, Society, and Values: demonstrate an understanding of how art works reflect the society in which they were created, and of how they can affect both social and personal values; 

B3. Connections Beyond the Classroom: describe opportunities and requirements for continued engagement in visual arts. 

C: Foundations 

C1. Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other components related to visual arts; 

C2. Conventions and Techniques: demonstrate an understanding of conventions and techniques used in the creation of visual art works; 

C3. Responsible Practices: demonstrate an understanding of responsible practices related to visual arts. 

COURSE CONTENT

1. Painting and Paint Media --- 20 hours

2. Digital Photography --- 20 hours

3. Printmaking --- 20 hours

4. Sculpture --- 20 hours

5. Mixed Media --- 20 hours

6. Student Portfolio --- 10 hours

Total Time: 110 hours

TEACHING & LEARNING STRATEGIES 

• Direct Instruction (teacher-led)

• Direct Instruction (discussion possible)

• Class Discussion (teacher facilitated)

• Small Group Discussion

• Silent individual reading

• Independent Work (teacher facilitation)

• Brainstorming

• Class Activity (teacher facilitation)

• Worksheets/Surveys

• Individual or Group Research

• Use of Computers / Internet

• Use of video or audio materials

ASSESSMENT & EVALUATION

Purpose

The primary purpose of assessment is to improve student learning. Assessment relates directly to the expectations for the course. A variety of assessments for and as learning are conducted on a regular basis to allow ample opportunities for students to improve and ultimately demonstrate their full range of learning and in order for the teacher to gather information to provide feedback. Assessment tasks relate to the success criteria set out in lesson plans. Success criteria allow students to see what quality looks like.

Evaluation is the process of judging the quality of student work in relation to the achievement chart categories and criteria, and assigning a percentage grade to represent that quality. Evaluation is based on gathering evidence of student achievement through:

• Products

• Observations

• Conversations

Weighting of Categories

Knowledge & Understanding --- 20%

Thinking --- 20%

Communication --- 20%

Application --- 40%

Grading

• The final grade is based on performance in 3 areas: products, observations, conversations.

• 70% of the grade is based on evaluations conducted throughout the course.

• 30% is based on a final evaluation.

Assessment Tools

Marking schemes ; Anecdotal comments ; Rubrics

Assessment Strategies

Assessment for Learning

Quizzes ; Journals ; Projects ; Independent Study Assignment ; Art Exhibits ; Work Sheets

Assessment as Learning

Exit and Entrance Cards ; Graphic Organizer ; Self/Peer Assessment

Assessment of Learning

Tests ; Presentations ; Essays ; Projects ; Demonstrations ; Independent Study Assignment ; Art Exhibits ; Work Sheets

CONSIDERATIONS FOR PROGRAM PLANNING

Instructional Approaches

Teachers in the school are expected to:

• clarify the purpose for learning

• help students activate prior knowledge

• differentiate instruction for individual students and small groups according to need

• explicitly teach and model learning strategies

• encourage students to talk through their thinking and learning processes

• provide many opportunities for students to practise and apply their developing knowledge and skills

• apply effective teaching approaches involve students in the use of higher-level thinking skill

• encourage students to look beyond the literal meaning of texts and artistic works

• encourage students to rehearse, practice, apply, skills and strategies, and to make their own choices

Teachers use a variety of instructional and learning strategies best suited to the particular type of learning. Students have opportunities to learn in a variety of ways:

• individually

• cooperatively

• independently with teacher direction

• through investigation involving hands-on experience

• through examples followed by practice

• by using concrete learning tools

• by encouraging students to gain experience with varied and interesting applications of the new knowledge. Rich contexts for learning open the door for students to see the “big ideas” of mathematics that will enable and encourage them to reason mathematically throughout their lives.

Teachers use a variety of instructional and learning strategies best suited to the particular type of learning. Students have opportunities to learn in a variety of ways:

• individually

• cooperatively

• independently with teacher direction

• through investigation involving hands-on experience

• through examples followed by practice

• by using concrete learning tools

• by encouraging students to gain experience with varied and interesting applications of the new knowledge. Rich contexts for learning open the door for students to see the “big ideas” of mathematics that will enable and encourage them to reason mathematically throughout their lives.

Teaching Approaches

It is critical that teachers emphasize the impact that art has not only on society but everyday life. If possible, teachers should include guest artists and field trips to help students expand their horizons about arts. Teachers are encouraged to help students push their boundaries and discover artists, mediums, and styles that are foreign to them. These experiences can help students better understand the styles and media with which they are using and studying.

Further, it is essential that students have the opportunity to build on their skills by establishing the fundamentals in a variety of ways. Whether by following methods of Old Masters, or through newer, modern artists, students should be provided with examples of a variety of strategies to produce their works in a way that is most fitting for their own personal style.

Program Considerations for Students with Special Education Needs

Teachers must incorporate appropriate strategies for instruction and assessment to facilitate the success of students with special educational needs in their classrooms. These strategies stem from the beliefs as laid out in Special Education Transformation: The report of the Co-Chairs with the Recommendations of the Working Table on Special Education, 2006:

• All students can succeed

• Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students

• Successful instructional practices are founded on evidence-based research, tempered by experience

• Classroom teachers are key educators for a students’ literacy and numeracy development.

• Each student has his or her own unique patterns of learning.

• Classroom teachers need the support of the larger community to create a learning environment that supports students with special education needs.

• Fairness is not sameness.

Teachers must plan their program that recognize the diversity of students’ learning styles, needs, and responses, so students can have performance tasks that respect their abilities so they can derive the greatest possible benefit from the teaching and learning process.

Teachers must be mindful of three types of accommodations for students:

• Instructional Accommodations: changes in teaching strategies, including styles of presentation, methods of organization, or use of technology and multimedia

• Environmental Accommodations: changes that the student may require in the classroom and/or school environment, such as preferential seating or special lighting.

• Assessment accommodations: changes in assessment procedures that enable the student to demonstrate his or her learning, such as allowing additional time to complete tests or assignments, or permitting oral responses to test questions

No modifications to course expectations are made at this school.

Program Considerations for English Language Learners

Teachers must incorporate appropriate strategies for instruction and assessment to facilitate the success of the English language learners in their classrooms. These strategies include:

• modification of some or all of the subject expectations depending on the level of English proficiency

• use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, scaffolding; previewing of textbooks; pre-teaching of key vocabulary; peer tutoring; strategic use of students’ first languages)

• use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and materials that reflect cultural diversity)

• use of assessment accommodations (e.g., granting of extra time; use of oral interviews, demonstrations or visual representations, or tasks requiring completion of graphic organizers and cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English).

Environmental Education and the Arts

Acting Today, Shaping Tomorrow: A Policy Framework for Environmental Education in Ontario Schools outlines an approach to environmental education that recognizes the needs of all Ontario Students and promotes environmental responsibility in the operations of all levels of the education system.

The goals outlined are surrounded around: teaching and learning, student engagement and community connections, and environmental leadership. By promoting the study of issues and solutions, the engagement of practicing and promoting environmental leadership and stewardship, and the importance of leadership through responsible promotion of environmentally safe and secure practices.

Using nature as a starting point for inspiration and creativity, students can draw on this historic source and how it has been reflected in the arts through the ages in a variety of ways: music, physical arts, dance, and theatre. Teachers should design activities and lessons which allow students to draw their inspiration from nature and incorporate natural materials in to their works, or incorporate their works in to nature.

Antidiscrimination Education

Learning resources reflect students’ interests, backgrounds, cultures, and experiences. Learning materials should:

• enable students to become more sensitive to the diverse cultures and perceptions of others, including Aboriginal peoples

• discuss aspects of the history of mathematics to make students aware of the various cultural groups that have contributed to the evolution of mathematics over the centuries

• illustrate to students that everyday people use mathematics in their everyday lives, both at work and at home

• connect mathematics to real world situations and human affairs such as health, science, environmental studies, trend analysis, and politics.

Literacy, Mathematical Literacy, and Inquiry/Research Skills

The school emphasizes the importance of the following:

• using clear, concise communication in the classroom involving the use of diagrams, charts, tables, and graphs

• emphasizing students’ ability to interpret and use graphic texts.

• acquiring the skills to locate relevant information from a variety of sources, such as books, newspapers, dictionaries, encyclopaedias, interviews, videos, and the Internet.

• learning that all sources of information have a particular point of view

• learning that the recipient of the information has a responsibility to evaluate it, determine its validity and relevance, and use it in appropriate ways.

Specifically, students in the arts will use mathematical literacy skills by way of charts, diagrams, tables and graphs to represent and communicate ideas and concepts for their works. They will also need to apply these skills, for instance, while constructing architectural scale diagrams, as well as in various musical compositions.

Role of Technology

Information and communications technologies (ICT) tools used in many ways:

• Students use multimedia resources, databases, Internet websites, digital cameras, and word-processing programs.

• Students use databases, spreadsheets, dynamic geometry and statistical software, graphing software, computer algebra systems, and so on in order to quickly navigate through complex problems, to see the effect of dynamic data on their values and trends, and to see a graphical representation of data.

• They use technology to collect, organize, and sort the data they gather and to write, edit, and present reports on their findings.

• Students are encouraged to use ICT to support and communicate their learning. For example, students working individually or in groups can use computer technology and/or Internet websites to gain access to museums and archives in Canada and around the world.

• Students use digital cameras and projectors to design and present the results of their research to their classmates.

• The school plans to use ICT to connect students to other schools and to bring the global community into the classroom.

• Students are made aware of issues of Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred.

Career Education

Students are given opportunities to develop career-related skills by:

• applying their skills to work-related situations

• exploring educational and career options

• developing research skills

• developing key essential skills such as reading text, writing, computer use, measurement and calculation, and problem solving

• practising expository writing

• learning strategies for understanding informational reading material

• making oral presentations

• working in small groups with classmates to help students express themselves confidently and work cooperatively with others.

Health and Safety in the Arts Program

In the arts studio, there may be various substances that are toxic and must be monitored, and stored properly when not in use. In drama and dance studios, there must be appropriate routines in place to help students avoid injury.

In any case, health and safety is critical in the arts programs and must be followed closely to ensure that no students suffer injury at any point during their studies.

Financial Literacy

Through various courses in the Arts, it is worthwhile for the teacher to discuss financial concepts where applicable. From basics such as the cost of material or instruments, to more complex issues dealing with the “why” (ie: “Why is oil paint becoming more expensive?”, “ Why does a grand piano cost what it does?”), students can make better financial decisions in relation to artistic endeavours.

Further, some expectations throughout courses in the Arts can be connected to further workplace skills, some of which are not even connected to the arts at all, but instead by using metacognitive and critical thinking skills to better develop their employability and retainability skills.

Academic Honesty

Students who present the work of others as their own are guilty of plagiarism and will receive a mark of zero for the work and will have the details of the plagiarism noted in their school records. Students who are guilty of cheating on tests or examinations will receive a mark of zero on the test or examination and have the details of the cheating noted in their school records.

Late Assignments

Students are responsible for providing evidence of their achievement of the overall expectations within the time frame specified by the teacher, and in a form approved by the teacher. There are consequences for not completing assignments for evaluation or for submitting those assignments late.

Resources

True North: The Canadian Songbook by Eleanor McCain Art Supplies

Dictionaries, Thesaurus etc.

Various Daily Newspapers, Magazines, and Periodicals (Audio and Video material) CBC, The Fifth Estate, etc.

Various Internet Resources:

• OWL English Purdue

• The University of Toronto Library

• The Ontario Ministry of Health and Long Term Care

• The Toronto Star

• The Globe and Mail