Visual Arts
Overall Expectations:
D1. Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;
D2. Reflecting, Responding, and Analyzing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences;
D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their social and/or community contexts.
Learning Goal: We are learning about visual arts
Success Criteria: I know I am successful when I…
ELEMENTS OF DESIGN
Students will develop understanding of all elements of design.
Students will develop understanding of all principles of design (that is, contrast, repetition and rhythm, variety, emphasis, proportion, balance, unity and harmony, and movement), but the focus in Grade 5 will be on proportion.
D1. Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;
D2. Reflecting, Responding, and Analyzing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences;
D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their social and/or community contexts.
Learning Goal: We are learning about visual arts
Success Criteria: I know I am successful when I…
- Understand all of the elements of design
- Understand all of the principles of design, focusing on proportion
ELEMENTS OF DESIGN
Students will develop understanding of all elements of design.
- line: linear and curved hatching and cross-hatching that add a sense of depth to shape and form; gesture drawings; chenile stick sculptures of figures in action; implied lines for movement and depth
- shape and form: symmetrical and asymmetrical shapes and forms in font and image; positive and negative shapes that occur in the environment; convex, concave, non-objective shapes
- space: shading and cast shadows that create the illusion of depth; atmospheric perspective; microscopic and telescopic views
- colour: complementary colours, hue, intensity (e.g., dulling, or neutralizing, colour intensity by mixing the colour with a small amount of its complementary hue)
- texture: textures created with a variety of tools, materials, and techniques; patterning
- value: gradations of value to create illusion of depth, shading
Students will develop understanding of all principles of design (that is, contrast, repetition and rhythm, variety, emphasis, proportion, balance, unity and harmony, and movement), but the focus in Grade 5 will be on proportion.
- proportion: the relationship of the size and shape of the parts of a figure to the whole figure; the scale of one object compared to its surroundings, with indications of how close and how large the object is (e.g., figures with childlike proportions that are approximately “five heads high” and adult figures that are approximately “seven or eight heads high”; caricature; use of improbable scale for imaginary settings and creatures)