1
Course Profile
Course Profile
Northern Secondary School
Art Department – Focus Courses
Drawing and Painting 2
Grade 11
University / College Preparation
Course Code: - AWM3M1
Profile prepared by the Art Department of Northern Secondary School Toronto District
School Board September 6, 2013
Grade 11 Drawing and Painting - University / College (AWM 3M1)
2
Drawing and Painting 2 University/College AWM3M1
Profile Description
Note 1: The Ontario Ministry of Education, Curriculum Guidelines with full course content information can be located at
http://www.edu.gov.on.ca/eng/curriculum/secondary/arts1112curr2010.pdf . Much of the following content is taken directly
from this document.
Note 2: Detailed information on Ministry of Education assessment, evaluation, and reporting policy is provided in the
Growing Success Document located at http://www.edu.gov.on.ca/eng/policyfunding/success.html
1. Course Details
• Program Area: Visual Arts: Drawing and Painting
• Date of Development: 2013
• Teacher Developer: Barbara Mathews
• Course title: Visual Arts: Drawing and Painting, Grade 11,University/College Preparation Credit Value 1.0
• Prerequisites(s) and co-requisite(s): AWM201 or equivalent, or art teacher’s recommendation.
• Textbook(s) and resource materials that are essential to the course: Art in Focus by Gene A. Mittler – 4th edition.
• It is recommended that students provide a basic set of supplies for home and school use, an Art Kit (list to be provided
to students at start of course)
• Optional Upgrades are available
Course Description
This course offers a continuation to the techniques, materials and media
introduced in the grade 10 drawing and painting course. Students will review and be knowledgeable of the elements and
principles of design and the expressive qualities of various materials through working with a range of media, processes,
techniques and styles. They will learn and use methods of analysis and criticism and will study the characteristics of
particular historical art periods, a selection of Canadian art and the art of other cultures. Students will further fine-tune
their skills using a variety of media already applied, and develop an appreciation and understanding of acrylic painting.
They will also attempt to understand the process from realism to abstraction both from a historical approach and a
practical application of the media through a variety of projects.
2. Overall Goals
Visual arts courses focus on studio and art appreciation and are primarily concerned with exploring the expressive
character of how we see and the design of things we use. Within these courses, visual literacy expands into a broader
perception - turning seeing into vision, translating reality into symbols and connections, and enhancing all other learning
experiences. The expectations for visual arts courses are organized into three distinct but related strands:
A. Creating and Presenting: Students enhance their ability to apply the creative process to create and present original
art works. Students use tools, technologies, and the elements and principles of design with increasing sophistication to
create art works for a variety of purposes. Throughout, they document their approach to each stage of the creative
process in a portfolio, which they can use for reflection.
B. Reflecting, Responding, and Analysing: Through the critical analysis process students reflect on their responses to
and assess art works, developing a deeper understanding of themselves and the communities in which they live. By
exploring the context of various art works, students expand their awareness of past and present societies. They explore
opportunities for continuing engagement in postsecondary study and careers of personal interest in arts-related fields.
C. Foundations: In this strand, students enhance their understanding of conventions, techniques, and processes that
people use to produce visual art works. Students refine their specialized vocabulary, engage in responsible practices
when creating and presenting art works, and investigate increasingly complex ethical and legal issues associated with
visual arts.
Overall Goals
A. CREATING AND PRESENTING
OVERALL EXPECTATIONS
By the end of this course, students will:
Grade 11 Drawing and Painting - University / College (AWM 3M1)
3
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 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/or emerging
technologies, tools, and techniques, and demonstrate an understanding of a variety of ways of presenting their works and
the works of others.
SPECIFIC EXPECTATIONS
A. CREATING AND PRESENTING
By the end of this course, students will:
A1.1 use a variety of strategies, individually and/or collaboratively, to generate ideas and
to develop plans for the creation of art works
A1.2 use experimentation, reflection, and revision when producing a variety of art works in each of the following areas:
drawing, sculpture, painting, printmaking, and mixed media
A1.3 document their use of the creative process in a portfolio
By the end of this course, students will:
A2.1 use various elements and principles of design to create art works that express personal feelings and/or
communicate emotions to an audience
A2.2 apply elements and principles of design as well as art-making conventions to create art works that communicate
ideas, information, or messages, and/or that convey a point of view
By the end of this course, students will:
A3.1 explore and experiment with a variety of materials/media, including alternative media, and traditional and/or
emerging technologies tools, and techniques, and apply them to create art works
A3.2 demonstrate appropriate ways to prepare their art works for presentation
A3.3 demonstrate an understanding of a variety of ways in which art works can be presented to reach different audiences
B. REFLECTING, RESPONDING, AND
ANALYSINGA
OVERALL EXPECTATIONS
By the end of this course, students will:
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 personal values;
B3. Connections Beyond the Classroom: demonstrate an understanding of the types of knowledge and skills
developed in visual arts, and describe various opportunities related to visual arts.
SPECIFIC EXPECTATIONS
By the end of this course, students will:
B1.1 identify and describe their initial reactions to a variety of art works, and explain the reasons for their reactions
B1.2 identify and describe the elements and principles of design used in their own art works and the works of others, and
describe their effects
B1.3 explore and interpret a variety of art works, both historical and contemporary, to identify and describe their purpose
and style, the materials used, and the meanings the works convey
B1.4 use a variety of strategies to reflect on their own work and work of others
By the end of this course, students will:
B2.1 identify and describe the function of various types of art works (e.g., propaganda art, religious art, satirical
works; works that focus on personal narrative or anthropological study) in past and present societies
B2.2 identify and describe ways in which various art works reflect the society in which they were created (e.g., with
reference to the use of available materials, cultural influences, the depiction of current events or issues
important to that society, the purpose of the work, the views and beliefs of audiences at the time)
B2.3 identify and describe ways in which creating and/or analysing art works has affected their personal identity and
values (e.g., with reference to their self-concept, their awareness of stereotypes, their approach to fashion, their
attitudes towards objects associated with particular cultural groups, their ability to express their emotions)
By the end of this course, students will:
Grade 11 Drawing and Painting - University / College (AWM 3M1)
4
B3.1 identify types of knowledge and skills acquired in visual arts (e.g., knowledge related to visual literacy; creative
problem-solving skills; skills related to visual communication, spatial organization, and presentation), and
describe how they could be applied in a variety of careers and in various areas of study
B3.2 identify, on the basis of research, a variety of secondary and postsecondary pathways and careers related to visual
arts (e.g., apprenticeships; postsecondary art programs; art-related careers in advertising, animation, fashion
design, filmmaking, graphic design, industrial design, photo journalism) and the education required for these
careers
B3.3 describe, on the basis of exploration, a variety of personal opportunities in their community in cultural or other fields
related to visual arts (e.g., opportunities to create decorations for an event associated with a cultural or religious
practice; opportunities to work on community murals or to create posters for a school event; opportunities to
produce classroom or school-wide art shows and exhibits)
C. FOUNDATIONS
OVERALL EXPECTATIONS
By the end of this course, students will:
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.
SPECIFIC EXPECTATIONS
By the end of this course, students will:
C1.1 use appropriate terminology related to elements and principles of design when creating and analysing art works
C1.2 use appropriate vocabulary to describe techniques, materials, and tools when creating and presenting visual art
works
C1.3 identify and describe the stages of the creative process and the critical analysis process.
By the end of this course, students will:
C2.1 demonstrate an understanding of a variety of techniques that artists use to achieve specific effects
C2.2 demonstrate an understanding of several conventions used in visual art works
By the end of this course, students will:
C3.1 identify legal and ethical issues associated with visual arts
C3.2 demonstrate an understanding of safe and conscientious practices associated with the use of materials, tools, and
technologies in visual arts, and apply these practices when creating and/or presenting art works
C3.3 demonstrate an understanding of how the production and presentation of art works can affect the environment, and
apply environmentally responsible practices when creating and presenting art works
Note: The above expectations will have a drawing and painting focus for this course.
Unit Titles: Below is a detailed list of units of study.
1. Introduction to Drawing and Painting 2 - Media and Art History Exploration
2.
3.
4.
5.
6.
7.
8.
Drawing from the Right Side of the Brain – Developing Skills and Observation
Review of Watercolour Painting Techniques – Surrealistic paintings
Oil Pastels – Fauvist Portraits
Introduction to Acrylic Painting – Kaleidoscope Design Painting
Impressionism – Acrylic Landscape Painting
Drawing Old and Young Portraits with shading and textures
Final Project - culminating year’s work worth 30% of final mark. Watercolour painting of
Animals – Realistic or Fantasy
Grade 11 Drawing and Painting - University / College (AWM 3M1)
5
Term 1:- Introduction to Drawing and Painting 2: - Media and Art History Exploration
Unit 1:
Review – Media and applications
Art History Overview - Modern Period
Review Drawing and Painting tools,
terminology and techniques
Drawing Exercises
Overall Expectations
A2, B1, C1
Specific Expectations
A2.1, B1.2, C1.1
Drawing from the Right Side of the Brain – Developing Skills and Observations
Unit 2:
Series of drawings and different
media & techniques; Shading,
modeling, contour line, gesture line
– Pencil Shaded, Conte Shaded
Overall Expectations
A3, B1, C2
Specific Expectations
A3.1, B1.1, C2.1
Review and extension of Watercolour Painting techniques to create Surrealistic Paintings
(i.e. Dali, Magritte)
Unit 3:
Review and extend watercolour
painting techniques; creating
surrealistic composition; transfer
these into watercolour paintings
Sketchbook – 15 Variations of SelfPortrait Faces, 1 Page
Overall Expectations
A2, B1, C1
Specific Expectations
A2.1, B1.2, C1.1
A1, B2, C2
A1.2, B2.2, C2.2
Oil Pastels – Creating Fauvist Portraits
Unit 4:
Study Fauvist painters and review
colour theory. Create original Fauvist
Portraits using oil pastels and colour
blending techniques
Overall Expectations
A3, C2
Specific Expectations
A3.2, C2.1
Introduction to Acrylic Painting – Kaleidoscope Design
Unit 5
Understanding Media – Acrylic Paint
Kaleidoscope Design
Overall Expectations
A3, B1, C1
Specific Expectations
A3.2, B1.2, C1.2
Impressionism – Acrylic Landscape Paintings
Unit 6:
Major Project – Transform Realistic
Landscape to Acrylic Painting in the
style of an Impressionist Painter
Overall Expectations
A1, B2, C2
Specific Expectations
A1.2, B2.3, C2.1
Drawing Old and Young Portraits with shading and textures
Unit 7:
Drawing techniques: proportion,
shading, texture, intricate details
Overall Expectations
A2, B1, C1
Specific Expectations
A2.2, B1.1, C1.1
Overall Expectations
A3, B2, C1
Specific Expectations
A3.3, B2.3, C1.2
Final Evaluation Unit
Unit 8:
Major Studio Project – Animals, Birds
– Realistic or Fantasy
Grade 11 Drawing and Painting - University / College (AWM 3M1)
6
3. Program Planning Considerations
• Individual Education Plan: Accommodations to meet the needs of exceptional students as set out in their Individual
Education Plan will be implemented within the classroom program. Additional assistance is available through the
Special Education program.
• The Role of Technology in the Curriculum. Using information technology will assist students in the achievement of many
of the expectations in the curriculum regarding research, written work, analysis of information, and visual presentations.
• English as a Second Language (ESL): Appropriate accommodations in teaching, learning, and evaluation strategies will
be made to help ESL students gain proficiency in English, since students taking ESL at the secondary level have limited
time in which to develop this proficiency.
• Career Education: Expectations in this course include many opportunities for students to explore educational and career
options, and to become self-directed learners.
• Cooperative Education and Other Workplace Experiences: The knowledge and skills students acquire in this courses
will assist them in their senior level cooperative-education and work-experience placements related to this course.
General information about cooperative education courses can be found at
http://www.edu.gov.on.ca/eng/document/curricul/secondary/coop/cooped.pdf

HEALTHY RELATIONSHIPS AND THE ARTS
Every student is entitled to learn in a safe, caring environment, free from violence and harassment. Research has
shown harassment. Research has shown that students learn and achieve better in such environments.
A safe and supportive social environment in a school is founded on healthy relationships – the relationships between
students, between students and adults, and between adults. Healthy relationships are based on respect, caring,
empathy, trust, and dignity, and thrive in an environment in which diversity is honoured and accepted.
 EQUITY AND INCLUSIVE EDUCATION IN THE ARTS PROGRAM
The Ontario equity and inclusive education strategy focuses on respecting diversity, promoting inclusive education, and
identifying and eliminating discriminatory biases, systemic barriers, and power dynamics that limit the ability of students
to learn, grow, and contribute to society. Antidiscrimination education continues to be an important
and integral component of the strategy. In an environment based on the principles of inclusive education, all students,
parents, caregivers, and other members of the school community – regardless of ancestry, culture, ethnicity, sex,
physical or intellectual ability, race, religion, gender identity, sexual orientation, socio-economic status, or other similar
factors – are welcomed, included, treated fairly, and respected. Diversity is valued, and all members of the school
community feel safe, comfortable, and accepted. Every student is supported and inspired to succeed in a culture of high
expectations for learning. In an inclusive education system, all students see themselves reflected in the curriculum, their
physical surroundings, and the broader environment, so that they can feel engaged in and empowered by their learning
experiences.
 ENVIRONMENTAL EDUCATION AND THE ARTS
Ontario’s education system will prepare students with the knowledge, skills, perspectives, and practices they need to be
environmentally responsible citizens. Students will understand our fundamental connections to each other and to the
world around us through our relationship to food, water, energy, air, and land, and our interaction with all living things.
The education system will provide opportunities within the classroom and the community for students to engage in
actions that deepen this understanding.
Acting Today, Shaping Tomorrow: A Policy Framework for Environmental
Education in Ontario Schools (2009), p. 6
4. Learning Skills
Learning Skills are skills and habits are essential to success in school and in the workplace. The Learning Skills evaluated
are: Responsibility, Self-Regulation, Works Independently, Collaboration, Organization and Initiative. Teachers report
achievement on the six Learning Skills using letter symbols: E = Excellent, G = Good, S = Satisfactory, N = Needs
Improvement.
Learning Skills clearly affect levels of achievement, but they are not part of the evaluation of achievement and are not
included in the midterm mark or final course mark.
5. Academic Honesty: Cheating and Plagiarism
Students are expected to submit only their own original work on evaluations done in class or out of class. Plagiarism is the
passing off the ideas or writings of another as one's own. Cases of academic dishonesty (cheating and/or plagiarism) will
be dealt with on a case-by-case basis, but each case will involve an investigation, communication with the student and
his/her parent/guardian, and a mark of zero for the plagiarized work. Whether the student has an opportunity to
demonstrate his/her learning in another assignment will be at the discretion of the teacher and/or Principal.
Grade 11 Drawing and Painting - University / College (AWM 3M1)
7
6. Teaching Strategies
Teachers use a variety of teaching strategies to maximize student learning. The following teaching strategies will be used
in this course:
•
•
•
•
Direct Instruction is highly teacher-directed. This strategy includes methods such as lecture, didactic questioning,
explicit teaching, practice and drill, and demonstrations.
Indirect Instruction is mainly student-centered. Indirect Instruction includes inquiry, induction, problem solving,
decision making, and discovery.
Interactive Instruction relies heavily on discussion and sharing among participants. Interactive instruction may include
total class discussions, small group discussions or projects, or student pairs or triads working on assignments
together.
Experiential Learning is inductive, learner centered, and activity oriented. In Experiential Learning, students participate
in an activity; critically look back on the activity to clarify leaning and feelings; draw useful insights from such analysis;
and/or put leanings to work in new situations.
7. Assessment and evaluation strategies
Assessment
The primary purpose of assessment is to improve learning. Assessment will be ongoing and varied. During units,
assessment will be used to improve learning [diagnostic and formative] and will not generally make up part of the mark. At
the end of units, assessment will be used to evaluate what has been learned [summative] and will count towards the
mark.
The phrases assessment for learning, assessment as learning and assessment of learning support the concept that
what matters in assessment is how the information is used and who is using the information.
Assessment for learning describes assessment information that is gathered and used by the teacher to inform next
steps in instruction.
Assessment as learning describes information that is gathered and used by the students to inform their next steps in
learning.
Assessment of learning describes information that is gathered and used to record and report on what has been learned
in the past.
The Categories of knowledge, skills and weighting are as follows:
Knowledge & Understanding 25%
 Knowledge: facts, terms, definitions, techniques, elements, principles, forms, structures
Understanding: concepts, ideas, styles, procedures, processes, themes, informed opinions
Thinking 25%
 Planning skills - including proposals, sketches, composition, self-reflection, analysis, brainstorming
Processing skills – analyzing, evaluating, interpreting, editing, forming conclusions, synthesizing
Critical/creative thinking processes – creative/analytical processes, oral discourse, invention, reviewing
Application* 25%
 application of knowledge & skills – processes, technologies, techniques, strategies, transfer of knowledge & skills
– concepts, strategies, processes, techniques – to new contexts making connections within and between various
contexts – between the arts/personal experiences & the world outside the school; between cultural/historical, global,
social and/or environmental contexts.
Communication 25%
 expression & organization of ideas & understandings in art visual arts & media arts – expression of
ideas/feelings using visuals, techniques – & in oral and written forms
communication for different audiences & purposes through the arts – and in oral & written forms use of
conventions in visual arts & media arts – (e.g.symbolic representation, style) - & in arts vocabulary
and terminology in oral and written forms.
Grade 11 Drawing and Painting - University / College (AWM 3M1)
8
Evaluation Table: The following table provides a summary description of achievement in each percentage grade range and
corresponding level of achievement:
Summary Description
Percentage
Grade Range
Achievement
Level
80-100%
Level 4
70-79%
Level 3
60-69%
Level 2
A moderate level of achievement. Achievement is below, but approaching, the
provincial standard.
50-59%
Level 1
A passable level of achievement. Achievement is below the provincial standard.
Below 50%
A very high to outstanding level of achievement. Achievement is above the
provincial standard.
A high level of achievement. Achievement is at the provincial standard.
Insufficient achievement of curriculum expectations. A credit will not be granted.
Final Mark: - Students will be granted a credit if their final mark is 50% or higher. The final grade for each course will be
determined as follows:
Course Grade Weighting
Course Work: Value of First Term to Final Mark 35%; Value of Second Term to Final Mark 35%
-
— 70%
artwork (planning, process & finished product)
sketchbook
on-going reflection, as well as written reports, oral presentations, tests, quizzes
— 30%
based on a final summative evaluation - usually in the form of a portfolio or major studio project, with sections designed from each strand
Final Evaluation
-
Course Grade Total — 100%
Revised Art Dept.Policy 2012, NSS Art Dept Evaluation Policy
8. Achievement Chart
The achievement chart provides a standard, province-wide method for teachers to use in assessing and evaluating their
students’ achievement. Students are evaluated according to the major categories or strands in each course. Ministry
curriculum documents provide detailed description of student achievement levels.
Grade 11 Drawing and Painting - University / College (AWM 3M1)
9
Grade 11 Drawing and Painting - University / College (AWM 3M1)
10
Grade 11 Drawing and Painting - University / College (AWM 3M1)
11
9. Teacher-Specific Information
Attendance and effective use of class time is extremely important. It is expected that everyone:
- Arrive on time
- Be prepared for the studio (e.g. bring necessary equipment, have preliminary work done)
- Contribute in a positive way in class (including cleaning up after yourselves)
- Listen during instruction
If you miss a class you will be expected to make this time up at the earliest “extra studio time”. Extra studio times will be
most lunch periods from Tuesday to Friday and a flexible after school schedule (on teacher discretion). Students seeking
success in the course should take advantage of this time.
In order to help facilitate communication between teacher and parents/guardians/caregivers, students at risk or struggling
significantly in the course, may receive a markbook printout of their achievement to date to share with
parents/guardians/caregivers
Grade 11 Drawing and Painting - University / College (AWM 3M1)