Area of Learning: Arts Education-Visual Arts
Grade: 8
Enduring Understandings/Big Ideas:
 Art is a process.
 Art connects people and their ideas.
 All art is created within a particular context.
 Aboriginal art is influenced by an Aboriginal worldview.
Learning Standards
Curricular Competencies
Content
Students will be able to:
Students will know and understand...
Exploring
 Explore artistic possibilities with tools, processes, materials and
environments
 Create artworks using ideas inspired by purposeful play
 Engage in individual, collective and collaborative visual creations
 Demonstrate appropriate risk-taking to express thoughts and emotions
Communicating
 Communicate, interpret, and expand ideas through the symbols and
languages of the arts
 Experience and express emotions through visual art representations
 Document and share creative works and experiences in a variety of
ways
Reasoning
 Describe, analyze, interpret and evaluate how artists use tools,
processes, materials and environments in arts making
 Develop and refine ideas, processes and technical skills
 Apply thinking skills (critical, creative, and reflective) in the exploration,
design, creation, refinement, and reflection of visual works of art
 Reflect on the art making process and make connections to learning
and experiences
 Apply knowledge and skills from other subject areas in the planning,
creating, interpreting and analyzing works of art
Connecting
 Explore ways the arts impact cultures and society and the impact of
cultures and society on the arts
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DRAFT—for discussion only
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Elements and principles of design are used to create images
Click: Visual elements are the marks that make up an image. Visual elements
include: colour, form, line, shape, space, texture, tone, value
Click: Principles of art and design apply to the purposeful arrangement of the
visual elements. Principles of art and design include: balance, contrast,
emphasis, harmony, movement, pattern, repetition, rhythm, unity
The selection of elements and principles of design creates a particular mood
in their own work, which can be articulated in an artist statement
Image Development Strategies can be used to create artworks
(Click: Image-development strategies are the processes used to transform
ideas and experiences in a particular way for particular effects. Imagedevelopment strategies include: distortion, elaboration, exaggeration,
fragmentation, juxtaposition, magnification, metamorphosis, minification,
multiplication (serialization), point of view, reversal, rotation, simplification,
sketch)
Local Aboriginal artists use elements, principles of design and image
development strategies to create images that are culturally informed
Click: link to resources outlining the traditional conventions of specific
Aboriginal nations
A variety of materials, technologies and processes that are used to create
images, and the correct terminology to describe them
(Click: a sampling of terminology: assemblage, brayer, ceramics, charcoal,
clay, collage, dry point, egg tempera, fibre, found objects, fresco, graphics,
illustration, intaglio, kiln, layouts, linocut, loom, lost-wax casting, maquette,
monoprint, morphing, mosaic, ochre, pastels, perspective (linear, diminishing,
atmospheric), poster, pottery, primitive fire, quill, sculpture, storyboard, terra
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Create personally meaningful visual art work that demonstrates an
understanding and appreciation of personal, social, cultural, and
historical contexts
Adapt learned visual arts skills or processes for use in new contexts
Explore the connections of identity, place, and belonging through
artistic experiences
Explore a broad range of cultures, past and present, through visual arts
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DRAFT—for discussion only
cotta, tjanting tool work through these)
The impact of materials, technologies, and processes on the environment,
and how art can be produced in an environmentally responsible way
*link to resources about environmentally sound practices in art-making
The styles of various artists, movements and periods
(Click: a sampling of movements and styles: abstract, cubism,
impressionism, landscape, logo, pointillism, realism, symbol, surrealism,
tessellation...*include Canadian, contemporary, multi-cultural)
Stylistic elements from various artists, movements and periods can be
incorporated into their own work
*include Canadian, contemporary, multi-cultural
Local Aboriginal art forms and conventions
link to resources outlining the traditional conventions of specific Aboriginal
nations
Art is created and perceived within a context, whether it be personal, social,
cultural, or historical, and the meanings and purposes of images within a
variety of contexts
The importance of art for traditional Aboriginal societies and the message
that Aboriginal artists presented through their artwork
Traditional Aboriginal arts and how they demonstrate the
interconnectedness of people, land and animal link to a statement of
Aboriginal philosophy of interconnectedness (e.g. medicine wheel)
Visual arts terminology and how titles and Artists Statements enhance the
viewer’s understanding of a work of art
Artistic skills improve through practice and perservance
Area of Learning: Arts Education-Visual Arts
Grade: 9
Enduring Understandings/Big Ideas:
 Art is a purposeful.
 Creating involves both technique and human expression.
 Art is understood through its’ context.
 Aboriginal art is influenced by an Aboriginal worldview.
Learning Standards
Curricular Competencies
Content
Students will be able to:
Students will know and understand...
Exploring
 Explore artistic possibilities with tools, processes, materials and
environments
 Create artworks using ideas inspired by purposeful play
 Engage in individual, collective and collaborative visual creations
 Demonstrate appropriate risk-taking to express thoughts and emotions
Communicating
 Communicate, interpret, and expand ideas through the symbols and
languages of the arts
 Experience and express emotions through visual art representations
 Document and share creative works and experiences in a variety of
ways
Reasoning
 Describe, analyze, interpret and evaluate how artists use tools,
processes, materials and environments in arts making
 Develop and refine ideas, processes and technical skills
 Apply thinking skills (critical, creative, and reflective) in the exploration,
design, creation, refinement, and reflection of visual works of art
 Reflect on the art making process and make connections to learning
and experiences
 Apply knowledge and skills from other subject areas in the planning,
creating, interpreting and analyzing works of art
Connecting
 Explore ways the arts impact cultures and society and the impact of
DRAFT—for discussion only






Elements and principles of design are used to create meaning in images
Visual elements are the marks that make up an image. Visual elements
include:colour, form, line, shape, space, texture, tone, value
Principles of art and design apply to the purposeful arrangement of the
visual elements. Principles of art and design include:balance, contrast,
emphasis, harmony, movement, pattern, repetition, rhythm, unity
*include Aboriginal elements and principles
Local Aboriginal artists use elements and principles of design to create
meaning in images
link to resources outlining the traditional conventions of specific Aboriginal
nations
The selection and combination of the elements and principles of design
creates a particular mood or effect in their own work, and how their choice
impacts their work
Image Development Strategies can be used to create mood and meaning
in images
Image-development strategies are the processes used to transform ideas
and experiences in a particular way for particular effects. Imagedevelopment strategies include:distortion, elaboration, exaggeration,
fragmentation, juxtaposition, magnification, metamorphosis, minification,
multiplication (serialization), point of view, reversal, rotation, simplification,
sketch
Aboriginal artists use image development strategies to create images and
tell a story
A variety of materials, technologies and processes, and strategies to
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cultures and society on the arts
Create personally meaningful visual art work that demonstrates an
understanding and appreciation of personal, social, cultural, and
historical contexts
Adapt learned visual arts skills or processes for use in new contexts
Explore the connections of identity, place, and belonging through
artistic experiences
Explore a broad range of cultures, past and present, through visual arts
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




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DRAFT—for discussion only
articulate the way they contribute to the meaning of an image, using
correct terminology
a sampling of terminology: assemblage, brayer, ceramics, charcoal, clay,
collage, dry point, egg tempera, fibre, found objects, fresco, graphics,
illustration, intaglio, kiln, layouts, linocut, loom, lost-wax casting, maquette,
monoprint, morphing, mosaic, ochre, pastels, perspective (linear,
diminishing, atmospheric), poster, pottery, primitive fire, quill, sculpture,
storyboard, terra cotta, tjanting tool work through these
The styles of various artists, movements and periods, and the meaning
conveyed through their work
a sampling of movements and styles: abstract, cubism, impressionism,
landscape, logo, pointillism, realism, symbol, surrealism, tessellation...
*include Canadian, contemporary, multi-cultural
Stylistic elements from various artists, movements and periods can be
incorporated and combined into their own work
*include Canadian, contemporary, multi-cultural
Provincial Aboriginal art forms and traditions
link to resources outlining the traditional conventions of specific Aboriginal
nations
Art is created and perceived within a context, whether it be personal,
social, cultural, or historical, and how the meanings and purposes of
images are influenced by the context in which they are created or viewed
The importance of art for Aboriginal societies today, and the message that
contemporary Aboriginal artists are presenting through their artwork
eco art and how art should be produced in an environmentally responsible
way
Ecological Art or “Eco Art” is a contemporary form of environmental art
created by artists who are concerned about local and global environmental
situations, and who take art making to a functional format.
*link to resources about environmentally sound practices in art-making
Aboriginal arts and how they connect to stewardship
*link to Aboriginal explanation of stewardship
Visual arts terminology and how titles and Artists Statements enhance
their understanding of their own work of art
Artistic skills improve through practice and perservance
Area of Learning: Arts Education-Visual Arts
Grade: 10
Enduring Understandings/Big Ideas:
 Art effects change.
 Art and art making evolves over time.
 Context influences art and art influences context.
 Aboriginal art is influenced by an Aboriginal worldview.
Learning Standards
Curricular Competencies
Content
Students will be able to:
Students will know and understand...
Exploring
 Explore artistic possibilities with tools, processes, materials and
environments
 Create artworks using ideas inspired by purposeful play
 Engage in individual, collective and collaborative visual creations
 Demonstrate appropriate risk-taking to express thoughts and emotions
Communicating
 Communicate, interpret, and expand ideas through the symbols and
languages of the arts
 Experience and express emotions through visual art representations
 Document and share creative works and experiences in a variety of
ways
Reasoning
 Describe, analyze, interpret and evaluate how artists use tools,
processes, materials and environments in arts making
 Develop and refine ideas, processes and technical skills
 Apply thinking skills (critical, creative, and reflective) in the exploration,
design, creation, refinement, and reflection of visual works of art
 Reflect on the art making process and make connections to learning
and experiences
 Apply knowledge and skills from other subject areas in the planning,
creating, interpreting and analyzing works of art
Connecting
 Explore ways the arts impact cultures and society and the impact of
DRAFT—for discussion only






The effects elements and principles of design have on each other, the
meaning they create, and the effects they have on the viewer
(Click: Visual elements are the marks that make up an image. Visual
elements include: colour, form, line, shape, space, texture, tone, value)
(Click: Principles of art and design apply to the purposeful arrangement of
the visual elements. Principles of art and design include: balance, contrast,
emphasis, harmony, movement, pattern, repetition, rhythm, unity)
Local Aboriginal artists use elements and principles of design in
combination to create meaning, and the effects they have on the viewer
(Click: link to resources outlining the traditional conventions of specific
Aboriginal nation)
The selection, combination, and manipulation of the elements and
principles of design creates a particular mood in personally meaningful
images
Strategies to reflect upon personal choices of the elements and principles
of design and ways to justify their choices
Different associations of particular elements and principles of design in
different cultures
The effects Image Development Strategies have on the form of the work,
the meaning they create, and the effects they have on the viewer
(Click: Image-development strategies are the processes used to transform
ideas and experiences in a particular way for particular effects. Imagedevelopment strategies include: distortion, elaboration, exaggeration,
fragmentation, juxtaposition, magnification, metamorphosis, minification,
multiplication (serialization), point of view, reversal, rotation, simplification,




cultures and society on the arts
Create personally meaningful visual art work that demonstrates an
understanding and appreciation of personal, social, cultural, and
historical contexts
Adapt learned visual arts skills or processes for use in new contexts
Explore the connections of identity, place, and belonging through
artistic experiences
Explore a broad range of cultures, past and present, through visual arts









DRAFT—for discussion only
sketch)
Aboriginal artists use image development strategies as a powerful tool to
voice their social challenges
The selection of materials, technologies and processes is key to creating
personally meaningful work, and that their choices can be explained and
justified using correct terminology
(Click: a sampling of terminology: assemblage, brayer, ceramics, charcoal,
clay, collage, dry point, egg tempera, fibre, found objects, fresco, graphics,
illustration, intaglio, kiln, layouts, linocut, loom, lost-wax casting, maquette,
monoprint, morphing, mosaic, ochre, pastels, perspective (linear,
diminishing, atmospheric), poster, pottery, primitive fire, quill, sculpture,
storyboard, terra cotta, tjanting tool work through these)
The styles of various artists, movements and periods, and how the
meaning conveyed through their work evolves over time
(Click: a sampling of movements and styles: abstract, cubism,
impressionism, landscape, logo, pointillism, realism, symbol, surrealism,
tessellation...)
(*include Canadian, contemporary, multi-cultural)
Stylistic elements from various artists, movements and periods, can be
incorporated and combined into their own work, and the effect created by
this synthesis
(*include Canadian, contemporary, multi-cultural)
The characteristic similarities and differences among images from a variety
of world cultures
Aboriginal art forms can be integrated into their own art making in an
ethical and culturally appropriate way
(Click: link to resources outlining the traditional conventions of specific
Aboriginal nations)
(Click: link to definition of cultural appropriation)
Art is created and perceived within a context, whether it be personal,
social, cultural, or historical, and how the interaction of art and artists
from different contexts can affect their style, purpose and meaning
The relationship of traditional and contemporary Aboriginal art and how it
reflects and sustains traditional values, while raising awareness of the need
for social change
The role of various artists and the visual arts in reflecting, sustaining, and
challenging beliefs and traditions in society
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DRAFT—for discussion only
Art can be used both as a vehicle for promoting sustainability and can be
produced in an environmentally responsible way
(Click: sustainable art is distinguished from eco art in that it includes
ecology, social justice, non-violence, and grassroots democracy; produced
with consideration for the wider impact of the work and its reception in
relationship to its environments (social, economic, biophysical, historical
and cultural)
(Click: link to resources about environmentally sound practices in artmaking)
Aboriginal arts, how they connect to stewardship, and how artists today
are raising awareness of environmental issues
(Click: link to Aboriginal explanation of stewardship)
Visual arts terminology and how titles and Artists Statements enhance
their understanding of their own work of art, and the value of peer review
Artistic skills improve through practice and perservance
DRAFT—for discussion only