Visual Arts
Grade 9, Academic (AVI1O)

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Course Title : Visual Arts, Grade 9, Open (AVI1O)
Course Name : Visual Arts
Course Code : AVI10
Grade : 9
Course Type : Open
Credit Value : 1.0
Prerequisite : None
Curriculum Policy Document: Arts, The Ontario Curriculum, Grades 9 and 10, 2010 (Revised)
Course Developer: USCA Academy
Department: Arts
Development Date: June 2019
Most Recent Revision Date: June 2019

Course Description

This course is exploratory in nature, offering an overview of visual arts as a foundation for further study. Students will become familiar with the elements and principles of design and the expressive qualities of various materials by using a range of media, processes, techniques, and styles. Students will use the creative and critical analysis processes and will interpret art within a personal, contemporary, and historical context.

Overall Curriculum Expectations

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;

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 societies in which they were created, and 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 identify various opportunities related to visual arts.

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 in visual arts.

Outline of Course Content

Unit

Titles and Descriptions

Time and Sequence

Unit 1

Art Theory

In this Unit, students will identify and apply principles of design; explain how principles of design are used on works of art; write quizzes; analyze art; complete art learning tasks

20 hours

Unit 2

Drawing

In this unit, students use value in art; use contour lines to show shape and form; use systems of linear and atmospheric perspective to give the illusion of depth; use different types of media for drawing; produce drawings and analyse drawings.

20 hours

Unit 3

Print-Making/ sculpture

In this unit Students use creative process to plan art, use appropriate tools and terminology in the preparation of studio work; apply conscientious practices associated with the use of materials and tools and produce prints and earthenware clay pots.

25 hours

Unit 4

Color Theory

In this unit, students analyse use of colour in works of art; mix secondary and tertiary colours from primary paint colours; create a colour wheel; use painting techniques; apply appropriate painting techniques and produce an acrylic painting.

20 hours

Unit 5

Art History

In this unit, students will earn how aspects of a culture and its values are reflected in artworks of that period

18 hours

 

Final Evaluation

Final Project worth of 20%

The final assessment task is a two hour exam worth 10% of the student’s final mark.

5 hours

2 hours

 

Total

110 hours

Teachers will adapt teaching/learning strategies throughout this course to suit students’ needs. Although the expectations for the various strands of the curriculum are listed separately in the policy document, instructional strategies encompass all of the strands in a holistic way. Some learning strategies include:

Group work, teacher directed lessons, role playing, debates, hands on activities, interpretation and analysis of various media (videos, TV, posters, newspapers), paragraph and essay writing, analysis of charts, maps and graphs

Assessment and evaluation will follow the Ministry of Education's Growing Success document. Assessment is a systematic process of collecting information or evidence about a student’s progress towards meeting the learning expectations. Assessment is embedded in the instructional activities throughout a unit. The expectations for the assessment tasks are clearly articulated and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course. The purpose of assessment is to gather the data or evidence and to provide meaningful feedback to the student about how to improve or sustain the performance in the course. Scaled criteria designed as rubrics are often used to help the student to recognize their level of achievement and to provide guidance on how to achieve the next level. Although assessment information can be gathered from a number of sources (the student himself, the student’s course mates, the teacher), evaluation is the

responsibility of only the teacher. For evaluation is the process of making a judgment about the assessment information and determining the percentage grade or level.

The assessment will be based on the following processes that take place in the classroom:

Assessment FOR Learning

Assessment AS Learning

Assessment OF Learning

During this process the teacher seeks information from the students in order to decide where the learners are and where they need to go.

During this process the teacher fosters the capacity of the students and establishes individual goals for success with each one of them.

During this process the teacher reports student’s results in accordance to established criteria to inform how well students are learning.

Conversation

Conversation

Conversation

Classroom discussion Self-evaluation

Peer assessment

Classroom discussion Small group discussion Post-lab conferences Presentations of research Debates

Observation

Observation

Observation

Drama     workshops                (taking direction)

Steps in problem solving

 Group discussions  Presentations

Group Presentations

Student Products

Student Products Student Products

Reflection journals (to be kept throughout the duration of the course)

Check Lists

Success Criteria

 Practice sheets Socrative quizzes Projects

Poster presentations Tests

In Class Presentations

 

The evaluation of this course is based on the four Ministry of Education achievement categories of knowledge and understanding (25%), thinking (25%), communication (25%), and application (25%). . The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning.

The percentage grade represents the quality of the student's overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.

A credit is granted and recorded for this course if the student's grade is 50% or higher. The final grade for this course will be determined as follows:

  • 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student's most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of
  • 30% of the grade will be based on a final exam administered at the end of the The exam will contain a summary of information from the course and will consist of well-formulated multiple-choice questions. These will be evaluated using a checklist.

Textbook

Textbook: ART WORKS, Emond Montgomery Publications

Potential Resources

Various internet websites for guided research activities

Traditional tools with which to write, draw, sketch, configure, and estimate.

A scanner to use to submit assignments; paper work; tests; pictures; other Digital camera/video as required by the course. Mobile phones may be suitable

Some good art brushes, acrylic paints, sketchpad or drawing paper, pen and ink, self-hardening clay, printmaking ink and brayers roller, canvas, paint palette

Teachers who are planning a program in Visual Arts must take into account a number of considerations in a number of important areas. Essential information that pertains to all disciplines is provided in Program Planning and Assessment. The areas of concern to all teachers include the following:

  • types of secondary school courses
  • education for exceptional students
  • environmental Education
  • program consideration for English Language Learners
  • career education
  • cooperative education and other workplace experiences
  • health and safety
  • Ethics
  • Equity and inclusive education
  • Financial Literacy
  • Critical thinking and critical literacy

Considerations relating to the areas listed above that have particular relevance for program planning in French are noted here.

It is important to ensure that all students, especially those with special education needs, are provided with the learning opportunities and supports they require to gain the knowledge, skills, and confidence needed to succeed in a rapidly changing society. The context of special education and the provision of special education programs and services for exceptional students in Ontario are constantly evolving. Provisions included in the Canadian Charter of Rights and Freedoms and the Ontario Human Rights Code have driven some of these changes. Others have resulted from the evolution and sharing of best practices related to the teaching and assessment of students with special educational needs. Accommodations (instructional, environmental or assessment) allow the student with special education needs access to the curriculum without changes to the course curriculum expectations.

Environmental education teaches students about how the planet's physical and biological systems work, and how we can create a more sustainable future. Good curriculum design following the resource document. This ensures that the student will have opportunities to acquire the knowledge, skills, perspectives and practices needed to become an environmentally literate citizen. The online course should provide opportunities for each student to address environmental issues in their home, in their local community, or even at the global level.

USCA helps students to become environmentally responsible. The first goal is to promote learning about environmental issues and solutions. The second goal is to engage students in practicing and promoting environmental stewardship in their community. The third goal stresses the importance of the education system providing leadership by implementing and promoting responsible environmental practices so that all stakeholders become dedicated to living more sustainably. Environmental education teaches students about how the planet's physical and biological systems work, and how we can create a more sustainable future.

USCA provides a number of strategies to address the needs of ESL/ELD students to accommodate the needs of students who require instruction in English as a second language or English literacy development. Our teacher considers it to be his or her responsibility to help students develop their ability to use the English language properly. Appropriate accommodations affecting the teaching, learning, and evaluation strategies in this course may be made in order to help students gain proficiency in English, since students taking English as a second language at the secondary level have limited time in which to develop this proficiency. School determines the student's level of proficiency in the English Language upon registration. This information is communicated to the teacher of the course following the registration and the teacher then invokes a number of strategies and resources to support the student in the course.

Throughout their secondary school education, students will learn about the educational and career opportunities that are available to them; explore and evaluate a variety of those opportunities; relate what they learn in their courses to potential careers in a variety of fields; and learn to make appropriate educational and career choices. The skills, knowledge and creativity that students acquire through this course are essential for a wide range of careers. Being able to express oneself in a clear concise manner without ambiguity in a second language, would be an overall intention of this course, as it helps students prepare for success in their working lives.

By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the world in which they live. Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. In addition, students will increase their understanding of workplace practices and the nature of the employer-employee relationship. Teachers should maintain links with community-based businesses to ensure that students have access to hands-on experiences that will reinforce the knowledge they have gained in school.

Every student is entitled to learn in a safe, caring environment, free from violence and harassment. Students learn and achieve better in such environments. The safe and supportive social environment at USCA is founded on healthy relationships between all people. Healthy relationships are based on respect, caring, empathy, trust, and dignity, and thrive in an environment in which diversity is honoured and accepted. Healthy relationships do not tolerate abusive, controlling, violent, bullying/harassing, or other inappropriate behaviours. To experience themselves as valued and connected members of an inclusive social environment, students need to be involved in healthy relationships with their peers, teachers, and other members.

Critical thinking is the process of thinking about ideas or situations in order to understand them fully, identify their implications, make a judgement, and/or guide decision making. Critical thinking includes skills such as questioning, predicting, analysing, synthesizing, examining opinions, identifying values and issues, detecting bias, and distinguishing between alternatives. Students who are taught these skills become critical thinkers who can move beyond superficial conclusions to a deeper understanding of the issues they are examining. They are able to engage in an inquiry process in which they explore complex and multifaceted issues, and questions for which there may be no clear-cut answers.

The school library program in USCA can help build and transform students' knowledge in order to support lifelong learning in our information- and knowledge-based society. The school library program of these schools supports student success across the curriculum by encouraging students to read widely, teaching them to examine and read many forms of text for understanding and enjoyment, and helping them improve their research skills and effectively use information gathered through research. USCA teachers assist students in accessing a variety of online resources and collections (e.g., professional articles, image galleries, videos, databases). Teachers at USCA will also guide students through the concept of ownership of work and the importance of copyright in all forms of media.

Information literacy is the ability to access, select, gather, critically evaluate, and create information. Communication literacy refers to the ability to communicate information and to use the information obtained to solve problems and make decisions. Information and communications technologies are utilized by all Virtual High School students when the situation is appropriate within their online course. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any other course or any business environment. Although the Internet is a powerful learning tool, there are potential risks attached to its use. All students must be made aware of issues related to 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.

USCA provides varied opportunities for students to learn about ethical issues and to explore the role of ethics in both public and personal decision making. During the inquiry process, students may need to make ethical judgements when evaluating evidence and positions on various issues, and when drawing their own conclusions about issues, developments, and events. Teachers may need to help students in determining appropriate factors to consider when making such judgements. In addition, it is crucial that USCA teachers provide support and supervision to students throughout the inquiry process, ensuring that students engaged in an inquiry are aware of potential ethical concerns and address them in acceptable ways. Teachers will ensure that they thoroughly address the issue of plagiarism with students. In a digital world in which there is easy access to abundant information, it is very easy to copy the words of others and present them as one's own. Students need to be reminded, even at the secondary level, of the ethical issues surrounding plagiarism, and the consequences of plagiarism should be clearly discussed before students engage in an inquiry. It is important to discuss not only dishonest plagiarism but also more negligent plagiarism instances.


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