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Visual Arts

Knowledge

In their planning, teachers should include a variety of simple tasks (diverse exploration and experimentation activities) to help students acquire and apply the knowledge in this table.

Student constructs knowledge with teacher guidance.

Student applies knowledge by the end of the school year.

 

Student reinvests knowledge.

The statements in bold type indicate knowledge that should be given priority if the program is not taught in all cycles.
Elementary
Cycle One Cycle Two Cycle Three
  1. Transforming gestures and tools
1 2 3 4 5 6
  1. Transforming gestures1, 2
    1. Names the following transforming gestures: gluing, tearing, cutting out, drawing, printing, modelling and painting
       
    1. Identifies transforming gestures, including engraving
       
    1. Identifies transforming gestures, including assembling and shaping
       
    1. Differentiates among transforming gestures
       
  1. Techniques
    1. Names the following techniques: collage, drawing, modelling and painting
       
    1. Identifies techniques, including engraving and printing
       
    1. Identifies techniques, including assembling and shaping
       
    1. Differentiates among techniques
       
  1. Materials
    1. Names the following materials: crayon, felt pen, gouache, paper and cardboard, oil pastel and modelling clay
       
    1. Identifies materials, including clay, charcoal and dry pastel
       
    1. Identifies materials, including ink
       
    1. Differentiates among materials
       
  1. Tools
    1. Names the following tools: brush, scissors, mouse and electronic pen
       
    1. Identifies tools, including a sponge
       
    1. Identifies tools, including a brush
       
    1. Differentiates among tools
       
  1. Language of visual arts
1 2 3 4 5 6
  1. Shape
    1. Names rounded or angular shapes
       
    1. Identifies rounded or angular shapes
       
    1. Differentiates between rounded and angular shapes
       
  1. Line
    1. Names thick and thin lines
       
    1. Identifies lines, including horizontal, vertical, short and long lines
       
    1. Identifies lines, including curved, straight, oblique, broken and circular lines
       
    1. Differentiates among lines
       
  1. Colours of pigments
    1. Names the primary colours: cyan, primary yellow and magenta
       
    1. Identifies the secondary colours: orange, green and violet
       
    1. Identifies the warm colours: yellow, orange and magenta, and the cool colours: cyan, green and violet
       
    1. Differentiates among colours
       
  1. Value
    1. Names light and dark values
       
    1. Identifies light and dark values
       
    1. Differentiates among values
       
  1. Texture
    1. Names some textures
       
    1. Identifies some textures
       
    1. Differentiates among textures
       
  1. Pattern
    1. Names some patterns
       
    1. Identifies some patterns
       
    1. Differentiates patterns
       
  1. Volume
    1. Names three-dimensional forms
       
    1. Identifies three-dimensional forms
       
    1. Differentiates among three-dimensional forms
       
  1. Spatial organization
    1. Names ways of organizing elements in space: enumeration, juxtaposition, repetition and alternance
       
    1. Identifies ways of organizing elements in space, including superimposition, symmetry and asymmetry
       
    1. Differentiates among ways of organizing elements in space
       
  1. Spatial representation
    1. Identifies ways of representing elements in space: perspective with overlapping
       
    1. Identifies ways of representing elements in space, including perspective with vanishing point
       
    1. Differentiates among ways of representing elements in space
       
  1. Visual arts appreciation repertoire
1 2 3 4 5 6
  1. Visual arts productions3
1.  Since these elements are evident in action, they are included in the Applications of Knowledge section.
2.  In Visual Arts, students transform materials with the aid of tools, using gestures that they learn to control during the course of elementary school. The heading Transforming Gestures and Tools reflects this reality.
3.  Since these elements are evident in action, they are included in the Applications of Knowledge section.

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