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Visual Arts

Applications of Knowledge

Competency 2 – To produce media works in the visual arts

Competency 1 – To produce individual works in the visual arts
Competency 3 – To appreciate works of art, traditional artistic objects, media images, personal productions and those of classmates

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. To use creative ideas inspired by a stimulus for creation of media works
1 2 3 4 5 6
    1. Looks for an idea related to the stimulus for creation of media works, taking the intended viewers into account and referring to sources of information
       
    1. Looks for a few ideas related to the stimulus for creation of media works, taking the message and intended viewers into account
       
    1. Looks for a variety of ideas related to the stimulus for creation of media works, taking the message and intended viewers into account
       
    1. Chooses an idea based on an intended viewer in his/her immediate environment
       
    1. Chooses an idea based on the message and intended viewers
       
    1. Makes a sketch of his/her idea
       
    1. Makes a few sketches of his/her idea
       
    1. Makes sketches representing variations on his/her idea
       
  1. To use transforming gestures and elements of visual arts language according to the message (Cycles Two and Three) and the intended viewer
1 2 3 4 5 6
  1. Gestures and tools1
    1. Experiments with transforming gestures such as: freehand drawing, applying coloured pigments with flat brushstrokes, tearing, notching, cutting out, spreading glue on a surface, joining and pinching a malleable material
       
    1. Experiments with transforming gestures such as: applying coloured pigments with flat brushstrokes, varied brushstrokes, and intaglio printing
       
    1. Experiments with transforming gestures such as: applying coloured pigments with flat brushstrokes, varied brushstrokes and additional varied brushstrokes
       
    1. Uses transforming gestures that convey his/her idea to the intended viewers
       
    1. Uses transforming gestures that clarify the visual message intended for viewers
       
    1. Handles the following tools: brush, scissors, mouse and electronic pen
       
    1. Handles tools, including a sponge
       
    1. Handles tools, including a paintbrush
       
  1. Language of visual arts
    1. Experiments with elements of visual arts language: shape, line, colour, value, texture, pattern, volume
       
    1. Chooses elements of visual arts language based on the intended viewers
       
    1. Chooses elements of visual arts language based on the visual message and intended viewers
       
    1. Uses elements of visual arts language based on the intended viewers
       
    1. Uses a variety of elements of visual arts language based on the visual message and intended viewers
       
    1. Uses a combination of elements of visual arts language based on the visual message and intended viewers
       
  1. To organize the elements that he/she has chosen, depending on the message (Cycles Two and Three) and the intended viewer
1 2 3 4 5 6
    1. Uses the following ways of organizing space based on the intended viewers: enumeration, juxtaposition, repetition and alternance
       
    1. Uses the following ways of organizing space based on the visual message and intended viewers: superimposition, symmetry and asymmetry
       
    1. Uses the following way of representing space based on the visual message and intended viewers: perspective with overlapping
       
    1. Uses the following ways of representing space based on the visual message and intended viewers: perspective with overlapping and perspective with vanishing point
       
  1. To finalize his/her media creation
1 2 3 4 5 6
    1. Validates a control group’s understanding of the visual message
       
    1. Validates his/her choices using a control group (e.g. message, cultural references, colours, organization of elements)
       
    1. Makes adjustments to certain transforming gestures and to the language of visual arts based on the intended viewers
       
    1. Adjusts his/her production based on the initial stimulus for creation, visual message and intended viewers
       
    1. Enhances certain aspects of his/her production using transforming gestures, elements of visual arts language, and spatial organization and representation based on the visual message and intended viewers
       
  1. To share his/her experience of media creation
1 2 3 4 5 6
    1. Shares significant aspects of his/her experience with transforming gestures and the elements of visual arts language
       
    1. Describes the important aspects of his/her experience with transforming gestures and the elements of visual arts language
       
    1. Uses subject-specific vocabulary
       

Competency 1 – To produce individual works in the visual arts
Competency 3 – To appreciate works of art, traditional artistic objects, media images, personal productions and those of classmates

1.  The complete list of transforming gestures and materials for each cycle can be found in the Essential Knowledges table in the Visual Arts program.

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