Visual Arts

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Applications of Knowledge

Competency 1 – Creates personal images

Competency 2 – Creates media images
Competency 3 – Appreciates images

Cycle Two: Compulsory program
Cycle Two: Visual Arts optional program
Cycle Two: Visual Arts and Multimedia optional program

Student constructs knowledge with teacher guidance.

Student applies knowledge by the end of the school year.

 

Student reinvests knowledge.

E: The letter E indicates knowledge from the elementary-level Visual Arts program which is developed in greater depth or applied in Secondary Cycle One.

Elementary

Secondary
Cycle
One
Cycle
Two
  1. Uses ideas to create a visual arts work (Cycle One)
    Uses ideas to create a personal work (Cycle Two)
  1 2 3 4 5
    1. Looks for a few ideas related to the stimulus for creation while consulting sources of information
E          
    1. Makes an inventory of authentic ideas based on research for the stimulus for creation involving the content of works of art, cultural objects or media images, the styles of different artists, the characteristics of art movements, etc.
       
    1. Chooses an authentic and meaningful idea among those in his/her inventory (e.g. giving a personal response to the stimulus for creation without using stereotypes or making clichés)
       
    1. Makes sketches of his/her idea (e.g. experimenting with forms and elements using distinct, rapid strokes with light value)
       
    1. Makes different sketches of his/her authentic and meaningful idea (e.g. sketches from his/her memory)
       
    1. Makes different sketches of his/her authentic and meaningful idea (e.g. sketches of his/her observations and the subject from various points of view)
     
    1. Makes storyboards (drawn and written) of the authentic and meaningful ideas he/she has retained (e.g. sketches for a series of characters in motion [characters, various views, scenes])
     
  1. Uses transforming gestures and elements of visual arts language
  1 2 3 4 5
  1. Transforming gestures,1 materials and tools
    1. Experiments with transforming gestures such as freehand drawing, applying coloured pigments with flat brushstrokes and varied brushstrokes, tearing, notching, cutting out, spreading glue on a surface, intaglio printing, joining and pinching a malleable material 
E          
    1. Trys out different transforming gestures, including: snipping; gluing on shapes on a support, flat or in relief; printing; hollowing; folding; creasing; shaping; assembling and balancing volumes; digitizing images and objects; photographing; saving and working on a digital image.2
       
    1. Tries out different transforming gestures that are suited for the materials, including modelling clay and gluing shapes in relief on a three-dimensional space (e.g. papier-mâché, various objects)
       
    1. Tries out different transforming gestures, including technological tools and methods (e.g. assembling pieces of wood using screws, sculpting plaster using chisel or a rasp, drawing digital images using an electronic pen) and fine crafts (hammering metal, texturing leather with a punch, applying patina, glaze and engobe)
       
    1. Tries out different transforming gestures that are suited for the materials (e.g. moving an object using digitalization, recording different points of view using a camcorder)
       
    1. Uses transforming gestures that clarify his/her idea
E          
    1. Uses transforming gestures on materials that support his/her creative idea (e.g. characterization of a dwelling by adding details such as bricks, stones, slopes, shingles)
       
    1. Uses some transforming gestures appropriate to the materials and that highlight his/her creative idea (e.g. engraving in malleable materials to obtain represented textures, making oblique lines to create the illusion of movement, applying pigments using varied brushstrokes to characterize forms, superimposing lines to create values)
       
    1. Uses transforming gestures in a personal manner to support his/her idea (e.g. using various pressures to apply dry pastel, painting using varied or flat brushstrokes, pinching clay to create shapes, digitizing leaves while moving them on the scanner, embossing metal, cutting the leather to obtain a desired effect)
     
    1. Uses transforming gestures in a personal manner to support his/her idea (e.g. producing specific effects when recording a video and doing the montage[editing], subduing lighting to create an ambiance and achieve the desired effect)
     
    1. Handles the following tools: brush, scissors, mouse and paintbrush
E          
    1. Handles the following tools: electronic pen and graphics tablet, drawing software, nib, nib holder, scissors, gouge, sculpting tool (wooden modeling tool, loop, wire and ribbon tool), scanner, digital camera, image processing software
       
    1. Handles tools including the roller and the knife while complying with safety rules (e.g. handling a knife to snip forms out of paper or cardboard)
       
    1. Manipulates the tools to convey his/her creative idea (e.g. making lines in ink by holding the nib holder with a slight incline)
     
    1. Manipulates traditional and technological tools (e.g. using a gouge to cut into linoleum [linocut], hollowing out a clay form using a loop, wire and ribbon tool, embossing metal, cutting the leather to obtain a desired effect, tracing an outline with an electronic pen)
     
    1. Manipulates tools to support his/her creative idea (e.g. using software to animate photos, recording images through tracking using a camera on a tripod mounted on a wheeled platform, projecting an animated production on the wall using a multimedia projector)
     
  1. Visual arts and multimedia language (elements)
    1. Experiments with elements of visual arts language: shape, line, colour, value, texture, pattern and volume 
E          
    1. Tries out different ways of using elements of visual arts language (e.g. suggesting a movement by convergence of straight lines, adding contrast or light to a digital image)
       
    1. Tries out different ways of using visual arts language to create visual effects (e.g. creating values by superimposing straight lines, varying the intensity of primary and secondary colours by adding white or black)
       
    1. Tries out different ways and combining of the elements of visual arts language to create visual effects (e.g. creating a pattern through repetition and alternation of the forms, suggesting a three-dimensional space by proper use of values in colours and shades, creating contrast by opposing warm and cool colours)
       
    1. Tries out different ways of using and combining the elements of multimedia and visual arts language to create visual effects (e.g. use of close-ups to focus on an element, tracking shots to show all angles of a situation )
       
    1. Uses a variety of elements of visual arts language
E          
    1. Uses a variety of elements of visual arts language, including colours in transmitted light
       
    1. Integrates into his/her creations ways of representing elements of visual arts language that result from his/her explorations (e.g. creating a rhythm by alternating forms, lines or colours)
       
    1. Uses elements of visual arts language in a personal manner by taking into account previous explorations (e.g. using a variety of lines to invent a texture, explore some values in colours and shades to create monochrome, using high angle and low angle shots)
     
    1. Uses elements of multimedia language in a personal manner by taking into account previous explorations (e.g. pivoting a virtual object on all its sides to create 3D computer modelling, introducing sound elements, zooming )
     
  1. Organizes his/her visual arts production
  1 2 3 4 5
  1. Visual arts language (space) and spatiotemporal organization
    1. Uses the following ways of organizing space: enumeration, juxtaposition, superimposition, repetition, alternance, symmetry and asymmetry
E      
    1. Uses methods for organizing space (e.g. juxtaposition, repetition, balance, movement and rhythm)
       
    1. Uses personalized methods of organizing space that result from previous explorations to convey his/her idea
     
    1. Uses personalized methods of spatiotemporal organization that result from previous explorations to convey his/her idea
     
    1. Makes use of the following methods of representing space: perspective with overlapping and perspective with vanishing point[diminishing perspective]
E      
    1. Uses different methods of representing space, including isometric perspective
       
    1. Uses different methods of representing space, including aerial perspective (atmospheric) and perspective with one or more vanishing points
     
  1. Shares his/her experience of visual arts creations (Cycle One)
    Shares his/her experience of personal creation (Cycle Two)
  1 2 3 4 5
    1. Uses subject-specific vocabulary
E          
    1. Uses subject-specific vocabulary in accordance with the prescribed terminology in this program
       
    1. Uses subject-specific vocabulary in accordance with the prescribed terminology in each of the programs
       
    1. Describes the important aspects of his/her experience with transforming gestures and elements of visual arts language
E          
    1. Describes some aspects of his/her experience that are related to the creative dynamic and more particularly with the strategies used (e.g. searching for ideas during the opening phase, applying what was learned from experimentation during the productive action phase)
       
    1. Describes aspects of his/her experience that are related to the creative dynamic and the strategies used (e.g. using the three phases of the creative dynamic, reflecting on his/her experience, recognizing the acquired knowledge , setting goals for himself/herself)
       
    1. Picks out elements that he/she could apply in a subsequent project, focusing on the relevance of his/her choices, the strategies used and the production context (e.g. knowledge of visual arts language and the organization and representation of space; time management; ways of taking advantage of unforeseen circumstances) 
     
1.  The complete list of transforming gestures is available in the Québec Education Program under Program Content (for Secondary Cycle One, p. 373; for Secondary Cycle Two, pp. 32-34 [depending on the program]).
2.  In Secondary Cycle Two, digitizing images and objects, photographing, saving and working on a digital image are applicable to the Visual Arts and Visual Arts and Multimedia optional programs.

Competency 2 – Creates media images
Competency 3 – Appreciates images

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