Visual Arts

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Applications of Knowledge

Competency 2 – Creates media images

Competency 1 – Creates personal 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 media production (Cycle One and Cycle Two)
  1 2 3 4 5
    1. Looks for a few ideas related to the stimulus for creation of media works, taking the message and intended viewers into account and referring to sources of information
E          
    1. Makes an inventory of authentic ideas based on research for the stimulus for his/her multimedia creation that take into account: the message to be communicated and information on the intended viewers; the content and characteristics of the media images; the role of the cultural references and the significance of the visual codes
       
    1. Chooses an authentic and meaningful idea among those in his/her inventory which communicates to the target audience (e.g. acknowledge the interests of the target audience)
       
    1. Makes sketches of his/her idea (e.g. experimenting with forms, elements and sizes)
       
    1. Makes different sketches of his/her authentic and meaningful idea by using various observation and memorization strategies (e.g. observation of a subject’s characteristics, recollection of an action)
       
    1. Makes different sketches of his/her authentic and meaningful idea by using various observation and memorization strategies and by taking into account the desired impact on the target audience (e.g. observation of a cultural reference [object, event, character] to cover the message)
     
    1. Makes some storyboards for his/her authentic and meaningful idea by taking into account the desired impact on the target audience (e.g. characters, various views, scenes)
     
  1. Uses transforming gestures and elements of visual arts language according to the target audience (Cycle One)
    Uses transforming gestures and elements of media language (Cycle Two)
  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. Tries out different transforming gestures, including snipping, gluing shapes flat on a support, printing, folding, creasing, shaping, digitizing images, photographing, saving images and working on a digitized image
       
    1. Tries out different transforming gestures that are suited to the materials, the message being communicated and the target audience (e.g. making prints from engravings, using square drawing sticks for freehand drawing, cutting and gluing forms, applying coloured pigments)
       
    1. Tries out different transforming gestures that are suited to traditional and technological tools; materials; the message being communicated and the target audience (e.g. superimposing lines to create values, digitizing images and objects)
       
    1. Tries out different transforming gestures that are suited to the technological tools, the materials, the message being communicated to the target audience (e.g. creating and transforming a digital image, making video productions, animating an image )
       
    1. Uses transforming gestures that clarify the visual message intended for viewers
E          
    1. Uses transforming gestures that are suited to the materials to convey the visual message to be communicated to the target audience (e.g. promoting a clothing line on advertising posters, characterizing the surface of textiles to represent velvet, wool or jute)
       
    1. Uses appropriate transforming gestures that are suited to the materials while highlighting the visual message (e.g. converging oblique lines to create the illusion of movement, applying coloured pigments with flat brushstrokes for characterizing forms, digitalizing some represented textures)
       
    1. Uses transforming gestures in a personal manner to communicate a message in concrete form (e.g. using various pressures to apply dry pastel, painting using varied or flat brushstrokes, creating or transforming a digital image)
       
    1. Uses transforming gestures in a personal manner to convey the message (e.g. producing specific effects when recording a video and doing the montage, projecting an image to create ambiance)
     
    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, scanner, digital camera, image processing software2
       
    1. Handles tools while complying with safety rules (e.g. using knives to cut paper or cardboard into forms)
       
    1. Manipulates tools to communicate his/her message (e.g. painting lines with gouache while varying the pressure on the paintbrush)
     
    1. Manipulates traditional or technological tools to convey his/her message (e.g. using an electronic pen and graphics tablet to draw freehand, digitizes objects)
     
    1. Manipulates traditional tools and tools that are specific to multimedia to convey his/her message (e.g. animating images recorded using a camcorder, projecting an advertisement using a multimedia projector)
     
  1. Visual arts language and multimedia language (elements)
    1. Experiments with elements of visual arts language: shape, line, colour, value, texture, pattern and volume 
E          
    1. Tries out ways of using elements of visual arts language (e.g. creating rhythm through the repetition of coloured stripes, converging straight lines to create the illusion of movement, adding contrast or transmitted light to a digital image, converging light colours[pigments] toward the centre of the image)
       
    1. Tries out different ways of using visual arts language to create visual engage that are more likely to engage the target audience (e.g. creating values by using various light and dark shades, creating rhythm through the repetition of forms)
       
    1. Tries out different ways to use and combine elements of visual arts language to create visual effects that will engage the target audience (e.g. using repetition and form alternation to represent a pattern, suggest volume by using values in colours and shades, creating a contrast by opposing warm and cool colours)
       
    1. Tries out different ways of using and combining elements of multimedia language and of visual arts language, if applicable, to create visual effects that will engage the target audience (e.g. using close-ups to highlight an element, tracking shots to show all angles of a situation)
       
    1. Chooses elements of visual arts language based on the visual arts message and intended viewers
E          
    1. Chooses elements of visual arts language that will engage the target audience (e.g. forms, colours, space)
       
    1. Chooses elements of visual arts language and visual codes (e.g. forms, colours, pattern) that will affect the target audience
       
    1. Chooses elements of multimedia language that will affect the target audience (e.g. wide angles, framing, lighting) and visual codes (e.g. forms, colours, pattern)
     
    1. Uses a combination of elements of visual arts language based on the visual message and intended viewers
E          
    1. Uses a variety of elements of visual arts language, including colours in transmitted light, to communicate his/her message
       
    1. Integrates into his/her media creations various ways to make use of the 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 in order to clarify his/her message (e.g. using a variety of lines to create texture, making use of values in colours and shades to create a monochrome)
     
    1. Uses elements of multimedia language in a personal manner by taking into account previous explorations in order to clarify his/her message (e.g. pivoting a virtual object on all its sides to create 3D computer modelling, using high angle shots and low angle shots, introducing sound elements, zooming)
     
  1. Organizes his/her media production (Cycle One and Cycle Two)

  1 2 3 4 5
  1. Visual arts language (space) and spatiotemporal organization
    1. Uses the following ways of organizing space: enumeration, juxtaposition, repetition, alternance, superimposition, symmetry and asymmetry
E          
    1. Uses a method of organizing space to increase the impact of the visual message on the target audience
       
    1. Uses some methods of organizing space (e.g. juxtaposition, repetition, balance, movement and rhythm) in order to highlight the visual message
       
    1. Uses personalized methods for organizing space that results from his/her explorations in order to increase the impact of the visual message on the target audience
     
    1. Uses personalized methods of spatiotemporal organization resulting from his/her explorations to increase the impact of the visual message on the target audience
     
    1. Make use of the following methods of representing space (e.g. perspective with overlapping, diminishing perspective) that are suited to the message and the target audience
       
    1. Uses different methods of representing space (e.g. perspective with overlapping, isometric perspective) that are suited to the message and the target audience
       
    1. Uses different methods of representing space (e.g. aerial perspective [atmospheric], perspective with one of more vanishing points) that are suited to the message and the target audience
     
  1. Shares his/her experience of media creation (Cycle One and 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 the 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 that are related to transforming gestures and elements of visual arts language
E          
    1. Describes aspects of his/her experience 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, ability to focus when producing the creation)
       
    1. Describes aspects of his/her experience related to the creative dynamic and the strategies used (e.g. reflecting on his/her experience, recognizing the knowledge acquired, 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 located 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, the scanner, digital camera and image processing software are only used in the optional programs (Visual Arts and Visual Arts and Multimedia).

Competency 1 – Creates personal images
Competency 3 – Appreciates images

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