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THE ARTS CURRICULUM Visual Arts: In the following domains students will show achievement in both individual and collaborative learning contexts. Nursery

Pre-K

K

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6-7

Grade 7-8

Grade 9-10

Grade 10-11

Grade 11-12

Indicator 1.1.1 VISUAL ARTS

Learners make connections Learners make connections Learners make connections Learners see colour Learners can sort and between known colour Learners can choose colour between known colour between known colour schemes and patterns in classify like colours. schemes in life; the seasons, schemes that are appealing. schemes in life; the seasons. schemes in life; the seasons. their own clothing. warm, cool, primary.

Learners can recognize and Learners can recognize and explain the appeal of a wellbegin to explain the appeal composed visual work and of a well-composed visual begin to make suggestions work. for the improvement of poorly composed pieces.

Learners can recognize and explain the appeal of a wellcomposed visual work and begin to make suggestions for the improvement of poorly composed pieces.

Learners can recognize and explain the appeal of a wellcomposed visual work. They can reorganise objects within a compositional space in order to alter the effect of the piece. They can do this with growing confidence.

Indicator 1.1.2 DAILY LIFE

Learners communicate real Learners communicate real Learners create images of Learners try to create an Learners tell a story or Learners understand our Learners understand our L e a r n e r s c o m m u n i c a t e L e a r n e r s c o m m u n i c a t e L e a r n e r s c o m m u n i c a t e or imaginary experiences, or imaginary experiences, characters, experiences from image or experience from experience through their experiences and imagination experiences and imagination experiences, feelings and experiences, feelings and experiences, feelings and feelings, ideas and concepts feelings and ideas through life. life. creation. can inspire us to create. can inspire us to create. ideas through their artwork. ideas through their artwork. ideas through their artwork. through individual and/or their artwork. connected artworks.

indicator 1.1.3 OTHER DISCIPLINES

Learners make connections Learners make connections between disciplines for between disciplines for example colour and emotion, example colour and emotion. line and movement.

Learners communicate real or imaginary experiences, feelings, ideas and concepts through individual and/or connected artworks. Learners draw inspiration from, make connections between and work across the arts (visual art, music, dance, drama, media) and other areas of the human experience including, but not limited to education.

Learners communicate real or imaginary experiences, feelings, ideas and concepts through individual and/or connected artworks. Learners draw inspiration from, make connections between and work across the arts (visual art, music, dance, drama, media) and other areas of the human experience including, but not limited to education.

Learners can recognize and explain the appeal of a wellcomposed visual work. They can reorganise objects within a compositional space in order to alter the effect of the piece. They can do this with ease and teach others how to do so. Learners communicate real or imaginary experiences, feelings, ideas and concepts through individual and/or connected artworks. Learners draw inspiration from, make connections between and work across the arts (visual art, music, dance, drama, media) and other areas of the human experience including, but not limited to education.

Knowledge and Understanding Domain 1

BCIS Standard Statement: 1: The learner demonstrates knowledge, understanding and perception of the arts in relation to function, time, place and cultures. Learning Outcome 1.1

Learners make connections between the visual arts, daily life and other disciplines.

Learners can begin to choose consistently cohesive colour schemes to link work visually.

Learners recognize the draw of a well organized website as appealing compared to one that is visually cluttered.

Learners draw inspiration from, make connections between and work across the arts (visual art, music, dance, drama, media) and other subjects in the Integrated Unit.

Learners draw inspiration from, make connections between and work across the arts (visual art, music, dance, drama, media) and other subjects in the Integrated Unit.

Learning Outcome 1.2

Learners understand the visual arts use symbols and representations to convey meaning.

Indicator 1.2.1 SYMBOLS

Learners understand symbols may differ from Learners demonstrate an Learners demonstrate an Learners demonstrate an Learners demonstrate an Learners recognize simple L e a r n e r s u n d e r s t a n d L e a r n e r s u n d e r s t a n d L e a r n e r s u n d e r s t a n d culture to culture. Plus they awareness of simple signs awareness of signs and awareness of signs and awareness of signs and universal symbols (M of symbols may differ from symbols may differ from symbols may differ from begin to manipulate symbols and symbols encountered in symbols encountered in their symbols encountered in their symbols encountered in their MacDonald’s, Cross, Heart) culture to culture. culture to culture. culture to culture. according to the intended their daily lives. daily lives and in works of art daily lives and in works of art daily lives and in works of art audience and may create their own symbols.

Learners understand symbols may differ from culture to culture. Plus they manipulate symbols according to the intended audience and may create their own symbols.

Learners understand and can explain how symbols can be similar and different from culture to culture. They utilise symbols according to the intended audience and may create their own symbols and symbolic visual language.

Learners understand and can explain how symbols can be similar and different from culture to culture. They utilise symbols according to the intended audience and may create their own symbols and symbolic visual language.

Learners understand and can explain how symbols can be similar and different from culture to culture. They utilise symbols according to the intended audience and may create their own symbols and symbolic visual language.

Learning Outcome 1.3

Learners have a concept of being an audience of different art forms and display awareness of sharing art with others.

Learners identify and consider the contexts in which artworks were made, and consider their audience when creating.

Learners identify and consider the contexts in which artworks were made, and consider the impact on their audience when creating.

Learners use their knowledge, experiences and research skills to evaluate artworks. They can use the critique process with confidence.

Learners use their knowledge, experiences and research skills to evaluate artworks. They can use the critique process with confidence.

Learners use their knowledge, experiences and research skills to evaluate artworks. They can use the critique process with confidence.

Indicator 1.3.1

Learners make connections between disciplines for example colour and emotion, line and movement.

Learners make connections between creation and purpose in art making. Art has a variety of Art has a variety of Learn how purposes for art purposes: to tell a story purposes; to express making can vary from (illustrate), to express imagination, to decorate. exploring or experimenting imagination, to decorate. to personal purposes (e.g., to document a special event or to express feelings).

Learners draw inspiration Learners make connections from and make connections between the arts, for between the arts, for example music, dance, example music, dance, drama. drama.

Learners make connections between creation and purpose in art making. Learn how purposes for art making can vary from exploring or experimenting to personal purposes (e.g., to document a special event or to express feelings).

Learners draw inspiration from and make connections L e a r n e r s c a n s e l e c t , b e t w e e n t h e a r t s , f o r research and develop an example music, dance, idea or theme for an artwork. drama.

Learners use a personal interest, belief or value as the starting point to create a piece of artwork (Grade 5 Exhibition).

Learners identify and Learners will become an Learners recognize that Learners recognize that consider the contexts in engaged and responsive different audiences respond different audiences respond which artworks were made, audience for a variety of art in different ways to artworks. in different ways to artworks. and consider their audience forms. when creating.

Indicator 1.3.2

Learners use their Learners ask questions Learners ask questions Learners ask questions Learners ask questions Learners ask questions Learners are exposed to a knowledge and experiences about and make comments about and make comments about art they are shown about art they have seen about art they have seen variety of art forms. to make informed art they are shown. art they are shown. and make comments. (outside the art room). (outside the art room). interpretations of artworks.

Learners use their knowledge and experiences to make informed interpretations of artworks.

Learners use their knowledge and experiences to make informed judgements about artworks.

Learners use their knowledge, experiences and research skills to evaluate artworks.

Learners use their knowledge, experiences and research skills to evaluate artworks. They can use the critique process with increasing confidence.

Learners use their knowledge, experiences and research skills to evaluate artworks. They can use the critique process with confidence.

Indicator 1.3.3

Learners make comments Learners communicate their Learners describe what they Learners communicate their Learners communicate their about what they notice in an initial responses to an notice about an artwork. initial responses to artwork initial responses to artwork artwork. artwork in visual, oral in verbally. in verbally. modes.

Learners reflect on the factors that influence personal reactions to artwork.

Learners communicate initial and subsequent responses to artworks through artwork(s) and/or via written or other forms of expression (for example, podcasts etc).

Learners communicate initial and subsequent responses to artworks through artwork(s) and via written or other forms of expression (for example, podcasts etc).

Learners reflect throughout the creative process to challenge their thinking and enact new and unusual possibilities.

Learners reflect throughout the creative process to challenge their thinking and enact new and unusual possibilities.

Learning Outcome 1.4

Learners communicate their initial responses to an artwork in visual, oral modes.

Learners are aware that artworks may be created with a specific audience in mind.

Indicator 1.4.1

Learning Outcome 1.5

Indicator 1.5.1

Learning Outcome 1.6

Learners create artworks for Learners create artwork with a specific audience and Learners create artworks for Learners create artworks for Learners create artworks for a specific audience in mind. begin to experiment with a specific audience and with a specific audience and with a specific audience and with Grade 5 Exhibition. c r e a t i n g a n i n t e n d e d an intended impact in mind. an intended impact in mind. an intended impact in mind. impression.

Learners create artworks for a specific audience and with an intended impact in mind and teach others to do so.

Learners distinguish and describe representational, abstract, and nonrepresentational works of art.

The learner demonstrates knowledge and understanding of the different genres of art. Learners recognize Learners note difference representational, abstract, between representational, and nonrepresentational abstract works of art. works of art.

Learners distinguish and Learners recognize describe representational, representational, abstract, abstract, and and nonrepresentational nonrepresentational works of works of art. art.

Learners distinguish and describe representational, abstract, and nonrepresentational works of art.

Learners distinguish , describe and create representational, abstract, and/or nonrepresentational works of art.

Learners distinguish , describe and create representational, abstract, and/or nonrepresentational works of art.

Learners distinguish , describe and create representational, abstract, and/or nonrepresentational works of art.

Learners distinguish , describe and create representational, abstract, and/or nonrepresentational works of art.

Learners distinguish , describe and create representational, abstract, and/or nonrepresentational works of art.

Learners communicate real or imaginary experiences, feelings and ideas through various art forms and reveal their inspiration and the intended message through an art report and artist’s statement.

Learners communicate real or imaginary experiences, feelings and ideas through various art forms and reveal their inspiration and the intended message through an art report and artist’s statement.

Learners communicate real or imaginary experiences, feelings and ideas through various art forms and reveal their inspiration and the intended message through the DWB and artist’s statement.

Learners communicate real or imaginary experiences, feelings and ideas through various art forms and reveal their inspiration and the intended message through the IWB and artist’s statement.

Learners communicate real or imaginary experiences, feelings and ideas through various art forms and reveal their inspiration and the intended message and theme through the IWB, artist’s statement and candidate statement

Learners show an understanding that ideas, feelings and experiences can be communicated through arts.

Indicator 1.6.1

See 1.1.2 for PYP notes about ideas, feelings and experiences.

Learning Outcome 1.7

Learners demonstrate an understanding that there are similarities and differences between different cultures, places and times.

Indicator 1.7.1

See 3.1 & 3.3 for the PYP and MYP Visual Art time, place and culture notes.

Learning Outcome 1.8

The learner demonstrates knowledge and understanding of the different functions of art.

Indicator 1.8.1

Learners use their knowledge, experiences and research skills to evaluate artworks. They can use the critique process with confidence and teach others how to do so. Learners reflect throughout the creative process to challenge their thinking and enact new and unusual possibilities; they do this frequently and teach others to do so.

The learner describes, The learner describes, The learner describes, analyses and interprets in analyses and interprets in analyses and interprets in order to make objective order to make objective order to make objective judgements regarding Visual judgements regarding Visual judgements regarding Visual Art from different cultures Art from different cultures Art from different cultures and historical time periods. and historical time periods. and historical time periods. The learner describes, analyses and interprets in order to contemplate the function of Visual Art from different cultures and historical time periods. The learner collects and The learner collects and The learner collects and analyses in-depth academic L e a r n e r s c o m p a r e a n d Learners research, compare analyses in-depth academic analyses in-depth academic information on Visual Art in c o n t r a s t t h e d i f f e r e n t and contrast the different information on Visual Art in information on Visual Art in order to discover it’s functions of art. functions of art. order to discover it’s order to discover it’s function and teach others to function. function. do so.


THE ARTS CURRICULUM Visual Arts: In the following domains students will show achievement in both individual and collaborative learning contexts. Nursery

Pre-K

K

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6-7

Grade 7-8

Grade 9-10

The learner presents inLearners begin to relate the depth analysis and Learners relate the different different functions of art to interpretation of Visual Art functions of art to concepts. concepts. that relates to a wide range of concepts.

Indicator 1.8.2

Learning Outcome 1.9

The learner demonstrates knowledge and understanding of different manifestations of Visual Art

indicator 1.9.1

See 4.1 & 4.4 for the various tools, techniques and art forms that students encounter in PYP and MYP Visual Art.

Grade 10-11

Grade 11-12

The learner presents indepth analysis and interpretation of Visual Art that relates to a wide range of concepts.

The learner presents indepth analysis and interpretation of Visual Art that relates to a wide range of concepts and teach others to do so.

Knowledge and Understanding Domain 2

3

BCIS Standard Statement 2: The learner demonstrates an understanding of appropriate arts terminology to describe and reflect their critical understanding. Learning Outcome 2.1

The learner demonstrates knowledge and understanding of the DP Visual Arts command terms in various contexts.

indicator 2.1

Not applicable to PYP & MYP. NOTE: For art terminology standard statements see 4.2 & 4.3

Application Domain BCIS Standard Statement 3: The learner will respond to and make comparative analysis of arts objects in relation to time, place and cultures. Learning Outcome 3.1

Learners explore the arts across time, place and culture. [McRel] Learners will know how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art.

Indicator 3.1.1 AWARENESS OF ART

Students will recognise their Students begin to recognize Students begin to recognize own home country and work from their home work from their home language may be different country. country. than others’.

Indicator 3.1.2 ART IN CONTEXT

Identify and describe visual Recognize and describe Exposure to a variety of art Respond to visual art forms Respond to visual art forms art forms that they see in visual art forms that they see works in our environment that they see around them that they see around them their home, at school, in their around them community,

Students will recognise their own home country and language may be different than others’.

The learner will create and The learner will talk about The learner will choose and The learner will choose and tell about the various ways Indicator 3.1.3 w o r k f r o m t h e i r o w n talk about work from their talk about work from their people use visual arts in their RESPOND TO ART WORKS portfolio . own portfolio. own and peer’s portfolio. lives.

Students begin to recognize work from their home country, and other countries in relation to their personal experiences (vacations, friends from other places).

The learner will create and tell about the various ways people use visual arts in their lives.

Students recognize and reflect on work from their home country, and other countries in relation to their personal experiences (vacations, friends from other places). Identify and describe visual art forms that they see in their home, at school, in their community, and in visual arts experiences

Students recognize and reflect on work from their home country, base country and other countries in relation to their personal experiences and via research. Identify and describe visual art forms that they see in their home, at school, in their community, in visual arts experiences and beyond.

The learner will draw, tell, or The learner demonstrates write about the various ways The learner recognises that k n o w l e d g e and people use visual arts in their visual imagery is persuasive understanding that visual lives. imagery is persuasive

The learner demonstrates knowledge and understanding that visual imagery is persuasive and used to provoke a reaction.

Students begin to recognize work from their home country, and other countries in relation to their personal experiences (vacations, friends from other places).

Students recognize work from their home country, and other countries in relation to their personal experiences (vacations, friends from other places).

Identify and describe visual Identify and describe visual art forms that they see in art forms that they see in their home, at school, in their their home, at school, in their community, and in visual community, arts experiences

Students recognize and reflect on work from their home country, base country and other countries in relation to their personal experiences and via research. Identify and describe visual art forms that they see in their home, at school, in their community, in visual arts experiences and beyond. The learner demonstrates knowledge and understanding that visual imagery is persuasive and used to provoke a specific reaction. Students express powerful ideas, feelings, beliefs and values through the visual arts.

The learner communicates a critical understanding of how the language of art has been used to communicate meaning.

The learner communicates a critical understanding of how the language of art has been used to communicate meaning.

The learner engages in critical analysis independently and with peers in order to develop a deeper understanding of interpretations of Visual Art from different cultures and historical time periods.

Learners explore their Learners explore their personal aesthetic through a personal aesthetic through a range of creative possibilities range of creative to communicate a specific possibilities. message.

Learners explore their personal aesthetic through a range of creative possibilities to communicate a specific message.

Learners explore their personal aesthetic through a range of creative possibilities to communicate a specific message.

Learners explore their personal aesthetic through a range of creative possibilities to communicate a specific message and teach others to do so

Learners research, compare and evaluate artworks from a range of cultures and time periods.

The learner describes and analyses in order to contemplate the meaning of Visual Art from different cultures and historical time periods.

The learner describes and analyses in order to contemplate the meaning of Visual Art from different cultures and historical time periods.

The learner describes and analyses in order to contemplate the meaning of Visual Art from different cultures and historical time periods.

Learners demonstrate a growing level of skill and technique in regards to a variety of teacher-directed Learners demonstrate a and/or student-determined growing level of skill and 2D, 3D and computer-based technique in regards to a materials. variety of teacher-directed and/or student-determined 2D, 3D and computer-based materials.

Learners demonstrate a growing level of skill and technique in regards to a variety of teacher-directed and/or student-determined 2D, 3D and computer-based materials.

indicator 3.1.4 ART AS COMMUNICATION

Students clearly express Learners understand art is a Learners understand art is a Learners understand art is a People communicate ideas, People communicate ideas, People communicate ideas, P e o p l e e x p l o r e i s s u e s , P e o p l e e x p l o r e i s s u e s , ideas, feelings, beliefs and means of communication means of communication means of communication feelings and experiences feelings and experiences feelings and experiences beliefs and values through beliefs and values through values through the visual and expression. and expression. and expression. through the arts. through the arts. through the arts. arts. arts. arts.

Learning Outcome 3.2

The learner demonstrates an understanding that work must be personally relevant. [McRel] Learners will understand the visual arts in relation to history and cultures.

indicator 3.2.1 ART IS PERSONAL

Learners make connections Learners make connections Learners explore personal Learners explore personal between their art work and between their artwork and visual experiences. visual experiences. that of others to extend their the artwork of others. thinking.

Learning Outcome 3.3

The learner demonstrates an understanding that art exists in a cultural context.

Indicator 3.3.1

Learners will investigate the Learners demonstrate an Learners demonstrate an Learners demonstrate an purposes of artwork from Learners are exposed to art Learners are exposed to art awareness of art from their awareness of art from their awareness and investigate different places and a range from different cultures. from different cultures. own home country. own home country. art from different cultures. of cultures including their own.

Learners explore a range of Learners make connections Learners explore personal Learners explore personal p o s s i b i l i t i e s and between their art work and interests, beliefs and values interests, beliefs and values p e r s p e c t i v e s to that of others to extend their through creative work. through creative work. communicate in broader thinking. ways though creative work.

Learners will investigate the purposes of artwork from different places and a range of cultures including their own.

Learners will compare, contrast and categorise artworks from a range of cultures and places.

Learners research, compare analyse and evaluate artworks from a range of cultures and time periods.

Application Domain 4

BCIS Standard Statement 4: Learners will demonstrate expressive, creative and artistic skills through exploration, control and development of ideas, arts elements, materials, tools and techniques. Learning Outcome 4.1

[BCIS] Explore and develop skills using art materials, tools and techniques to express and communicate their artistic intentions. [McRel] Learners will understand and apply media, techniques and processes related to the visual arts.

Indicator 4.1.1 PENCILS

Uses a pencil correctly to Explores the possibilities of achieve dark and light lines. Holds a sketching/drawing Manipulates a drawing/ Can create desired shapes various drawing/sketching Emerging understanding of pencil correctly. sketching pencil. and lines with a pencil. pencils. shading to create value and texture.

Indicator 4.1.2 DRAWING TOOLS

Uses a variety of mark Uses a variety of mark Uses a variety of mark making tools to draw and making tools to draw making tools to draw demonstrates understanding of differences in materials

Indicator 4.1.3 DRAWING TOOLS

Emerging ability to create accurate life drawings. Develops an understanding of the value scale possibilities with sketching pencils.

Developing ability to create accurate life drawings. Chooses appropriate drawing pencil for specific task (e.g. 6B for dark shadows).

Established ability to create accurate life drawings. Can create life drawings which include various textures and values. Creates diverse textures and values using all pencils.

Establishing skills smudging, rubbing, blending, creating a wide variety of textures and values using various drawing materials. Establishing skills using Developing accuracy Developing accuracy Developing accuracy Developing accuracy H o l d s d r a w i n g t o o l Manipulates a drawing tool Emerging accuracy with various drawing materials. manipulating drawing tools manipulating drawing tools manipulating drawing tools manipulating drawing tools appropriately. to create lines and shapes. various drawing tools. to their desired effect. to their desired effect. to their desired effect. to their desired effect. Uses a variety of mark making tools to draw and demonstrates understanding of differences in materials

Indicator 4.1.4 PAINTING

Emerging ability to Developing ability to Establishing ability to manipulate rollers, sponges, manipulate rollers, sponges manipulate small brushes Holds brushes appropriately. hand stamps and some and some small brushes. and other painting tools. small brushes.

Indicator 4.1.5 PAINTING TOOLS

Uses a variety of painting Uses a variety of painting Uses a variety of painting tools to apply paint tools to apply paint tools for different effects

Indicator 4.1.6 CLAY

Manipulates clay pinching, pulling and poking techniques and forming into a ball

Manipulates clay pinching, pulling and poking techniques and forming into a ball, rolling and flattening.

Learners explore clay using pinching, poking, and pulling techniques to create simple, familiar forms and shapes

Uses a variety of mark making tools to draw and demonstrates understanding of differences in materials

Developing skills smudging, Uses a variety of mark rubbing, blending, creating a making tools to draw and wide variety of textures and demonstrates understanding values using various drawing of differences in materials materials.

Exploring using standard Establishing skill using a Emerging skills choosing Developing skills choosing brushes, emerging ability wide range of brushes for and using standard brushes. and using standard brushes. choosing the correct brush various tasks. for the correct job. Establishing ability to choose Emerging ability to choose accurately and manipulating Uses a variety of painting Developing brush technique Developing brush technique accurately the correct size various brushes to achieve tools for specific effects to achieve various textures. to achieve various textures. brush for the task at hand. various values, textures and affects. Learners explore clay using pinching, poking, and pulling Manipulates clay into a ball, Manipulates clay into a ball, techniques to create simple, Manipulates clay into a ball, Manipulates clay into a ball, c o i l s s l a b s t o m a k e coils slabs to make 3D familiar animal shapes or c o i l s m a k e c o n t a i n e r . c o i l s m a k e c o n t a i n e r . containers. Introduce pinch form.Use pinch pots Slab or small pots, adding texture Introduce slab building Introduce slab building pots building coils to make form. with found materials

Learners demonstrate a growing level of skill and technique in regards to a variety of teacher-directed and/or student-determined 2D, 3D and computer-based materials.

Learners demonstrate a growing level of skill and technique in regards to a variety of teacher-directed and/or student-determined 2D, 3D and computer-based materials.


2D, 3D and computer-based 2D, 3D and computer-based materials. materials.

THE ARTS CURRICULUM Visual Arts: In the following domains students will show achievement in both individual and collaborative learning contexts. Nursery

Pre-K

K

Grade 1

Grade 2

Grade 3

Grade 5

Indicator 4.1.7 MODELLING MATERIALS

Developing skills to create Developing skills to create 3D structural form from 2D 3D structural form using a imagery using a variety of variety of materials materials

Indicator 4.1.8 MODELLING TOOLS

Uses hands as tools to Uses hands as tools to manipulate materials manipulate materials

Exposure to greater variety of more complex tools to create form using a variety of modelling materials

Indicator 4.1.9 PRINTING MATERIALS

Indicator 4.1.10 COLLAGING MATERIALS

Developing skills to create Developing skills to create form using a variety of 3D structural form using a modelling materials. Works variety of materials from 2D to 3D Exposure to greater variety Uses papier mache, plaster Uses papier mache, plaster of more complex tools Uses hands as tools to bandage/ mod rock type bandage/ mod rock type including cutting knives to manipulate materials materials to reinforce form materials to reinforce form create form using a variety of modelling materials Learners explore a range of print making materials, printing techniques, and Develop mono printing and vocabulary to develop print Introduce collographs and Develop collographs and develop use of a variety of making skills. Explore intaglio printing intaglio printing tools texture and introduce mono

Grade 4

Developing skills to create Is exposed to a variety of Is exposed to a variety of Creating form using a variety form using a variety of modelling materials (play modelling materials (play of modelling materials modelling materials. Works dough, clay, papier mache) dough, clay, papier mache) from 2D to 3D

Learners explore a range of print making materials, Uses a variety of tools to printing techniques, and duplicate /stamp and print vocabulary. Uses a variety of marks tools to duplicate /stamp and print marks printing and develop use of a variety of tools

Learner chooses from a Learner is exposed to a Learner use a variety of variety of 2D materials and variety of 2D materials and materials and uses tools and tools and processes to tools to create art. processes to create art. create art.

Learner creates from a variety of materials and uses tools and processes to create art.

Grade 7-8

Grade 9-10

Grade 10-11

Grade 11-12

Learners demonstrate a growing level of skill and technique in regards to a variety of teacher-directed and/or student-determined 2D, 3D and computer-based materials.

Learners demonstrate a high level of skill and technique in regards to a variety of studentdetermined 2D, 3D and computer-based materials.

Learners demonstrate a high level of skill and technique in regards to a variety of studentdetermined 2D, 3D and computer-based materials.

The learner demonstrates knowledge and understanding of the Elements and Principles vocabulary through analysis,hypothesis and experimenting in varying contexts. The learner can present an in-depth critique of an art form in written, verbal and recorded format using the appropriate terminology.

The learner demonstrates knowledge and understanding of the Elements and Principles vocabulary through analysis,hypothesis and experimenting in varying contexts. The learner can present an in-depth critique of an art form in written, verbal and recorded format using the appropriate terminology.

The learner can present an in-depth analysis of an art form in written, verbal and recorded format using the appropriate terminology.

The learner uses appropriate terminology to plan and strategise in the exploration of ideas for making Visual Art.

The learner uses appropriate terminology to plan and strategise in the exploration of ideas for making Visual Art.

The learner uses appropriate terminology to plan and strategise in the exploration of ideas for making Visual Art.

Proficient understanding of three-dimensional forms.

The learner uses appropriate terminology in order to invent, create and explain personal expression through Visual Art.

The learner uses appropriate terminology in order to invent, create and explain personal expression through Visual Art.

The learner uses appropriate terminology in order to invent, create and explain personal expression through Visual Art.

Demonstrate the illusion of depth through; One-point perspective Atmospheric perspective Overlapping and placement

The learner demonstrates knowledge and understanding of prescribed Elements and Principles of art and design in both critical and expressive ways.

The learner demonstrates knowledge and understanding of prescribed Elements and Principles of art and design in both critical and expressive ways.

The learner demonstrates knowledge and understanding of prescribed Elements and Principles of art and design in both critical and expressive ways.

Learners can explain basically how elements and principles of design are used to communicate meaning or understanding in their own and others’ art work in a logical, objective way.

Learners can explain clearly how elements and principles of design are used to communicate meaning or understanding in their own and others’ art work in a logical, objective way.

Learners can explain clearly and expressively how elements and principles of design are used to communicate meaning or understanding in their own and others’ art work in a logical, objective yet descriptive way.

Exposure to greater variety of more complex tools to create form using a variety of modelling materials

Introduce edition print Introduce edition print making making

Learner creates from a variety of materials and texts and uses tools and processes to create art.

Learner creates from a variety of materials and texts and uses tools and processes to create art.

Learner chooses to a variety of mixed media, texts and processes to create art and express ideas.

Learner focuses on a variety Learner uses a variety of 3D of 3D materials and tools to materials and tools to create create art for a specific art, and experiments with purpose and experiments joining techniques. with joining techniques. [BCIS] Students will use elements of design in art works to communicate ideas, messages, and personal understandings.

Learner focuses on a variety of 3D materials and tools to create art for a specific purpose and experiments with joining techniques.

Learner focuses on specific 3D materials and tools to create art for a specific purpose and experiments with joining techniques.

Learner uses a variety of 3D Indicator 4.1.11 Learner is exposed to a Learner chooses a variety of materials and tools to create 3 D C O N S T R U C T I O N variety of 3D materials and 3D materials and tools to art, and experiments with MATERIALS tools to create art. create art. joining techniques.

Grade 6-7

Learner chooses to a variety Learners demonstrate a of mixed media, texts and growing level of skill and processes to create art and technique in regards to a express ideas. variety of teacher-directed and/or student-determined 2D, 3D and computer-based Learner focuses on specific materials. 3D materials and tools to create art for a specific purpose and experiments with joining techniques.

Learners demonstrate a growing level of skill and technique in regards to a variety of teacher-directed and/or student-determined 2D, 3D and computer-based materials.

Learning Outcome 4.2 [McRel] Learners will know how to use structures (e.g., sensory qualities, organisational principles, expressive features) and functions of art.

Indicator 4.2.1 LINE

Indicator 4.2.2 COLOUR

Indicator 4.2.3 SHAPE

Indicator 4.2.4 FORM

Indicator 4.2.5 SPACE

Indicator 4.2.6 TEXTURE

indicator 4.2.7 VALUE

Identify a line.

Identify types of lines in art Identify types of lines in art w o r k s a n d i n t h e Describe different kinds of Identify characteristics of a w o r k s a n d i n t h e environment (e.g., horizontal, lines (e.g., jagged, broken, variety of lines (e.g., thick, environment (e.g., horizontal, vertical, diagonal, curved) straight, curved); thin, broken, dotted); vertical, diagonal, curved). and use those lines to create patterns.

Names primary and secondary colours, Recognizes which pairing of Identify, sort and classify Developing independent developing skills mixing Students recognize and primary colours make primary and secondary skills mixing primary colours colours with a limited palette name the primary colours. secondary colours (e.g., blue colours. in to secondary colours. to create their own + Yellow = green) secondary colours.

Proficient understanding and vocabulary describing Established understanding Developing understanding of various shapes. Developing and vocabulary describing how overlapping of shapes understanding of how various shapes. can show depth. arrangement of shapes creates objects. Emerging understanding of Proficient understanding of how to create the illusion of Established understanding which shapes are associated form from 2D shapes. How o f w h i c h s h a p e s a r e with various forms. Student to use shadow and texture associated with various distinguishes accurately to make their two forms. which forms are associated dimensional work appear 3 with various shapes. Dimensional.

Identify types of line; horizontal, vertical, diagonal lines; lines that show motion (e.g., pointy, curvy); lines inside shapes

Emerging understanding of colour theory. Recognize a monochromatic colour scheme; colour emphasis through variations in intensity mixing of a tint; identification of light and dark.

Uses lines to indicate emotion (e.g., smooth, horizontal lines can give a feeling of peace and harmony); contour lines (e.g., edges of objects); lines of various weights; repetition of lines to create visual rhythm Developing understanding of colour theory. Uses colour for expression (e.g., warm and cool colours); colour to indicate emotion; Describe, using appropriate vocabulary, how artists use the elements of design to communicate information and create a particular mood (e.g., the use of the bright primary colours red and yellow to suggest happiness).

Students will create linear and curved hatching and cross-hatching that add a sense of depth to shape and form; gesture drawings; implied lines for movement and depth. Established understanding of colour theory. Uses complementary colours, hue, intensity. Recognizes which pairing of primary colours make secondary colours, and how best to use these to achieve desired secondary or tertiary colour.

Establishing a greater understanding of how shape Emerging understanding and Developing understanding and form create other v o c a b u l a r y d e s c r i b i n g and vocabulary describing objects, and how to various shapes. various shapes. manipulate materials to create these illusions. Developing understanding of Recognizes shapes and how arrangement of forms forms (e.g., shapes and Proficient understanding and Emerging understanding of Developing understanding of within objects creates the forms in buildings). vocabulary describing which shapes are associated which shapes are associated whole. various forms. with various forms. with various forms. Developed understanding of Distinguish between relief how to develop a 2D work to and freestanding sculpture. show the illusion of depth. Developing an Developing a n Creating the illusion of depth understanding of balancing Understanding how to use understanding of techniques through background, middle the space provided in any Creating and understanding positive negative space, U s i n g t h e w h o l e p a g e Developing understanding of E m e r g i n g a t t e m p t s a t u s e d t o s h o w d e p t h , ground and foreground. work to accommodate their atmospheric perspective to shading and cast shadows (picture plane). empty/full. showing things near and far. overlapping, big & small, Literal balance in sculpture, image. create the illusion of depth. that create the illusion of placement. to create stability. Balancing large and small depth. objects in their work. Textures of familiar objects Describe the texture of Describe textures that are ( e . g . , r o u g h t r e e b a r k , Identify and describe a Elaboration from familiar Developing understanding Established understanding various familiar objects (e.g., real in art works (e.g., the smooth plastic plate, ridged Emerging understanding and variety of textures (e.g., objects (e.g., embossing, between real versus visual or between real versus visual or rough, smooth, slippery, smooth surface of a piece of corduroy fabric); illusion of vocabulary describing rough: tree bark; smooth: piercing, pinching, pressing, illusory texture, and how to illusory texture, and how to wet), using vocabulary and pottery) and illusory (e.g., the texture (e.g., a rough texture various textures. plastics; ridged: corduroy scoring, scraping); texture create textures using various create textures using various terminology appropriate for rough texture of bark in a created by patterns of lines); fabrics); quality (e.g., matte, sheen). media. media. this grade. two-dimensional painting); impasto (thick, textured paint) Understanding lightness or Proficient colour mixing darkness of a colour and/or Developing an skills; mixing of shades; the gradual changes of Emerging understanding and Developing understanding Established understanding, understanding, of how to variations in value to create lightness or darkness in an vocabulary to describe light, and vocabulary to describe of how to create light, dark Developing understanding of create light, dark and emphasis (contrast in value). art work. Emerging understanding of dark and medium colours light, dark and medium and medium colours and/or how colour changes from medium colours and/or Emerging use of these E s t a b l i s h i n g u s e o f light and dark. and/or gradual changes of c o l o u r s a n d / o r g r a d u a l gradual changes of lightness light to dark. gradual changes of lightness techniques to make images techniques to make images lightness or darkness in an changes of lightness or or darkness in their own art or darkness in their own art look 3D. look 3D. art work. darkness in an art work. work. work. Value scale used to create Developing understanding of mood. creating atmosphere through value. [BCIS] Students will use principles of design in art works to communicate ideas, messages, and personal understandings: to direct the audience. Identify symmetrical and asymmetrical shapes in both the human-made environment, and the natural world.

Developing an understanding of how to use shape and space together to create composition.

Describe how line may be used to define shapes and forms and to create movement and depth.

Established understanding of colour theory. Uses complementary colours, hue, intensity (e.g., dulling, or neutralizing, colour intensity by mixing the colour with a small amount of its complementary hue).

Students will recognise and understand how various shapes are used as symbols, icons, logos.

Learners can define, describe and recognise the seven (7) elements of art and use them in isolation or combination with one another and the principles of design for effect and artistic expression.

The learner can present an in-depth critique of an art form in written, verbal and recorded format using the appropriate terminology.

Proficient understanding between real versus visual or illusory texture, and how to create textures using various media.

Learners can define, describe and recognise the seven (7) elements of art and use them in isolation or combination with one another and the principles of design for effect and artistic expression.

Learners can define, describe and recognise the seven (7) elements of art and use them in isolation or combination with one another and the principles of design for effect and artistic expression.

Learning Outcome 4.3 [McRel] Learners will know how to use structures (e.g., sensory qualities, organisational principles, expressive features) and functions of art.

Indicator 4.3.1 UNITY

Same

Sorting colours, shapes, types of line, or other elements.

Sorting colours, shapes, types of line...

Understanding and choosing Sorting and classifying by Developing understanding of a colour scheme. Sorting various means. Shape, how to create cohesive and classifying colours into then colour for example. work. analogous groups.

Creating within a style or using one technique creates unity within the cohort regardless of content.

Understanding how the arrangement of elements cohesively may give the viewer the feeling that all the parts of the piece form a coherent whole.


THE ARTS CURRICULUM Visual Arts: In the following domains students will show achievement in both individual and collaborative learning contexts. Nursery

Indicator 4.3.2 VARIETY

Indicator 4.3.3 RHYTHM

Indicator 4.3.4 EMPHASIS

indicator 4.3.5 VALUES

Different

Pattern

Important

Light and Dark

Pre-K

K

Grade 1

Recognizing and sorting different tools and materials.

Identifying what the differences are between colours, lines, shapes, forms.

Using effectively the quality Emerging understanding of Developing understanding of Understanding variations on of being diverse or Purposefully using variety variations in elements to variations in elements to a major theme, creating incorporating a number of when creating. create interest, draw create interest, draw strong contrasts. different or contrasting attention of the viewer. attention of the viewer. elements.

Line direction.

Repeating an element can create a pattern.

Emerging ability to use Elements can be used repeating elements to create together to create the patterns, and the illusion of illusion of movement. movement in an art work.

Emerging ability to use repeating elements to create patterns, and the illusion of movement in an art work.

Grade 4

Using values effectively

Using values of colours to convey mood.

Recognizing the difference Developing ability to use between dark and light Emerging ability to use contrast and balance colours. contrast light and dark together to create a R e c o g n i z i n g o p a q u e / effectively in an image. cohesive image. translucent/transparent. Emerging understanding of scale and proportion. Big and small items are appropriate in relation to one another.

Big/Small Top bottom side

Horizon

Indicator 4.3.7 BALANCE

Empty and Full

Too many things or not enough.

Too many things or not enough.

The scale of one object compared to its surroundings, with indications of how close/far and how large/small the object is. Developing an Emerging understanding of understanding of how to how to arrange items on place objects of interest on the picture plane to create the page to use the entire balance. space effectively.

Understanding human proportion, the facial proportion and relative size of the head to the body.

Grade 5

Grade 6-7

Grade 7-8

Employ recurring elements Emerging ability to use to direct the movement of repeating elements to create the viewer’s eye through the patterns, and the illusion of art work and give a sense of movement in an art work. unity to the composition.

“What does the artist want you to see first”

Stamp - heavy/lightly Strong/gentle Colour strong/weak

Indicator 4.3.6 PROPORTION

Indicator 4.4.1

Grade 3

Use of colour intensity, Emerging ability to draw the Developing ability to draw contrast in value, placement Recognizes the dominant eye with strong use of an the eye with strong use of an and size of shapes, and/or element in an art work. element of design. element of design. weight of line to create a particular focal point.

Scale & Size Background Foreground

Learning Outcome 4.4

Grade 2

Use of colour intensity, contrast in value, placement and size of shapes, and/or weight of line to create a particular focal point

Learners can define, describe and recognise the seven (7) principles of design and use them in isolation or combination with one another for effect, artistic expression and to maximise an artistic composition.

Learners can define, describe and recognise the seven (7) principles of design and use them in isolation or combination with one another for effect, artistic expression and to maximise an artistic composition.

Grade 9-10

Grade 10-11

The learner communicates a basic understanding of how formal visual devices are deliberately used to direct the viewer

The learner communicates a somewhat critical understanding of how formal visual devices are deliberately used to direct the viewer

The learner communicates a critical understanding of how formal visual devices are deliberately used to direct the viewer

Learners can define, describe and recognise the fourteen (14) Elements and Principles of Art and Design and use them in isolation or combination with one another for effect, artistic expression and to maximise an artistic composition.

Learners can define, describe and recognise the fourteen (14) Elements and Principles of Art and Design and use them in isolation or combination with one another for effect, artistic expression and to maximise an artistic composition. They do this with growing confidence and maturity.

Learners can define, describe and recognise the fourteen (14) Elements and Principles of Art and Design and use them in isolation or combination with one another for effect, artistic expression and to maximise an artistic composition. They do this with confidence and maturity and teach others to do the same.

Students will use tints and shades effectively to create mood. The use of light and dark and a developing understanding of how the colour expresses mood. The scale of one object compared to its surroundings, with indications of how close/far and how large/small the object is. Developing an understanding of how to avoid visual clutter, yet create visual interest.

Creating work which uses the elements effectively.

The learner applies techniques to create and present art. Learner makes art in response to a range of stimuli.

Learner makes art in response to a range of stimuli.

Learners identify, plan and make specific choices of materials and tools during the creative process.

Learners identify, plan and make specific choices of materials and tools during the creative process.

Learner uses a range of strategies to solve problems during the creative process.

Learner uses a range of strategies to solve problems during the creative process.

Learner uses a range of strategies to solve problems during the creative process.

Learner becomes increasingly independent in the realization of the creative process.

Learners become increasingly independent in regards to their chosen technique/s and the creation and presentation of their resolved artwork.

L e a r n e r s c o n t i n u e t o The learner develops an idea The learner develops an idea b e c o m e i n c r e a s i n g l y to a point of realization. to a point of realization by independent in regards to using the research process. their chosen technique/s and the creation and presentation of their resolved artwork.

Create two- and threeCreate two- and threeCreate two- and threeCreate two- and three- Create two- and threedimensional works of art that dimensional works in dimensional works of dimensional works of art that dimensional works of art that express feelings and ideas response to exploring art that express feelings and respond to feelings and ideas express feelings and ideas inspired by related materials and tools. ideas experiences

Create two- and threedimensional works of art that express feelings and ideas inspired by related experiences

Create two- and threedimensional works of art that express feelings and ideas inspired by personal experiences

Create two- and threedimensional works of art that express feelings and ideas inspired by personal experiences

Learners create 2D, 3D and technology-derived artworks that express their artistic aims and assist in presenting them in an interesting way to the audience.

Learners create a range of artworks that express their artistic aims and take responsibility for presenting them in an interesting way to the audience.

Learners create a growing range of artworks that express their artistic aims and take responsibility for presenting them in an interesting and thought provoking way to the audience.

The learner demonstrates The learner demonstrates the ability to be a risk-taker the ability to be a risk-taker in a growing variety of in some technical contexts technical contexts

The learner demonstrates the ability to a risk-taker in a wide variety of technical contexts

Learners are encouraged to be a risk-taker in some technical contexts.

Indicator 4.5.2

Learners demonstrate some Learners make a plan ability to make informed before beginning their decisions about the direction artwork. of their work.

Learners demonstrate some ability to make informed decisions about the direction of their work.

Indicator 4.5.3

Learners demonstrate some ability to make informed decisions about the direction of their work.

Learners demonstrate some ability to make informed decisions about the direction of their work.

Learners demonstrate some ability to make informed decisions about the direction of their work.

Learners demonstrate some ability to make informed decisions about the direction of their work and a desire to take responsibility for creative decisions.

The learner demonstrates the ability to make informed decisions about the direction of their work

The learner demonstrates the ability to make informed decisions about the direction of their work

The learner demonstrates the ability to make informed decisions about the direction of their work

Learners demonstrate some elementary knowledge and understanding that artistic investigation should be purposeful.

Learners demonstrate some elementary knowledge and understanding that artistic investigation should be purposeful.

Learners demonstrate an increasing knowledge and understanding that artistic investigation is best if it is purposeful.

The learner demonstrates knowledge and understanding that investigation should be purposeful

The learner demonstrates knowledge and understanding that investigation should be purposeful

The learner demonstrates knowledge and understanding that investigation should be purposeful

Learners begin to value experimentation and consider it a necessary part of the creative process.

The learner allows ‘accidents’ to sometimes lead working practices in new directions.

The learner demonstrates knowledge and The learner allows understanding that open‘accidents’ to sometimes mindedness in the research lead working practices in process can lead to new directions unexpected and welcome results

The learner demonstrates knowledge and understanding that openmindedness in the research process can lead to unexpected and welcome results

Indicator 4.5.4

Application Domain BCIS Standard Statement 5: Learners will demonstrate skills in researching, making, performing and presenting. Learning Outcome 5.1 Indicator 5.1.1 Learning Outcome 5.2

Learners create a growing range of artworks that express their artistic aims and take responsibility for presenting them in an interesting way to the audience.

Learners learn to solve problems during the creative process by thinking critically and imaginatively.

Indicator 4.5.1

5

The learner demonstrates knowledge and understanding that studio products are mostly derived from the research process.

Learners create a growing range of artworks that express their artistic aims and take responsibility for presenting them in an interesting and thought provoking way to the audience. They initiate reflective conversations about their work and respond to questions about their work in an appropriate and considered manner.

Indicator 4.4.2

Learning Outcome 4.5

Grade 11-12

Students will identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to create their own visual effects. See 4.3 for the principles of design and composition. The learner makes connections - visual and conceptual - and develops ideas as a result.


THE ARTS CURRICULUM Visual Arts: In the following domains students will show achievement in both individual and collaborative learning contexts. Nursery

Pre-K

K

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6-7

Grade 7-8

Grade 9-10

Grade 10-11

Indicator 5.2.1

Learners are directed to conduct research and idea development that shows an exploratory approach to visualising concepts with the aim of beginning to challenge personal boundaries.

Learners are directed to conduct research and idea development that shows an exploratory approach to visualising concepts that challenges personal boundaries.

Learners can conduct research and ideas development that shows an exploratory approach to visualising concepts that challenges their own personal boundaries.

Learners independently conduct research and ideas development that shows an exploratory approach to visualising concepts that challenges their own personal boundaries.

Indicator 5.2.2

Learners begin to learn to conduct visual research and studio practice that makes clear connections between the EoA/PoD, media, technique, style and the expressive subject matter.

Learners develop their ability to conduct visual research and studio practice that makes clear connections between the EoA/PoD, media, technique, style and the expressive subject matter.

Learners can conduct visual research and studio practice that makes clear connections between the EoA/PoD, media, technique, style and the expressive subject matter.

Learners independently conduct visual research and studio practice that makes clear connections between the EoA/PoD, media, technique, style and the expressive subject matter.

Indicator 5.2.3

Learners are directed to recognise and research artists, areas of art and/or subject matter that they are interested in exploring and/ or relating to in their own.

Learners begin to initiate recognition and research into artists, areas of art and/ or subject matter that they are interested in exploring and/or relating to in their own.

Learners can conduct academic, visual research and studio practice that expands their knowledge and understanding of artists that relate to their own work in subject matter, style, media and technique.

Learners independently conduct academic, visual research and studio practice that expands their knowledge and understanding of artists that relate to their own work in subject matter, style, media and technique.

Learning Outcome 6.1

Learners will reflect critically on their own use of materials, tools, technique, visual art language, time and other resources.

Indicator 6.1.1 MATERIALS

Learners are engaged in theoretical and practical Learners try not to waste, Learners try not to waste, Learners try not to waste, Learners try not to waste, Learners make thoughtful Learners make thoughtful Learners are conscientious Learners are conscientious processes that expands their materials and water. materials and water. materials and water. materials and water. use of materials. use of materials. regarding use of materials. regarding use of materials. understanding and use of art materials.

Learners are engaged in theoretical and practical processes that expands their understanding and use of art materials.

Learners can be engaged in visual research and studio practice that expands their understanding and use of art materials.

Learners independently engage in visual research and studio practice that expands their understanding and use of art materials.

Learners are engaged in theoretical and practical processes that expands their understanding and use of art tools.

Learners are engaged in theoretical and practical processes that expands their understanding and use of art tools.

Learners can be engaged in in visual research and studio practice that expands their understanding and use of art tools.

Learners independently engage in visual research and studio practice that expands their understanding and use of art tools.

Indicator 6.1.3 LANGUAGE

Learners are engaged in Learners learn to use Learners learn to use a c a d e m i c a n d v i s u a l Learners begin to learn L e a r n e r s l e a r n t o u s e L e a r n e r s l e a r n t o u s e L e a r n e r s l e a r n t o u s e L e a r n e r s l e a r n t o u s e L e a r n e r s l e a r n t o u s e language specific to art with language specific to art with research that expands their language specific to art. language specific to art. language specific to art. language specific to art. language specific to art. language specific to art. increasing complexity. increasing complexity. spoken and written arts vocabulary.

Learners are engaged in academic and visual research that expands their spoken and written arts vocabulary.

Learners can be engaged in academic and visual research that expands their spoken and written arts vocabulary.

Learners independently engage in academic and visual research that expands their spoken and written arts vocabulary.

Indicator 6.1.4 TIME

Learners choose to make Students begin to learn how Students begin to learn how Students begin to learn how Students begin to learn how Learners can choose to Learners can choose to Learners choose to make productive use of their time, to make productive use of to make productive use of to make productive use of to make productive use of make productive use of their make productive use of their productive and efficient use and begin to understand their time. their time. their time. their time. time. time. of their time. efficiency.

Learners can use time Learners use time management skills in the management skills in the production of academic production of academic research,visual research and research and artworks. studio work.

Learners independently use time management skills in the production of academic research,visual research and studio work.

Learning Outcome 6.2

Learners will reflect on their artwork and the artwork of others.

Indicator 6.2.1 EXPERIENCE

Learners can use the critique process and Learners use their Learners use their Learners use their Learners make comments Learners make comments Learners become an engaged Learners describe similarities Learners describe similarities informal, conversation Learners enjoy experiencing Learners enjoy experiencing about what they see in an about what they see in an and responsive audience for a knowledge and experiences knowledge, experiences and knowledge, experiences and and differences between and differences between based assessment styles to artworks. artworks. t o m a k e i n f o r m e d research to make informed research to make informed artwork. artwork. variety of art forms. artworks. artworks. discuss and judge their own interpretations of artworks. interpretations of artworks. interpretations of artworks. work. They do this with some frequency.

Learners independently use the critique process and informal, conversation based assessment styles to discuss and judge their own work. They do this with growing frequency.

Indicator 6.2.2 QUESTION

Learners as relevant and Learners wonder and ask Learners show curiosity and Learners show curiosity and L e a r n e r s i d e n t i f y f o r m a l L e a r n e r s i d e n t i f y f o r m a l i n s i g h t f u l q u e s t i o n s t o w h y o r h o w a b o u t a n ask questions about artworks. ask questions about artworks. elements of an artwork. elements of an artwork. extend their understanding artwork. of an artwork.

Learners as relevant and insightful questions to extend their understanding of an artwork.

Learners use relevant and insightful questions to extend their understanding of an artwork.

Learners can use the critique process and informal, conversation based assessment styles to discuss and judge art works by others. They do this with some frequency.

Learners independently use the critique process and informal, conversation based assessment styles to discuss and judge art works by others. They do this with growing frequency.

Indicator 6.2.3 CONNECTION

Learners make personal Learners make personal Learners make personal connections between the connections to artworks. connections to artworks. visual arts, other disciplines and daily life.

Learners will reflect on their own, and others’ creative processes to inform their thinking.

Learners reflect on their own, Learners will reflect on their and others’ creative own, and others’ creative processes to inform their processes to inform their thinking and begin to initiate thinking. discussion around this topic.

Learners reflect on their own, and others’ creative processes to inform their thinking and initiate discussion around this topic.

Learners reflect on their own, and others’ creative processes to inform their thinking and initiate discussion around this topic.

Learners reflect on their own, and others’ creative processes to inform their thinking and initiate discussion around this topic.

Grade 11-12 Learners independently initiate research and ideas development that shows an exploratory approach to visualising concepts that challenges their own personal boundaries. They teach others to do the same. Learners independently initiate visual research and studio practice that makes clear connections between the EoA/PoD, media, technique, style and the expressive subject matter. They teach others to do the same. Learners independently initiate academic, visual research and studio practice that expands their knowledge and understanding of artists that relate to their own work in subject matter, style, media and technique. They teach others to do the same.

Reflection Domain 6

BCIS Standard Statement: 6: Learners will demonstrate critical, interpretive and evaluative thinking skills through reflection to evaluate artistic development and processes.

Indicator 6.1.2 TOOLS

Learners make informed Learners recall tools, and try Learners recall tools, and try Learners recall tools, and try Learners recall tools, and try Learners recall tools, and try Learners recall tools, and try choices regarding tools, Learners use tools carefully, to use the correct tool, for to use the correct tool, for to use the correct tool, for to use the correct tool, for to use the correct tool, for to use the correct tool, for techniques and correct tool and correctly. usage. the job. the job. the job. the job. the job. the job.

Learners communicate their initial response to an artwork.

Learners communicate their initial response to an artwork.

Learners make personal connections between the Learners will identify the Learners will identify the stages of their own, and stages of their own, and visual arts, other disciplines others’ creative processes. others’ creative processes. and daily life.

Learners provide constructive criticism when responding to an artwork.

Learners provide constructive criticism when responding to an artwork.

Indicator 6.2.4 OPINION

Learners express opinions about an artwork.

Indicator 6.2.5 SELF REFLECTION

Learners Learner talk about their art in Learner talk about their art in Learner talk about their art in expressed Learners describe their own groups and they share ideas groups and they share ideas groups and they share ideas works of creations. and impressions. and impressions. and impressions. expressed others.

compare ideas through their own art with ideas in the work of

Learners use time management skills in the production of academic research and artworks.

Learners use relevant and Learners use relevant and insightful questions they are insightful questions they are given and/or have created to given to extend their extend their understanding understanding of an artwork. of an artwork.

Learners independently initiate visual research and studio practice that expands their understanding and use of art materials. They teach others to do the same. Learners independently initiate visual research and studio practice that expands their understanding and use of art tools. They teach others to do the same. Learners independently initiate academic and visual research that expands their spoken and written arts vocabulary. They teach others to do the same. Learners independently initiate and use time management skills in the production of academic research,visual research and studio work. They teach others to do the same.

Learners independently initiate and use the critique process and informal, conversation based assessment styles to discuss and judge their own work. They do this on a frequent basis and teach others to do the same. Learners independently initiate and use the critique process and informal, conversation based assessment styles to discuss and judge art works by others. They do this on a frequent basis and teach others to do the same. Learners reflect on their own, and others’ creative processes to inform their thinking and initiate discussion around this topic

They do this on a frequent basis and teach others to do the same.

Learners provide constructive criticism when responding to an artwork.

Learners reflect on the factors that influence personal reactions to artwork.

Learners reflect on the factors that influence personal reactions to artwork.

Learners formally and informally reflect on the factors that influence personal reactions to artwork.

Learners formally and informally reflect on the factors that influence personal reactions to artwork.

Learners formally and informally reflect on the factors that influence personal reactions to artwork.

Learners formally and informally reflect on the factors that influence personal reactions to artwork.

Learners formally and informally reflect on the factors that influence personal reactions to artwork. They do this on a frequent basis and teach others to do the same.

Learners expressed works of expressed others.

Learners compare and contrasts selected works of art and describe them, using appropriate vocabulary of art.

Learners compare and contrasts selected works of art and describe them, using appropriate vocabulary of art.

Learners compare and contrasts selected works of art and describe, analyse and evaluate them using appropriate art terminology.

Learners compare and contrasts selected works of art and describe, analyse, evaluate and judge them using appropriate art terminology.

Learners compare and contrasts selected works of art and describe, analyse, evaluate and judge them using appropriate art terminology.

Learners compare and contrasts selected works of art and describe, analyse, evaluate and judge them using appropriate art terminology.

Learners compare and contrasts selected works of art and describe, analyse, evaluate and judge them using appropriate art terminology. They do this on a frequent basis and teach others to do the same.

compare ideas through their own art with ideas in the work of


THE ARTS CURRICULUM Visual Arts: In the following domains students will show achievement in both individual and collaborative learning contexts. Nursery Learning Outcome 6.3

Pre-K

K

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6-7

Grade 7-8

Grade 9-10

Grade 10-11

Grade 11-12

Learners assist one another and integrate the reflections of another when evaluating and improving their creative process.

Learners will reflect on constructive criticism throughout the creative process to challenge their thinking and enact new and unusual possibilities.

Learners will reflect on constructive criticism throughout the creative process to challenge their thinking and enact new and unusual possibilities.

Learners receive, reflect on and begin to solicit feedback throughout the creative process and use it as an opportunity to grow and work through new possibilities.

Learners receive, reflect on and solicit feedback from more than one source throughout the creative process and use it as an opportunity to grow and work through new possibilities.

Learners will solicit feedback throughout the creative process and respond though written reflection and, where appropriate amended practice.

Learners will solicit feedback from a range of sources throughout the creative process. Where appropriate they will respond though written reflection and amended practice.

Learners will solicit feedback from a range of sources throughout the creative process. Where appropriate they will respond though written reflection and amended practice. They will teach others to do the same.

Learners identify elements and techniques that make artworks effective and draw on this knowledge to create their own visual effects.

Learners engage in guided written and/or verbal reflections at various stages of the art production process in order to improve the technical aspects of the art product.

Learners engage in guided written and verbal reflections at various stages of the art production process in order to improve the technical aspects of the art product.

The learner independently conducts ongoing reflection for improvement of their own artwork by expanding their technical knowledge.

The learner independently initiates ongoing reflection for improvement of their own artwork by expanding their technical knowledge.

The learner independently initiates ongoing reflection for improvement of their own artwork by expanding their technical knowledge and teaches others to do the same.

identify factors that influence personal reactions to visual texts; design visual texts with the intention of influencing the way people think and feel.

Learners engage in guided written and/or verbal reflections at various stages of the art production process in order to influence the audience in an intentional way.

Learners engage in guided written and verbal reflections at various stages of the art production process in order to influence the audience in an intentional way.

The learner independently conducts ongoing reflection for improvement of their working processes.

The learner independently initiates ongoing reflection for improvement of their working processes.

The learner independently initiates ongoing reflection for improvement of their working processes and teaches others to do the same.

Learners engage in guided written and/or verbal and/ or media-based reflections at various stages of the art production process in order to ensure they are using the most appropriate technology in the best manner possible when it is the best way to develop an idea or concept, and to engage the audience.

The learner independently conducts ongoing reflection for improvement of their use of appropriate technology.

The learner independently conducts ongoing reflection for improvement of their use of appropriate technology.

The learner independently conducts ongoing reflection for improvement of their use of appropriate technology and teaches others to do the same.

Learners engage in guided ongoing reflections in order to maximise the presentation of their art work.

Learners engage in guided ongoing reflections in order to maximise the presentation of their art work.

The learner independently conducts ongoing reflection for improvement of their presentation of art work.

The learner independently initiates ongoing reflection for improvement of their presentation of art work.

The learner independently initiates ongoing reflection for improvement of their presentation of art work and teaches others to do the same.

Learners engage in guided written and/or verbal critiques at various stages of their art production or study.

Learners engage in guided written and/or verbal critiques at various stages of their art production or study.

The learner can engage in written and verbal critique at various stages of art production or study

The learner can engage in and lead written and verbal critique at various stages of art production or study

The learner can initiate and lead written and verbal critique at various stages of art production or study

Learners recognise conceptual connections between their own artwork and that of their peers as well as professional artists.

Learners explore conceptual connections between their own artwork and that of their peers as well as professional artists.

The learner makes written and verbal associations with artists through a recognition of expressive subject matter

The learner makes written and verbal associations with artists through a recognition of expressive subject matter

The learner makes written and verbal associations with artists through a recognition of expressive subject matter

Learners demonstrate a willingness to explore multiple materials, tools and/ or techniques with the aim of committing to developing a level of skill with a limited range. Learners recall and apply information from personal experience and art experiences and begin to consider a range of possible tools and creative solutions.

Learners demonstrate a willingness to explore multiple materials, tools and/ or techniques with the aim of committing to developing an increasing level of skill with a limited range. Learners recall and apply information from personal experience and art experiences and begin to explore a range of possible tools and creative solutions.

The learner can show a commitment to addressing and overcoming technical challenges

The learner can show a commitment to addressing and overcoming technical challenges

The learner can show a commitment to addressing and overcoming technical challenges

The learner is willing to consider a range of technical options with which to address VA problems

The learner routinely considers a range of technical options with which to address VA problems

The learner routinely considers a range of technical options with which to address VA problems

Learners demonstrate a willingness to experiment with and reflect on concepts and forms of art that challenge their preconceived notions of art.

Learners demonstrate an increasing level of skill in regards to experimenting with and reflecting on concepts and forms of art that challenge their preconceived notions of art.

The learner can conceive of art work that challenges their own pre-conceived notions and those of others; shown in DWB and studio work

The learner can conceive of art work that challenges their own pre-conceived notions and those of others; shown in IWB and studio work

The learner can conceive of art work that challenges their own pre-conceived notions and those of others; shown in IWB and studio work

Learners will use feedback to inform their own artistic development.

Indicator 6.3.1 REACTION TO CRITIQUE

Learners will listen to feedback.

Learners will listen to feedback.

Learners will try something new, based on feedback.

Learning Outcome 6.4

Learners will reflect on the process of creating and presenting art works.

Learners assist one another in creation, and engage through constructive criticism.

Learners assist one another in creation, and engage through constructive criticism.

Indicator 6.4.1

Indicator 6.4.2

Create representations of experiences or stories (e.g., drawings, constructions with other materials including clay and play dough, and explain them to others.

Indicator 6.4.3

Add descriptions drawings or other visual displays to as desired to provide additional detail.

identify factors that influence personal reactions to visual texts; design visual texts with the intention of influencing the way people think and feel.

design posters and charts, using shapes, colors, symbols, layout and fonts , to achieve particular effects; explain how the desired effect is achieved

Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Create audio recordings of stories or poems; add drawings or other visual displays to stori es or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Use the internet to access relevant information; process and present information in ways that are personally meaningful.

Prepare, individually or in collaboration, visual presentations using a range of media, including computer and web-based applications.

Learners engage in guided written and/or verbal and/ or media-based reflections at various stages of the art production process in order to ensure they are using the most appropriate technology in the best manner possible when it is the best way to develop an Navigate the internet in idea or concept, and to response to verbal and engage the audience. visual prompts with confidence and familiarity and use ICT to prepare own presentations.

Select and incorporate Realize that shapes, colors, shapes, symbols and symbols and colors have images into visual meaning and include them presentations. in presentations.

Select and use suitable shapes, colors, symbols and layout for presentations.

Design posters and charts, using shapes, colors, symbols, layout and fonts, to achieve particular effects; explain how the desired effect is achieved.

Design posters and charts, using shapes, colors, symbols, layout and fonts, to achieve particular effects; explain how the desired effect is achieved.

Become aware of the use and organization of visual effects to create a particular impact, for example, dominant images show what is important in an artwork.

Observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve.

Observe and discuss the choice and composition of visual presentations and explain how they contribute to meaning and impact.

Apply knowledge of presentation techniques in original and innovative ways; explain their own ideas for achieving desired effects.

Indicator 6.4.4

Indicator 6.4.5

Indicator 6.4.6

Learning Outcome 6.5

Learners will relate to different contexts presented in visual stimulation according to their own experiences, for example, “This is a cow.”

Learners will relate to different contexts presented in visual stimulation according to their own experiences, for example, “This is a cow.”

Observe visual images and begin to appreciate, and be able to express, that they have been created to achieve particular purposes.

Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

Learners will critically evaluate their development as makers and students of the Visual Arts.

Indicator 6.5.1

Learning Outcome 6.6

The learner makes conceptual connections with other artists.

Indicator 6.6.1

Personal Engagement Domain 7

BCIS Standard Statement: 7: The learner demonstrates curiosity, self‑motivation, initiative and a willingness to take informed risks. Learning Outcome 7.1

The learner demonstrates the ability to be a risk-taker in a variety of technical contexts. [McRel] Learners will understand the characteristics and merits of one’s own work and the artwork of others.

Indicator 7.1.1

Learners demonstrate an Learners demonstrate an awareness of and preference awareness of different for different materials and materials and tools. tools.

Learners demonstrate an awareness of and preference for different materials and tools.

Learners demonstrate an awareness of and preference for different materials and tools and techniques.

Learners demonstrate a Learners demonstrate an willingness to explore and awareness of and preference preference for different for different materials and materials and tools and tools and techniques. techniques.

Learners demonstrate a willingness to explore and preference for different materials and tools and techniques.

Learners demonstrate a willingness to explore and preference for different materials and tools and techniques.

Indicator 7.1.2

Learners begin to make Learners are exposed to a connections between the variety of tools. correct use of a tool from one context to another.

Learners begin to make connections between the correct use of a tool from one context to another.

Learners make connections between the correct use of a tool from one context to another.

Learners make connections between the correct use of a tool from one context to another.

Learners recall and apply information from personal experience and art experience to choose the correct tool for the correct application.

Learners recall and apply information from personal experience and art experience to choose the correct tool for the correct application.

Learners recall and apply information from personal experience and art experience to choose the correct tool for the correct application.

Learning Outcome 7.2

The learner demonstrates the ability to be a risk-taker in a variety of conceptual contexts.

Indicator 7.2.1

Increased ability to demonstrate abstract Emerging ability to explore Developing ability to explore Developing ability to explore E s t a b l i s h i n g a b i l i t y t o thought through exploration c o n c e p t s ( s o r t i n g a n d c o n c e p t s ( s o r t i n g a n d c o n c e p t s ( s o r t i n g a n d explore concepts (sorting o f m a t e r i a l s f o r b o t h classifying colours). classifying colours). classifying colours). and classifying colours). structural and decorative means (a feather as the teeth of a Whale).

Increased ability to demonstrate abstract thought through exploration of materials for both structural and decorative means (the same paper used one way to make something strong, can be used decoratively in another way)

Increased ability to demonstrate abstract thought through exploration of materials for both structural and decorative means (using materials to create works which represent reality).

Increased ability to demonstrate abstract thought through exploration of materials for both structural and decorative means (exploring the emotion of loss, and frustration through loss of creative control).


THE ARTS CURRICULUM Visual Arts: In the following domains students will show achievement in both individual and collaborative learning contexts. Nursery

8

Pre-K

K

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6-7

Indicator 7.2.2

Learners share their work Learner shares their work Learner shares their work Learner shares their work Learner shares their work Learner shares their work with the class and wider Learner shares their work Learner shares their work Learner shares their work w i t h t h e c l a s s , a n d w i t h t h e c l a s s , a n d w i t h t h e c l a s s , a n d w i t h t h e c l a s s , a n d w i t h t h e c l a s s , a n d school community and show with the class. with the class. with the class. c o m m e n t s o n t h e i r c o m m e n t s o n t h e i r c o m m e n t s o n t h e i r c o m m e n t s o n t h e i r c o m m e n t s o n t h e i r the creative process through intentions. intentions. intentions. intentions. intentions. an art report and artist’s statement.

Learning Outcome 7.3

The learner demonstrates the ability to be principled in all aspects of art study and production. /The learner demonstrates curiosity, commitment, self‑motivation and initiative in all aspects of art study and production.

Indicator 7.3.1

Learners develop and create Learner uses their own Learner uses their own Learner uses their own Learner creates artwork Learner creates artwork Learner creates artwork Learner creates artwork Learner creates artwork unique artwork from their experiences and imagination experiences and imagination experiences and imagination using their own ideas and using their own ideas and using their own ideas and using their own ideas and using their own ideas and own and/or other’s ideas to inform their art making. to inform their art making. to inform their art making. acknowledges influences. acknowledges influences. acknowledges influences. acknowledges influences. acknowledges influences. and acknowledge all influences.

Indicator 7.3.2

Learners are responsible and Learner willingly takes on Learner willingly takes on Learners recall previous Learners recall previous Learner learns how to help Learner learns how to help caring; they are completely their fair share of clean up their fair share of clean up lessons, and take initiative lessons, and take initiative during clean up time. during clean up time. independent during clean up time. time. during clean up time. during clean up time. time.

Learners are responsible and caring; they are completely independent during clean up time.

Learners are responsible and developing independence when it comes to generating ideas and seeking solutions. They are independent during set up and clean up.

Grade 7-8

Grade 9-10

Grade 10-11

Learners share their work with the class and wider school community and show the creative process through an art report and artist’s statement.

The learner is aware of their own personal boundaries and is willing to address them; shown in DWB and studio work

The learner is aware of their own personal boundaries and is willing to address them; shown in IWB and studio work

Learners develop and create unique artwork from their own and/or other’s ideas and acknowledge all influences. Learners are responsible and developing increasing independence when it comes to generating ideas and seeking solutions. They are independent during set up and clean up.

Grade 11-12 The learner is aware of their own personal boundaries and is willing to address them; shown in IWB and studio work

Learners initiate Learners initiate new areas of academic Learners initiate new areas o f a c a d e m i c r e s e a r c h (practical) and of academic study (practical) and share with others beyond others context

new areas research share with the school

Learners initiate new areas Learners initiate new areas Learners initiate new areas of visual research (practical) of visual research (practical) of visual research (practical) and share with others and share with others beyond the school context

Personal Engagement Domain (Learner Profile Attributes) BCIS Standard Statement: 8: The learner demonstrates the ability to support, encourage and work with their peers in a positive way. [McRel] Learners will understand the characteristics and merits of one’s own work and the artwork of others. Learning Outcome 8.1

The learner demonstrates actions of a principled and caring member of the art room.

Indicator 8.1.1

Learner will work in groups Learner will work in groups Learner will work in groups Learner will work in groups Learning to share space, Learner will work in groups Learner will work in groups Learner will work in groups to communicate and to create artworks to to create a large scale to create a large scale tools and materials to create an artwork. to create a large artwork to create a large artwork collaborate on a large illustrate a story. public artwork public artwork project.

Indicator 8.1.2

Learners work collaboratively in groups of various sizes and begin to take responsibility for individual and group components. Students learn to maintain Students learn to maintain Students learn to maintain Students learn to maintain Students learn to maintain Students learn to maintain Students learn to maintain Students learn to maintain Students learn to maintain and share studio space, and share studio space. and share studio space. and share studio space. and share studio space. and share studio space. and share studio space. and share studio space. and share studio space. equipment and materials.

Learning Outcome 8.2

The Learner demonstrates they are receptive to the value of working individually and collaboratively to create art. Learners work independently and participate in collaborative groups of various sizes at times, taking on various roles within the group. Students recognize their own responsibility for safety of themselves and others within the studio environment and begin to teach others to do the same.

The learner completes teacher-led academic research that feeds into their personal art work production.

The learner completes teacher-led academic research and begins to initiate independent research that feeds into their personal art work production.

Learners engage in Learner will comment on a Learner will comment on a discussion around their own, variety of art works from variety of art works from peers and other artworks different cultures and different cultures and from a variety of genres, recognise differences. recognise differences. cultures and times. Learners view, describe, analyse and judge personal Learner will look at a variety Learner will look at a variety Learner will look at a variety Learner will look at a variety Learner will look at a variety Learner will look at a variety Learner will look at a variety and public artworks. They Learner will look at a variety of public art works and of public art works and of public art works and of public art works and of public art works and of public art works and of public art works and compare and contrast and of public art works. r e c o g n i s e a r t i n o u r r e c o g n i s e a r t i n o u r r e c o g n i s e p a i n t i n g a n d r e c o g n i s e p a i n t i n g a n d r e c o g n i s e p a i n t i n g a n d r e c o g n i s e d i f f e r e n c e r e c o g n i s e d i f f e r e n c e begin to make choices about environment. environment. sculpture. drawing and sculpture. drawing and sculpture. between 2D and 3D between 2D and 3D. which methods they would prefer to use to reflect on and analyse art.

Learners engage in discussion around their own, peers and other artworks from a variety of genres, cultures and times. Learners view, describe, analyse and judge personal and public artworks. They compare and contrast and make effective choices about which methods they would prefer to use to reflect on and analyse art.

Indicator 8.2.1

Learners participate in collaborative groups of various sizes, taking on various roles within the group.

Learners participate in collaborative groups of various sizes, taking on various roles within the group.

Indicator 8.2.2

Students recognize their Students learn how to take Students learn how to take Students learn how to Students learn how to own responsibility for safety Students learn basic safety Students learn basic safety responsibility for their own responsibility for their own maintain a safe studio maintain a safe studio of themselves and others rules of the art room. rules of the art room. and others’ safety in the and others’ safety in the environment. environment. within the studio studio environment. studio environment. environment.

Students recognize their own responsibility for safety of themselves and others within the studio environment.

Learning Outcome 8.3

The learner initiates purposeful independent research into Visual Art from different social, cultural, historical and political contexts.

Learners participate in groups of various sizes in a collaborative manner.

Learners participate in collaborative groups of various sizes, taking on various roles within the group.

Not applicable to PYP.

Learners consistently contribute to safe practice, organisation and care of equipment and materials.

Learners initiate ways to Learners initiate ways to improve safety, organisation improve safety, organisation and care of equipment and and care of equipment and materials and teach others materials. to do the same

Students maintain and share Students maintain and share Students maintain, share Students maintain, share studio space, equipment and studio space, equipment and develop studio space, and develop studio space, materials. and materials. equipment and materials. equipment and materials.

Learners work independently and participate in collaborative groups of various sizes at times, taking on various roles within the group. Students recognize their own responsibility for safety of themselves and others within the studio environment and begin to teach others to do the same.

L e a r n e r s p a r t i c i p a t e L e a r n e r s p a r t i c i p a t e i n L e a r n e r s p a r t i c i p a t e i n Learners participate in individually, and in whole individual and collaborative individual and collaborative groups of various sizes in a group collaborations. creative experiences. creative experiences. collaborative manner.

Indicator 8.3.1

Learners work collaboratively in groups of various sizes and take responsibility for individual and group components.

As well as working independently, learners participate in collaborative work, taking on various roles within groups.

As well as working independently, learners participate in collaborative work, taking on various roles within groups.

As well as working independently, learners participate in collaborative work, taking on various roles within groups.

Students recognize their own responsibility for safety of themselves and others within the studio environment and teach others to do the same

Students recognize their own responsibility for safety of themselves and others within the studio environment and teach others to do the same

Students recognize their own responsibility for safety of themselves and others within the studio environment and teach others to do the same

The learner completes independent academic research that feeds into their personal art work production

The learner completes independent academic research that feeds into their personal art work production

The learner completes independent academic research that feeds into their personal art work production

Analyses and compares thoughtfully art from different cultures and times, and considers it carefully for its function and significance.

Analyses and compares thoughtfully art from different cultures and times, and considers it carefully for its function and significance.

Analyses and compares thoughtfully art from different cultures and times, and considers it carefully for its function and significance.

Learners can present analysis with confidence in written, verbal and recorded media using traditional and contemporary methods

Learners can present analysis with confidence in written, verbal and recorded media using traditional and contemporary methods

Learners can present analysis with confidence in written, verbal and recorded media using traditional and contemporary methods

Personal Engagement Domain 9

BCIS Standard Statement: 9:The learner will demonstrate the ability to be receptive and respond to art practices and artworks from various cultures, including their own. Learning Outcome 9.1

Indicator 9.1.1

Indicator 9.1.2

The learner demonstrates the ability to be receptive to art practices and artworks from various cultures. Learner will look at a variety Learner will be exposed to a Learner will be exposed to a Learner will be exposed to a of art works from different variety of art works from a variety of art works from a variety of art works from a cultures and describe variety of cultures. variety of cultures. variety of cultures and times. perceptions.

Learner will look at a variety Learner will look at a variety of art works from different of art works and recognise cultures and describe different elements. perceptions.


Visual Arts Curriculum