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Course Profile
Visual Arts, Grade 11, Open, Catholic and Public
Course Overview
Course
Profiles are professional development materials designed to help teachers
implement the new Grade 11 secondary school curriculum. These materials were
created by writing partnerships of school boards and subject associations. The
development of these resources was funded by the Ontario Ministry of Education.
This document reflects the views of the developers and not necessarily those of
the Ministry. Permission is given to reproduce these materials for any purpose
except profit. Teachers are also encouraged to amend, revise, edit, cut, paste,
and otherwise adapt this material for educational purposes.
Any
references in this document to particular commercial resources, learning
materials, equipment, or technology reflect only the opinions of the writers of
this sample Course Profile, and do not reflect any official endorsement by the
Ministry of Education or by the Partnership of School Boards that supported the
production of the document.
© Queen’s
Printer for Ontario, 2001
Public
and Catholic District School Board Writing Teams – Visual Arts
Lead
Boards
Catholic District School Board of Eastern Ontario
Upper Canada District School Board
Project
Managers
Jennifer Perkin, Catholic DSB of Eastern Ontario
Dorothy Stewart, Upper Canada DSB
Writers
Jane Wharton (Lead Writer), Ottawa-Carleton Catholic District School Board
Mary Major, Ottawa-Carleton Catholic District School Board
Lori Chartrand, Catholic District School Board of Eastern Ontario
BJ Reid, Upper Canada District School Board
Rhonda Johnson, Upper Canada District School Board
Internal
Review Team
Cyrel Troster, The York Region Board of Education
Susan Jones, The Durham District School Board
Religious
Ed. Reviewer
Margaret Shea-Lawrence, Catholic DSB of Eastern Ontario
Course Overview
Visual Arts, Grade 11, Open, AVI3O
Course
Developers
Lead Writer: Jane Wharton
Writers: Lori Chartrand, Rhonda Johnson, Mary Major, B.J. Reid
The
open course in Grade 11 allows students to broaden their knowledge and skills
in the visual arts. It reflects their interests while providing students with a
broad educational base and equipping them for an active and rewarding
participation in the visual arts. This course is appropriate for all students
regardless of post-secondary destination. It is not designed with the specific
requirements of universities, colleges or the workplace in mind.
This
course focuses on art forms in one or more of the visual arts. Students create
artworks that explore a range of subject matter, and evaluate artworks
providing grounds for their aesthetic judgements. In this course students are
encouraged to produce a body of creative work that represents a progressive
record of studio development in both technique and expression. They express
ideas and feelings in personal imagery while analysing their work and the works
of others. This course is recommended for students who wish to further their
enjoyment of the visual arts and who also might like to develop skills that
relate strongly to the work place, such as creative problem solving, expressing
human compassion and insight, visual thinking, and the ability to create and
“read” and interpret visual images.
Students
examine historical and cultural contexts of Western art (including Canadian
art) and art from various world cultures to support their study of specific
media.
The
students will develop the knowledge and skills required in this course while
maintaining in all their expressions a commitment to the development of values,
attitudes, and actions. Through the integration of the Catholic Graduate
Expectations it is our vision that the student strives to become a reflective,
creative and holistic thinker. In the theory, creation, and analysis of the
visual arts, students are encouraged to achieve excellence, originality, and
integrity in their own work and to value and respect those qualities in the
work of others. In all our actions and expressions God calls each of us
creatively and lovingly into the wonder of life throughout the human journey.
Specific
considerations for planning and implementation of this course are:
·
Access
to a wide variety of visual and technical resources to support the curriculum
is important.
·
Teachers
should adapt this profile in response to student and community resources,
supplies available and limitations.
·
Health
and safety in the classroom must be a priority when dealing with materials,
equipment and routines. Proper ventilation and eye-wash stations are essential
when using materials that pose potential health and safety concerns as well as
strict adherence to other information regarding safe storage, handling, and
disposal of toxic substances from the Workplace Hazardous Materials Information
System (WHMIS) safety sheets.
·
Portfolio
assessment is an important student assessment tool for visual arts.
·
Students
should keep a sketchbook/resource journal to document and evaluate their
creative process and studio development in both technique and expression as
well as to aid them in the development of their final portfolios.
·
When
using the career cruising website (careercruising.com), access to an updated
version of Internet Explorer or Netscape Navigator is essential.
All units
relate to the various aspects of human expression, developing from the self,
through progressive stages to the community; culminating with a portfolio
presentation which connects historical reference, research and comparison to a
personal studio interpretation.
|
* Unit 1 |
Self-Expression |
22
hours |
|
* Unit 2 |
Body
Language |
22
hours |
|
Unit 3 |
Life
Expression |
22
hours |
|
Unit 4 |
Community
Showcase |
22
hours |
|
Unit 5 |
Expression
with Perspective |
22
hours |
* These
units are fully developed in this Course Profile.
Unit
Description
The
expectations that represent the three strands of theory, creation and analysis
related to the study of self-expression in visual art were integrated to form
this unit. In this introductory unit, students will explore and reflect upon
self-expression through self-portraiture. (It should be noted that sensitivity
should be used in approaching this subject matter with students from certain
cultures and religions.) Students will analyse the development of
self-portraiture through history and apply this knowledge to their own
creation. A review of basic drawing techniques, the elements and principles of
design and the frontal portrait are integral to the completion of the studio
projects. The emphasis is on the process of selecting design elements and
principles to express a message rather than create a product.
|
Act. |
Expectations |
Assessment |
Focus |
|
1 |
THV.01;
CR2.01; CR1.03; CGE4a |
C |
Introduction,
contour drawings using mirrors |
|
2 |
TH1.03;
CR1.02; CR1.04; CGE3c;
CGE5e |
K/U; T/I; C; A |
Elements
and Principles of Design as a means of expression |
|
3 |
THV.02;
TH2.03; AN2.01; AN2.02; CGE5b;
CGE7g |
K/U; T/I |
Historical
survey of self portraits, art critique and discussion |
|
4 |
CR2.01;
CR2.02; CRV.01; CR1.02; CR2.05; CGE4a;
CGE5e; CGE7f |
A |
Colossal
portraits, painting without brushes |
|
5 |
TH1.01;
CRV.02; CR1.01; CR3.02; CR2.01; AN1.05; AN1.06; AN2.01; CGE3c;
CGE4a; CGE7i |
T/I; C; A |
Self
portraiture with design |
K/U =
Knowledge/Understanding C =
Communication
T/I =
Thinking/Inquiry A
= Application
Unit
Description
Students
will observe how the human figure has an expressive body language that can be
illustrated in their art. The human figure as portrayed in the media will be
examined as well as an historical survey of the human figure in art. (It should
be noted that sensitivity should be used in approaching this subject matter
with students from certain cultures and religions for which representation of
the human body is forbidden. Also, sensitivity to body image issues and
different cultural ideals of beauty is important.) Instruction will be given on
the study of anatomy and proportion. A series of expressive drawings (gesture
and contour) will be completed with the intent of capturing the subject’s body
language to show expression or the interaction between figures. These expressive
drawings will be a starting point for a studio project in which students create
a figure painting done in watercolour with resist. The students choose one of
their figure drawings and draw a contour outline of the figure on watercolour
paper. Resist is applied carefully over this outline and watercolour paint is
used for the remaining background and interior areas. Colours and techniques
that are chosen for this studio project will be symbolic of the expression/mood
that the student observed in the original figure studies.
This
is a very “studio-based” approach to problem solving. Approaches to
“expressiveness” can consider context, message and how this is communicated.
|
Act. |
Expectations |
Assessment |
Focus |
|
1 |
THV.01;
AN1.01; AN2.02; CR2.02; CGE2a; CGE2c; CGE3c |
C |
Observing
the human figure through contemporary images (pop culture) |
|
2 |
CR1.03;
CRV.01; CRV.02; CGE2c; CGE4a |
C; A |
Human
anatomy and proportion; Expressive figure drawings |
|
3 |
THV.02;
TH2.03; CGE5d; CGE7f; CGE7g |
K/U |
Historical
survey of human body |
|
4 |
CR1.04;
CR2.05; CR3.01; ANV.01; CRV.01; CGE3c; CGE5g; CGE7i |
C; A |
Expressive
figure painting using watercolour with resist |
Unit
Description
The
Life Expressions unit is designed to provide students with an opportunity to
explore various art-related career paths while concurrently exploring the
skills of a writer/illustrator of children’s picture books. Personal interest
surveys, post-secondary and career research activities offer students a chance
to explore personal future goals and present their findings in both a
conventional and a creative manner. Based on their individual research and
chosen career, students will submit a one-page report to class members to cover
the areas listed on the activity sheet in Overview: Appendix A.
The
studio portion of this topic requires a teacher-directed appreciation,
analysis, and discussion of children’s books and illustrators; also of basic
book binding techniques and book styles (i.e., pop-up art, zigzag books, ‘flap’
books). The students will research their chosen career then write a 300-to 400-
word story with a child as the intended audience; plan a storyboard and create
a mock-up complete with illustrations that expresses their basic findings on
their chosen career in the style of a children’s picture book.
The student’s oral presentation will involve an
explanation of their findings in the report along with a reading/showing of the
picture book to their classmates. An extension to this could be to have
students present this to a class in a neighbouring elementary school.
Use
of current presentation technologies is encouraged (e.g., CD. presentation,
slide, multi-media) and students are advised to conference with the teacher
throughout the preparation of the project.
|
Act. |
Expectations |
Assessment |
Focus |
|
1 |
AN3.01;
AN3.03; CGE1g; CGE4e;
CGE4g; CGE5h |
K/U |
Personal
interest survey and research of an art related career. (see Overview:
Appendix A) |
|
2 |
AN2.03;
TH2.03; CGE5b; CGE5e |
T/I; C |
Appreciation
and analysis of children’s picture books |
|
3 |
CR1.01;
CR1.03; CR2.02; CR2.03; CGE2b;
CGE5c; CGE5g |
A |
Bookbinding
techniques; writing and illustrating a child’s picture book on the chosen
career. |
|
4 |
AN3.02;
ANV.04; CGE2c;
CGE3b; CGE5e |
C |
Oral
Presentation of career research and children’s book |
Unit
Description
Expression
as an overriding focus involves both the creation process of artwork and the
organization and presentation of this work. Students have the opportunity to
act as curator for their own mini-exhibit on a chosen issue or idea. They will
learn about the roles of curators of art galleries as they personally get to
enact these duties in creating a collection for viewing.
Students
will begin with exercises on grouping works, and discover there are many ways
to do this grouping and realize, while studying historical works, that this may
be how a curator will decide to display a show. As a preparatory exercise, they
will then group a collection of three to five of their own personal photographs
(or photocopies of them). They may choose a specific idea, issue, event, etc.
around which to group their collection. They will then create a
scrapbook/memory-book page of these photographs. If the technology is
available, students may use digital cameras to create photographs on a theme.
They will create a composition that has unity on a single theme (e.g.,
friendship, love, family, personal heritage or celebrations, joy, vacation,
pets, etc.) and integrates graphic elements (borders, drawings to enhance and
complement the photographs, lettering, collage,...) and words to complement and
enhance their photographic display.
Students
will then make critical decisions in choosing and grouping existing artwork
from their own working portfolios and present a display of three works on a
single theme to their ‘community.’ Community could be defined as their
classroom, the art classes, the student body, or the outside community. Each
student would be responsible for an area of a display case, a table, or a desk
in setting up his/her work. They will be responsible for ‘curating’ their own
mini-exhibits, and all that that entails from planning stages to completion.
Effective poster design will be discussed as students create a poster to
advertise their own showcase.
|
Act. |
Expectations |
Assessment |
Focus |
|
1 |
AN2.04; TH1.03; TH2.01; ANV.03; CGE2c; CGE3c; CGE5a; CGE5f |
T/I; C |
Grouping exercise of items, art history
cards, or reproductions with oral explanation. |
|
2 |
CRV.01; CR1.02; CR1.03; CR2.03; CGE5b; CGE5g |
K/U; C; A |
Creating a memory book page of 3-5 personal
photographs on a single theme to combine graphics, composition,
presentation/layout, collage, lettering. |
|
3 |
AN1.02;
AN1.03; AN2.04; CR3.02; ANV.01; ANV.04; CRV.03; CRV.04; CR1.01; CR3.02;
CR3.03; CGE4a;
CGE4f; CGE5b; CGE5d; CGE5g |
T/I; C; A |
Curating
own exhibit of 3 personal artworks on a theme; to include display, artistic
statement and artist information from planning stages through to completion
and showcase. |
|
4 |
TH2.01;
TH2.02; CR2.02; CR2.03; CGE7I;
CGE3c; CGE4f |
K/U; T/I; C; A |
Effective
poster design (choice of media) to advertise their exhibits. Link to
Toulouse-Lautrec. |
|
5 |
ANV.01;
AN2.03; CGE5b;
CGE7f; CGE3c |
T/I |
Looking
back: reflection; self and peer assessment of the showcase experience. |
Unit
Description
Students
use art production and reflection to consolidate student learning from the
previous units. The culminating studio work for this unit requires students to
apply and further develop the concepts of this course while applying creative
problem solving. In preparation for the studio project, students compare
aspects of their own creative works to similar aspects of contemporary and
historical works of art. This may be artwork created on a similar topic, style,
medium, or an artist who provides them with inspiration. Based on these
observations and individual consultation with the teacher, students choose the
techniques or style of an artist they have studied and adapt them to create a
studio project. This unique work may include an improvisation of an artist’s
work with a creative adaptation such as: a time shift (change costumes,
buildings, mode of transportation…); a media shift (a painting or other 2-D
work interpreted as a sculpture or 3-D work, etc…); a context shift (change in
locale); or a style shift (from realism to Cubism, etc…). This work combines
their own self-expression with that of an artist whom they admire and who
inspires them in their own artistic development.
Through
a portfolio interview students evaluate and explain their creative process and
artistic development throughout the course.
This
unit is the summative evaluation of student achievement representing 30% of the
final mark.
|
Act. |
Expectations |
Assessment |
Focus |
|
1 |
THV.01;
TH2.01; CRV.03; CRV.04; CR3.03; AN1.02; CGE5g |
|
Review
of Key Concepts/Portfolio Preparation |
|
2 |
THV.01; TH1.02; TH2.01; ANV.02; AN1.04;
AN3.01; CR2.04; CGE3c; CGE5e |
K/U; C; A |
Creating art inspired by historic art styles
and techniques. The problem solving involves the student making a creative
adaptation to an existing artwork such as: a time shift (change costumes,
buildings, mode of transportation…); a media shift (a painting or other 2D
work interpreted as a sculpture or 3-D work, etc…); a context shift (change
in locale); or a style shift (from Realism to Cubism, etc…). |
|
3 |
THV.01;
ANV.04; ANV.02; AN1.04; AN3.01; CRV.04; CR3.03; CGE2c;
CGE5g; CGE5h |
K/U; T/I; C |
Portfolio
Interview |
·
brainstorming;
·
classifying;
·
community
involvement;
·
computer-assisted
learning;
·
conferencing;
·
discussion;
·
refinement
and preparation of work for formal display;
·
exploration,
experimentation with a variety of materials and techniques;
·
field
trips;
·
guided
writing;
·
homework;
skills practice;
·
inquiry;
·
interview;
·
journal
writing (reflection);
·
lecture;
·
model
making;
·
oral
explanation;
·
peer
practice; peer teaching;
·
presentation,
ongoing: oral, visual and written;
·
problem
posing;
·
research;
·
visualization
Assessment
and evaluation is based on the provincial curriculum expectations and the
Achievement Levels outlined in the Curriculum Policy Document. Its primary
purpose is to improve student learning by allowing the teacher to provide
descriptive feedback to students and suggesting strategies for improvement.
Units 1-4 comprise 70% of the course evaluation. Unit 5 addresses the final
evaluation activities worth a total of 30% of the student’s final mark.
The
assessment plan will include:
·
tests;
quizzes
·
written
and oral critiques
·
research
project assigned artwork
·
marking
schemes;
·
drawing
journal;
·
assigned
artwork;
·
self/peer
assessments
·
student-teacher
conferences;
·
student
art showcase
·
ongoing
verbal feedback;
·
reflections
·
rubrics
·
final
Evaluation
·
formal
presentations
·
culminating
task
·
final
presentation portfolio
Individuals
learn in different ways and at different rates. Teachers must be familiar with
Individual Education Plan’s (IEPs) for any identified exceptional student in
order to effectively modify the curriculum for students with special needs and
to make the visual arts classroom an inviting learning environment for all.
Teachers should be aware of students that require modification to the mandated
expectations for this course. Ontario Secondary Schools (p. 24) allows teachers
to modify the learning expectations for exceptional students in order to
support the contents of the student’s IEP. This applies also to students who
have not been identified as exceptional but are receiving special education
programs and services.
The
Special Education Companion, Ontario Ministry of Education and Training, 1999, to be found in the Ontario
Curriculum Unit Planner, outlines learning accommodations for students who have
or display any of the following: behaviour/emotional disorder, deaf and hard of
hearing, blind and low vision, learning disabilities, autism and pervasive
developmental disorder, developmental disability, deafblind, physical
disability, as well as giftedness.
Although
teachers should refer to the student’s IEP for modifications specific to each
need; some general approaches are listed below:
·
working
with a partner, peer helper;
·
ongoing
feedback;
·
use
of computers, Internet;
·
compacting
of units;
·
additional
time to complete assignments that might otherwise be completed in class and/or
reduce the quantity of the assignment;
·
provide
opportunities for use of technology in organizing and presenting information,
such as power point or presentations type software;
·
use
of scribe/translator;
·
allow
opportunities for alternatives to writing (e.g., graphic representations, media
presentation, timelines, collages);
·
use
of specialized tools, materials;
·
modifications
of expectations, Individual Education Plan (IEP);
·
offering
alternate assignments;
·
oral
testing;
·
build
in opportunities for frequent progress checks with peer or teacher.
·
Adaptive
aids when needed. Occupational Therapists can offer advice for specific
requirements.
·
The
Special Needs Opportunity Window
(http://snow.utoronto.ca) web site includes information about modifying
and accommodating activities for students with special needs. It also provides
opportunities for educators post questions about special education.
·
The
Learning Disabilities Association of Ontario (www.1dao.on.ca) web site is
useful for teachers who wish to further their knowledge about learning
disabilities.
·
The Curriculum Unit Planner (September 1999, The Ministry of Education) contains useful special
education information in the Teacher Companions section of the document. This
is available in CD-ROM format.
·
The
Ministry of Education provides a variety of special education information,
including accommodations, on its web site (www.edu.gov.on.ca
·
A
videotaped program from TVO: The Learning Zone: Ministry of Education
Assessment, Program4: Accommodating Student Special Needs.
Note:
The URLs for the
websites have been verified by the writer prior to publication. Given the
frequency with which these designations change, teachers should always verify
the websites prior to assigning them for student use.
artlex.com
is a reference website that students and teachers may use to acquire background
information on a wide range of art topics.
Art
of the Western World. (videos)
Beckett,
Wendy. 1000 Masterpieces of Western Art. Willowdale: Firefly Books Ltd.,
1999.
Brommer,
G. and J. Gatto. Careers in Art. An Illustrated Guide.
ISBN 0871923777
Hamm,
Jack. Drawing the Head and Figure.
ISBN 0-399-50791-4
Hume,
Helen D. Art Teacher’s Book of Lists.
ISBN 0-13-517756-1
Janson,
H.W. and Anthony F. Janson. History of Art.
1997. ISBN 0-8109-3442-6
Perard,
V. and R. Hagman. Drawing People.
ISBN 0-399-51385-X
Martin,
Judy. Sketching School.
ISBN 0-89577-405-4
Mittler,
Gene and Rosalind Ragans. Understanding Art (Teacher’s Wraparound
Edition).
Rodriquez, Susan. The Special Artist’s
Handbook: Art Activities and Adaptive Aids for Handicapped Students.
Smith,
Annie. Getting into Art History. Wolfenden Publishers, 1996. ISBN
0969695306
Stowell,
Charlotte. Making Books.
This
Open level visual arts course profile is written to meet the requirements of
the Ontario Secondary School Policies as outlined in Ontario Secondary
Schools, Grades 9-12, Program and Diploma Requirements, 1999 (OSS) policy
document as well as the Ontario Catholic School Graduate Expectations as
outlined in Educating the Soul, Writing Curriculum for Catholic Secondary
Schools, 1998. Career units complement the goals of the Annual Education
Plan (AEP) as outlined in the Choices into Action, Guidance and Career
Education Program Policy for
The
units address the intended learning expectations from The
Name
___________________________________________
Complete
a personal interest survey either on the computer or manually through the
exercises given to you by your teacher. Websites may include bridges.com and
careercruising.com.
Choose
one art-related career and discuss this with your teacher. You are to research
your chosen career and provide an informative one-page report that answers the
questions below:
·
State
and describe your chosen career.
·
What
training is required?
·
What
schools offer the post-secondary training and where are they? (Include one
American and one Canadian out-of-province institution as well as some schools
in
·
What
are the entrance requirements?
·
What
are the costs of the program annually? …to complete the course?
·
How
long is the program?
·
What
is the job market like for this career? (Where will you have to go to get a job
in your field and what is the job demand?)
·
What
kind of money can you make, both at the start and in the future?
You
are to format your information neatly onto a single sheet and give it to your
teacher for duplication for your presentation.
Due Date:
Coded Expectations, Visual Arts, Grade 11, Open, AVI3O
THV.01 · use appropriate visual arts
terminology to describe art concepts, principles, styles, content, materials,
and techniques;
THV.02 · demonstrate an understanding of
art of the Western world, including
Visual
Arts Literacy
TH1.01 – explain how the application of
the elements and principles of design supports the concepts and ideas expressed
in their creative work;
TH1.02 – identify and describe materials,
techniques, and stylistic qualities in works studied that they could use or
incorporate when creating their own works;
TH1.03 – use appropriate terminology in
their oral and written work.
Art
History and Culture
TH2.01 – demonstrate an understanding of
various aspects of selected works in Western and non-Western art, applied
design, and crafts, both historical and contemporary, that have particular
relevance for their own studio focus and interests;
TH2.02 – describe examples of applied art
from a variety of cultures that have been influenced by new techniques and
materials;
TH2.03 – identify style, content, and technique in
the art works studied, and speculate on each artist’s intent.
CRV.01 · produce art works using a variety
of materials, tools, processes, and technologies safely and in ways that are
appropriate to the content of their work;
CRV.02 · produce a body of creative work
that represents a progressive record of their studio development in both
technique and expression;
CRV.03 · describe their art activities,
using specialized terminology;
CRV.04 · document and evaluate their
creative process and art works, using portfolios.
Perceiving
and Planning
CR1.01 – use varied and extensive research
in the preparation stage of studio work;
CR1.02 – select elements and principles of
design that best express their ideas and feelings;
CR1.03 – use personal imagery that relates
to the themes and issues explored in their work;
CR1.04 – analyse works of art that use the
media and processes they wish to explore in their own work.
Experimenting
and Producing
CR2.01 – demonstrate skill in both
representational and expressive drawing;
CR2.02 – demonstrate an in-depth
understanding of one or more of the following: painting, printmaking,
sculpture, photography, and art work produced using new technologies;
CR2.03 – produce fine art, applied design,
or craft works that explore specific themes or issues, using appropriate
subject matter, techniques, and designs;
CR2.04 – adapt the techniques and styles
used in historical works of art studied (e.g., frescoes, mosaics) and apply
them in personal studio projects;
CR2.05 – use materials, equipment, and
processes safely when producing art works.
Reviewing
and Evaluating
CR3.01 – use precise and appropriate
terminology for materials and processes;
CR3.02 – document their creative process
by including in their portfolios evidence of the research and resources they
used, as well as their rough sketches, plans, revisions, and final art works;
CR3.03 – identify the most appropriate
works to include in their presentation portfolios.
ANV.01 · evaluate their own art works and
those of others, demonstrating an understanding of the process of critical
analysis and providing grounds for their aesthetic judgements;
ANV.02 · describe various historical and
contemporary influences on their work;
ANV.03 · analyse ways in which cultural
institutions shape our perception and understanding of art;
ANV.04 · describe postsecondary educational
and career opportunities in the arts.
Critical
Process
AN1.01 – evaluate works of art orally and
in writing, following standard procedures in critical analysis (e.g., consider
their initial reaction; describe the works using appropriate terminology;
analyse and interpret the works; evaluate the effectiveness of the work);
AN1.02 – use appropriate terminology to
describe the style, history, and artist-related information associated with
specific works of art;
AN1.03 – explain the effect of social,
political, economic, and other influences, including their personal beliefs and
experiences, on their own art works;
AN1.04 – compare aspects of their own
creative works, including themes, with similar aspects of contemporary and
historical works of art;
AN1.05 – explain the significance of the
symbolic and conceptual aspects of their works;
AN1.06 – explain the decisions and
strategies used to communicate particular meanings in their art works.
Aesthetics
AN2.01 – explain how representational elements and
the formal organization of visual content are used in both the creation and the
evaluation of art works;
AN2.02 – explain how moods, feelings, and
ideas are used in both the creation and the evaluation of art works;
AN2.03 – explain how aspects of specific
works of art make them visually dynamic and thought provoking;
AN2.04 – analyse the impact of galleries
and museums on the way in which we view and experience art works, focusing on
social and political issues (e.g., the means by which collections have been
created; the allotment of exhibition space; the ways in which various cultures
are represented in collections).
Personal
Development and Career Preparation
AN3.01 – describe how the study of visual
arts has affected their personal development;
AN3.02 – describe arts programs in various
postsecondary institutions;
AN3.03 – identify requirements for careers
in visual arts and in fields related to visual arts that particularly interest
them, through an analysis of various career possibilities.
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates
in the sacramental life of the church and demonstrates an understanding
of the centrality of the Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work which contributes to the
common good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -accepts
accountability for one’s own actions;
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes
to the common good.
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