Course Profile Visual
Art, Grade 9 open, Catholic
Unit 2
Course Profiles are professional development materials designed to help teachers implement the new Grade 9 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 these materials for educational purposes.
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© Queen's Printer for Ontario
Lead Board
Wellington Catholic District School Board/Toronto Catholic District School Board
Don Drone, Ann Perron, Project Managers
Course Profile Writing Team
Ann Perron, (lead writer) Toronto Catholic District School Board
Darlyn Burroughs, Brant Catholic District School Board
Kitty Strite-Gatto, Waterloo Catholic District School Board
Mary Humphries, Wellington Catholic District School Board
Anne Schnurr, Wellington Catholic District School Board
Nancy Valerio, Toronto Catholic District School Board
Gloria Yeo, Sault Ste. Marie Catholic District School Board
Anapaula DaCosta, Publications Department, Toronto Catholic District School Board
The developers are appreciative of the suggestions and comments from teachers who worked through The Ontario Curriculum Clearinghouse and the teachers who provided input through internal review process. The writing team also is appreciative of the many individuals from our respective school boards who provided support that allowed us to meet our objectives.
We also appreciate the leadership and the central role the following organizations played in the co-ordination of Catholic Profiles for Catholic teachers in Ontario:
Catholic Curriculum Cooperative of Central Ontario (CCCC)
and the
Institute for Catholic Education (ICE)
Unit 2: Painting: Learning The Language Of Colour
Activity 1˝Activity 2˝Activity 3˝Activity 4˝Activity 5˝Activity 6
Development
Date: June 1999
Students are challenged
to explore colour theory and painting techniques. They begin to understand how
artists use colour to effectively communicate ideas. Students respond to a
variety of issues (e.g., social, ecological, personal) through their own
artwork and through reflection on historical and contemporary art. Students
understand and apply their knowledge of colour theory to effectively
communicate their own ideas through tempera, watercolour, and oil pastels.
Approaches to mixed media and a variety of paper surfaces are also explored.
Ontario Catholic School Graduate Expectations: CGE 1d, 2e, 3c, 3e, 4f, 5e, 5g, 7b, 7f, 7g, and 7i.
Strand(s): Theory, Creation, and Analysis
Overall Expectations: VTV.01X, .02X, .03X; VCV.01X, .02X, .03X, .04X, .05X; VAV.01X, .02X, 03X.
Specific Expectations: VT1.01X,
.02X; VT2.02X; VT3.02X, .03X; VC2.02X, .06X; VC3.01X, .02X, .03X; VA1.01X,
.02X, .04X; VA2.01X, .02X, .03X.
|
Activity 1 |
Artists Use Colour |
120 minutes |
|
Activity 2 |
Colour Theory |
180 minutes |
|
Teacher may choose
three of the following four activities |
||
|
Activity 3 |
Colour
Interpretations |
360 minutes |
|
Activity 4 |
Colour Reveals Form |
360 minutes |
|
Activity 5 |
Colour Reveals
Personality |
360 minutes |
|
Activity 6 |
Exploring Mixed
Media |
360 minutes |
The teacher
·
assembles necessary
materials and tools (e.g., paint, brushes, palettes, water containers, papers,
sponges, newspapers, oil pastels);
·
assembles contemporary
and historical art images (e.g., in reproductions, slides, and books)
appropriate to color theory and chosen themes;
·
organizes the
studio classroom for efficient working space and storage of ongoing and
finished paintings.
Students:
·
have an elementary
understanding of colour theory, elements, and principles of design from the
Grade 8 Visual Arts expectations of The
Ontario Curriculum;
·
are able to
identify strengths and areas for improvement in their own works;
·
know that effective
use of colour theory, as it applies to painting, comes with practice.
1.
The teacher:
·
reviews the
knowledge and skills related to painting and colour theory from Grade 8 Visual
Arts expectations in The Ontario
Curriculum;
·
demonstrates
painting techniques as well as maintenance of brushes, use of palette, position
of painting surface;
·
provides group and
individual instruction as required;
·
directs conference,
critique, and self-evaluation activities;
·
presents images
(e.g., in reproductions, slides, books) appropriate to colour theory and chosen
themes;
·
presents examples
from and elicits discussion about paintings (from historical to contemporary);
·
plans
accommodations and resources for special needs students;
·
whenever possible,
invites local artists to discuss their work and careers.
2. Students:
·
research and
analyse independently and in small groups;
·
create
independently and in small groups;
·
participate in self
and peer evaluations;
·
display artwork in
school (outside of class space) and critique orally the value of that space and
impact of wider viewing audience on location;
·
present artwork in
classroom exhibition.
·
Technique Log, quiz
·
Self-rubric
·
verbal feedback,
conferencing
·
self-, peer-, and
teacher-evaluation
·
exhibition
Images in
reproductions, slides, books appropriate to colour theory and chosen themes
Various materials
(e.g., tempera or watercolour paint, variety of papers, oil pastels), tools
(e.g., brushes, palettes, water containers) and objects (discarded or recycled
objects, artifacts) appropriate to chosen themes
Brommer,
Gerald and Nancy K Kinne. Exploring
Painting. Worcester, Massachusetts: Davis Publishing, 1995. ISBN871922878
Carbonetti,
Jeanne. The Zen of Creative Painting.
New York: Watson-Guptill Publications, 1998. ISBN0823059731
Chapman,
Laura. A World of Images. Worcester,
Massachusetts: Davis Publishing, 1992. ISBN 0871922304
Cumming,
Robert. Annotated Art: The World's
Greatest Paintings Explored and Explained. Niagara Falls: Sax Canada.
Dunn, Charles.
Conversations in Paint. ISBN
156305664X
Etter, Howard
and Margot Malmstrom. Perspective for
Painters. ISBN 0823039994
Harrison,
Hazel. Acrylic School A Practical Guide
to Painting with Acrylic. New York: Quarto Publishing, 1997. ISBN
0276422961
Hobbs, Jack
and Richard Salome. The Visual Experience.
Worcester, Massachusetts: Davis Publishing, 1995. ISBN 871922916
Hurwitz, Al. The Gifted and Talented in Art. 1983.
ISBN 087192143X
Johnston. Creating Textures in Watercolour. ISBN
0891344179
Katchen,
Carole. 200 Great Painting Ideas for
Artists. North Light Books. ISBN 0891347992
MacGregor,
Ron. Canadian Art Building a Heritage.
Scarborough: Prentice Hall, 1987.
ISBN 0131130102
Mittler, Gene.
Art in Focus. Mission Hills,
California: Glencoe Publishing, 1989.
ISBN
0026622718
Qualley,
Charles A. Safety in the Artroom.
Worcester, Massachusetts: Davis Publishing, 1986. ISBN 087192174X
Rossol,
Monona. The Artist's Complete Health and
Safety Guide. New York: Allworth Press, 1990. ISBN 0927629100
Roukes,
Nicholas. Art Synectics Stimulating
Creativity in Art. Worcester, Massachusetts: Davis Publishing, Inc. 1982.
ISBN 0871921510
Smith, Annie. Getting Into Art History. Toronto: Barn
Press, 1993. ISBN 969695306
Sturgis,
Alexander. Optical Illusions in Art: Or
Discover How Paintings Aren't Always What they Seem. Sterling Publishing,
1996. ISBN 08069135X
Topal, Cathie
W. Children and Painting. Worcester,
Massachusetts: Davis Publishing, 1992. ISBN 087192241X
Wolfe, Rachel. Painting the Many Moods of Light.
Cinncinatti, Ohio: North Light Books, 1999. ISBN 0891348794
A&E Biography: Leonardo Da Vinci 1997. ASIN B000006Q10
A&E Biography: Michelangelo 1997. ASIN 6303501087
Degas: Beyond Impressionism 1998. ASIN 0780019393
The Definitive Dali 1986. ASIN 6301192664
Impressionists on the Seine 1997. ASIN 0780020561
Matisse 1987. ASIN 03742901633
Mondrian 1988. ASIN 6302946441
Monet: The Legacy of Light 1989. ASIN 630307599
Munch: Frieze of Life 1992. ASIN 0780019113
Norman Rockwell 1973. ASIN 6302996023
Picasso and His Time 1999. ASIN 630291955X
Portrait of an Artist: Roy Lichtenstein 1999. ASIN 630310861X
Rembrandt and His Paints 1995. ASIN 085432053
Miro: The Catalan Master.
Exploring Colour Workshop Vol. 1 Basic Colour
Mixing Sax Canada.
Elements and
Principles of Design Sax Canada.
The following
posters and reproductions are available from Sax Canada:
"Watercolour
Posters" 1997.
"Elements
and Principles of Design" 1995.
"Canadian
Artists Survey" 1999.
Shorewood Art Prints,
Series 100, 200, 300.
The following
CD-ROMs are available from Sax Canada, Niagara Falls. Numbers denote supplier’s
numbers.
Artrageous 1995 Softkey Multimedia 588-195H.
Paul Cezanne Films for Humanities 588-949H.
Escher Interactive Harry Abrams 587-300H.
Ideas and Inspirations Tyndal Stone Media 588-346H.
Mystery Magritte Harry Abrams 588-832H.
Michelangelo Films for Humanities 588-948H.
Raphael: Artist for the Vatican Films for Humanities 588-950H.
Impressionism Films for Humanities 588-956H.
Vincent Van Gogh Revisited Films for Humanities 588-947H.
Time: 120 minutes
In this introductory
activity, the student explores the use of colour by various historically relevant
and contemporary artists and examines how the work may reflect artist's
personal expression, opinions, religious views, politics, or social commentary.
This information is then applied to student planning for his or her own
painting activities. Students also begin a personal collection of items to be
used for subject matter in subsequent painting activities.
Ontario Catholic School Graduate Expectations:
The
graduate:
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;
CGE3e - adopts a
holistic approach to life by integrating learning from various subject areas
and experience;
CGE7g - respects
and understands the history, cultural heritage and pluralism of today's
contemporary society;
CGE7i - respects
the environment and uses resources wisely.
Strand(s): Theory, Analysis
Overall
Expectations:
VTV.01X - apply an
understanding of the Elements and Principles of Design to personal, historical
and contemporary artworks;
VAV.02X - explain,
through critical analysis, the function (e.g., political, religious, social) of
their own artworks and those of other cultures;
VAV.03X -
demonstrate an understanding of connections between art and culture identity or
context.
VT2.02X - identify,
research, and describe visual characteristics and themes found in Canadian and
other cultures art;
VA1.04X - explain
how artistic intentions are expressed in specific examples of historical and
student’s artworks;
VA2.03X -
demonstrate an understanding that the function of art may vary from culture to
culture.
·
Assemble a variety
of reproductions or slides that demonstrate how artists reflect upon personal
impressions and the communication of ideas.
·
Understanding of
Elements and Principles of Design from The
Ontario Curriculum, Grade 8, Visual Arts expectations.
1. The
teacher:
·
selects and shows
six to ten examples through slides or reproductions of paintings that reflect
an artist/painter's personal world view, with particular emphasis on the effect
of chosen colours (e.g., Kurelek's "Nativity 1965 We Find All Kinds of
Excuses"; Matisse's "Red Studio"; Dali's "The Persistence of Memory"; Chagall's "I
and the Village"; O'Keefe's "Red Poppies"; Van Gogh's
"Starry Night"; Tom Thomson "Moose at Night"; Emily Carr's
"Blunden Harbour"; Norval Morriseau's "Windigo"; Varley's "Liberation"; Mary
Pratt's "Split Grisle"; Colville's "Horse and Train";
Graham Coughtry's "Two Figures", Mary Cassatt's "Mother and
Child"; Warhol's "Campbell's Soup Cans");
·
directs a class
discussion to include how professional artists used specific elements (e.g.,
colour, texture) and principles (e.g., balance, unity) of design to enhance the
effectiveness of their message.
2. Students:
·
demonstrate,
through group discussion, pair/share, or brief presentations to their peers, an
understanding of the various roles, techniques, and colour used by artists to
reflect their personal, political or social views.
3. The teacher:
·
explains the themes
and purposes of all teacher chosen painting activities in this unit (Activities
3, 4, 5, or 6) and the dates that each activity begins. This assists students
in their own planning;
·
explains that
students, individually or in small groups, need to collect items to be used as
the subject matter of their subsequent paintings in each activity;
·
stresses that each
student can also use specific elements, especially colour, and principles
(learned in Grade 8 and reinforced in this course) when looking ahead and
planning for their own paintings (Activities 3, 4, 5, 6).
4.
Students:
·
discuss, in small
groups, the subject matter and purposes of chosen painting activities in this
unit (suggest various objects and items which would be appropriate to collect
as subject matter for each of their paintings). Students concentrate on items
that have had significance for them personally (Activity 3, 4, 5) or for our
society and culture as a whole (Activity 3, 4, 6);
·
in groups, decide
on a strategy and plan for insuring that a collection of items (either for and
by each individual or for small groups) is collected in preparation for further
painting activities (Activities 3, 4, 5, 6);
·
prepare a brief
list of items (e.g., sport equipment, favourite books/poems, advertising
packaging, election memorabilia, personal religious items, photographs, etc.)
that each student is responsible for bringing into class on a given due date.
This could take the form of a simple group-created rubric.
·
View and collect
photos and images (instead of actual objects and items) from contemporary mass
media on specific themes (environmental, social, political, ethical) to be used
in Activities 3, 4, 5, or 6.
·
Students could and
should meet for five minutes periodically throughout the unit to ensure that
their collection of objects is updated and ready when needed.
·
brief presentation
to and conferencing with peers VAV.03X, VT2.02X, VA1.04X
·
student/teacher
conference VA2.03X
Variety of appropriate slides or reproductions of master paintings and contemporary images.
See additional resources list in unit introduction.
Carbonetti, Jeanne. The Zen of Creative Painting. New York: Watson-Guptill
Publications, 1998.
Chapman, Laura. The World of Images. Worcester, Massachusetts: Davis Publishing,
1992.
Hobbs and Salome. The Visual Experience. Worcester, Massachusetts: Davis Publishing,
1995.
MacGregor, Ron. Canadian Art Building A Heritage. Scarborough: Prentice-Hall, 1987.
Mittler, Gene. Art in Focus. Mission Hills, California: Glencoe Publishing, 1989.
Smith, Annie. Getting into Art History. Toronto: Barn
Press, 1993.
Time: 180 minutes
In this activity,
students become knowledgeable about colour theory through exploration with
mixing colour using tempera, watercolour, or acrylic paints. Students become
familiar with colour theory concepts and become more confident in their ability
to produce the desired colours or colour scheme.
Ontario
Catholic School Graduate Expectations:
The
graduate:
CGE3c - thinks
reflectively and creatively to evaluate situations and solve problems;
CGE4f - applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE5g - achieves excellence, originality, and
integrity in one's own work and supports these qualities in the work of others.
Strand(s): Creation
Overall
Expectations:
VCV.02X - apply the Elements and Principles of
Design;
VCV.04X - apply the creative process (e.g.,
perception, exploration, experimentation, production, and evaluation) in their
work.
Specific Expectations:
VC2.02X -
demonstrate an understanding of materials, basic skills, and concepts in
painting;
VC3.01X - use
appropriate art vocabulary related to materials, processes, and technologies.
·
Assemble a variety
of reproductions or slides from historical artworks to contemporary Canadian
and non-Canadian artworks that demonstrate various colour schemes using various
paint media.
·
Prepare colour
charts that, when painted by the students, increase their knowledge of
appropriate colour theory and how to mix colours.
·
understanding of
colour theory from Grade 8 Visual Arts expectations
·
understanding that
effective, painted application of colour theory comes with practice
1. The teacher:
·
selects and shows
six to ten examples through slides or reproductions of paintings that reflect
various colour schemes (e.g., Matisse's "Red Studio"; Monet's
"Rouen Cathedral" series; A.Y. Jackson's "Barnes"; Demuth's
"I Saw the Figure 5 in Gold"; Frank Carmichael's "Mirror
Lake"; Magritte's "Time Transfixed"; Dali's "Last
Supper");
·
distributes blank
colour charts (e.g., Appendix M) and a blank 12 or 24 colour wheel that
students paint;
·
organizes and
explains classroom routines for the most efficient distribution of supplies
(e.g., paints, brushes, water containers) and cleanup procedures;
·
briefly reviews and
explains the terms from the colour charts: hue, chroma/intensity, high (light)
and low (dark) colour values, tints, shades, monochromatic, analogous,
complementary colours, split complementary, warm colours, cool colours,
transparent, opaque, primary, secondary, tertiary/intermediate, neutrals;
·
provides only red,
yellow, blue, black, and white paint from which all other colours are mixed;
·
reviews and charts
(if required) the colour formula for effective mixing.
2. Students:
·
complete colour
wheel and charts that reflect all appropriate colour theory and terminology
above. Most students usually accomplish this in 1.5 to 2 hours;
·
attach completed
charts to their notebook or sketchbook for future reference;
·
have an
understanding of colour theory application and confidence in their ability to
mix colours for subsequent painting activities.
·
Colour wheel and charts
could be completed using coloured pencil crayon blending techniques, but only
red, yellow blue, black, and white pencil crayons should be used to mix all
other colours.
·
Students could make
a colour wheel and charts expressing other qualities of colour by collecting
cut pieces of colour from magazines and gluing them onto the colour wheel and
charts. This might require more time than the three hours allotted.
·
Similar colour
wheels and charts could be created by students and painted within their sketchbook
to keep handy for future reference.
·
Students who
complete their charts early could experiment with various color schemes (e.g.,
complementary colors, warm colors, and tints) on simple compositions in
preparation for next activities or analyse the color schemes of their favorite
commercial advertisements.
·
Color theory quiz
VC2.02X (See Appendix - N Color Theory Quiz)
·
Peer-assessment of
completed color theory charts VCV.02X
·
Student/ teacher
conference VC3.01X
Color charts for
painting that express all qualities of color to be studied (see Appendix: M
Qualities of Color).
Variety of appropriate
slides or reproductions of master paintings that demonstrate the use of various
colors schemes.
Exploring Colour
Workshop Vol. 1 Basic Colour Mixing
“Elements and Principles of Design”
"Watercolour Posters"
"Sherwood Art prints, Series
100,200,300"
See resource list in
unit introduction for detailed list of additional resources.
Time: 360 minutes
This activity
develops an understanding of colour as found in the natural Canadian landscape
or cityscape in different seasons or weather conditions and the mood created by
various colour schemes. Students extend their knowledge of various artists’
interpretative use of colour, the possible emotional/spiritual effect of colour
on the viewer, and develop their own colour blending techniques.
Ontario
Catholic School Graduate Expectations:
The
graduate:
CGE3c - thinks reflectively and creatively to
evaluate situations and solve problems;
CGE4f - applies effective communication,
decision-making, problem solving, time and resource management skills;
CGE5g - achieves excellence, originally and
integrity in one's own work and supports these qualities in the work of others;
CGE7i - respects
the environment and uses resources wisely.
Strand(s): Theory, Creation, Analysis
Overall
Expectations:
VTV.01X - apply an
understanding of the Elements and Principles of Design to personal, historical,
and contemporary artworks;
VCV.01X - use
materials and processes to create art objects that express their intent;
VAV.01X - apply a framework of critical analysis
to their own and acknowledged artworks through participation in a variety of
art-viewing strategies.
VT1.02X -
understand and apply the Elements and Principles of Design as expressive
components in their personal creative works;
VT3.02X - describe
how some of their own studio activities are influenced by historical artworks;
VC2.02X -
demonstrate an understanding of materials, basic skills and concepts in
painting;
VA1.02X - describe
the materials used and steps followed in the creation of a particular artwork;
VA1.04X - explain how artistic intentions are
expressed in specific examples of historical and student’s artworks.
Teacher assembles the following:
·
a variety of
Canadian landscapes, cityscapes or paintings of the environment (e.g., see the
paintings by the following artists: Tom Thomson, J-P Lemieux, Emily Carr, Alex
Colville, Molly Bobak, David Milne; Peggy McLeod/Maurice Cullen);
·
media: tempera on
manila tag/paper; acrylic on manila tag, pressboard or masonite panels; oil
pastels on coloured construction paper;
·
tools: brushes,
palettes, water containers, sponges, and drawings tools.
·
basic understanding
of Elements and Principles of Design (e.g., colour theory, harmony)
·
understanding that
colour can unify an artistic composition.
·
knowledge that
effective use of design principles contributes to an artwork's ability to
convey ideas
·
images created in
drawing unit
1. The teacher:
·
reviews student
knowledge based on the Grade 8 Visual Arts expectations related to painting;
·
using reproductions
or slides, introduces a variety of famous Canadian landscape, cityscape or
environmental images by a variety of artists (e.g., Molly Bobak's
"Fredericton"; A.Y.Jackson's "Grey Day, Laurentians";
Lismer's "My Garden, John Street, Thorhill"; Lawren Harris' "Red
House and Yellow Sleigh"; FitzGerald's "Doc Snider's House";
Maurice Cullen's "Cape Diamond"; Colville's "Family and Rain
Storm"; Krieghoff's "The Habitant's Home"; Mary Reid's
"Willows"; Tom Thomson, David Milne's "Haystack"; images by
Tony Onley, Ted Harrison, Emily Carr, Jean-Paul Lemieux);
·
challenges the
students to imagine the different emotional reactions of the viewer if these
painted images were based on different seasons or under different weather
conditions (e.g., Monet's "Rouen Cathedral" or "Haystacks";
Group of Seven summer, autumn and winter paintings);
·
discusses the term
triptych.
2. Students:
·
create line
drawings, stressing simple shapes and lines for the basic composition, of a
natural or human-made environment in their own community (e.g., landscapes,
cityscapes, or detailed drawings of their homes or rooms) or refer to similar
completed images from their drawing journals;
·
as an alternative,
use a viewfinder to isolate a close-up detail (not the entire work) of a famous
Canadian landscape painting (e.g., any work by Tom Thomson, A.Y. Jackson,
Lawren Harris, Tony Onley, Emily Carr, David Milne, Alex Colville, etc.);
·
either using their
own created line-image or the close-up detail of a famous Canadian painting, duplicate
that same image three times on identical surfaces (e.g., manila tag, masonite,
cartridge paper) no larger than 11"x14";
·
complete three
paintings of the chosen image in three different seasons or weather conditions
using a specific colour scheme to achieve the effect (e.g., warm or cool
colours, analogous colours, tints);
·
display their own
completed paintings as a triptych;
·
in groups, discuss
the emotion or mood created by the various colour schemes chosen by individual
classmates within each trypdict.
·
Alternative media
(e.g., oil pastels, chalk, crayons on coloured construction paper; pencil
crayon on cartridge; coloured modelling clay mixed on cardboard) can be
substituted but colour mixing (using only red, blue, yellow, black, and white)
must be stressed.
·
Classmates,
assistants or peer helpers could assist special needs students in sustained use
of media that require fine motor skills.
·
self-rubric VT1.02X
·
verbal feedback
VC2.02X
·
conferencing by students,
peers, and teacher to assist in procedures
·
Technique Log to
record procedures VA1.02X, VT3.02X
·
classroom
presentations/exhibition VAV.01X, VT3.02X
Appropriate media
(e.g., paint, oil pastels, papers), materials (e.g., brushes, palettes, water
containers) and studio work space and storage areas for ongoing and completed
projects.
Variety of coloured slides and/or reproductions of Canadian and other master paintings and contemporary coloured images.
Brommer, Gerald. Exploring Painting. Worcester, Mass.: Davis Publishing, 1995.
Chapman, Laura. A World of Images. Worcester, Massachusetts: Davis Publications,
Inc. 1992.
Katchen, Carole. 200 Great Painting Ideas for Artists. Cinncinati, Ohio: North Light
Books, 1998.
MacGregor, Ron. Canadian Art Building A Heritage. Scarborough: Prentice Hall, 1987.
Reid. Dennis. A
Concise History of Canadian Painting. Toronto: Oxford University Press,
1988.
Wolfe, Rachel. Painting the Many Moods of Light.
Cinncinati, Ohio: North Light Books, 1999.
Time: