Page 196 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

Grade 11, University/College Preparation
B1. The Critical Analysis Process: demonstrate an understanding of the critical analysis process by examining, interpreting, evaluating, and reflecting on various art works;
B2. Art, Society, and Values: demonstrate an understanding of how art works reflect the society in which they were created, and of how they can affect both social and personal values;
B3. Connections Beyond the Classroom: describe opportunities and requirements for continued engagement in visual arts.
B1. The Critical Analysis Process
B. REFLECTING, RESPONDING, AND ANALYSING
OVERALL EXPECTATIONS
By the end of this course, students will:
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | The Arts
SPECIFIC EXPECTATIONS
By the end of this course, students will:
B1.1 analyse their initial response to art works (e.g., describe their initial reaction to an art work and determine which specific aspects of the work and their personal experience led to their reaction)
Teacher prompt: “What do you see when you look at this art work for the first time? What do you think this art work is about? Why? Do you think everyone would share your opinion or understanding? Why or why not?”
B1.2 deconstruct the visual content and the use of elements and principles of design in their own art work and the work of others (e.g., identify individual elements and principles and aspects of the visual content in an art work, interpret their function, and analyse how the artist has manipu- lated them to create impact, emphasis, mood, movement, and meaning; compare The Abduction of the Daughters of Leucippus by Peter Paul Rubens to the cover of a contemporary comic book about an action hero, with reference to the artists’
use of colour, line, shape, value, balance, and emphasis)
Teacher prompt: “What differences are there between the landscapes of Homer Watson and those of Emily Carr with respect to the artists’ use of elements/principles such as colour, value, shape, proportion, and emphasis? What impact do these differences have on the mood or meaning of the works?”
B1.3 explain, with reference to particular works, both historical and contemporary (e.g., J. M. W. Turner’s Rain, Steam, and Speed: The Great Western Railway; Maya Lin’s Vietnam Veterans Memorial), how knowledge of an art work’s cultural and historical context, achieved through research, has clarified and enriched their under- standing of the work’s intent and meaning
Teacher prompts: “In what ways has your research on the American role in the Vietnam War contributed to your understanding of the intent of Maya Lin’s design for the Vietnam Veterans Memorial?” “Does learning about the Industrial Revolution change the way you interpret Turner’s painting? Why or why not?” “Why does knowledge about the role of Canadian women in World War II enhance a viewer’s understanding of Paraskeva Clark’s Parachute Riggers?”
B1.4 describe and reflect on the qualities of their own art works and the works of others, and evaluate the effectiveness of these works, using a variety of criteria (e.g., the works’ ability to convey a message or emotion; their technical merit; their stylistic qualities; the use of technique and successful manipulation of media/materials; the connection between form and message)
Teacher prompt: “When you reflect on the stylistic qualities of this work, which do you think are successful? Why? Are there any that you think are not effective? What might you change to increase their effectiveness?”
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