Page 203 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

B. REFLECTING, RESPONDING, AND ANALYSING
OVERALL EXPECTATIONS
By the end of this course, students will:
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 personal values;
B3. ConnectionsBeyondtheClassroom:demonstrateanunderstandingofthetypesofknowledgeand skills developed in visual arts, and describe various opportunities related to visual arts.
SPECIFIC EXPECTATIONS
B1. The Critical Analysis Process
By the end of this course, students will:
B1.1 describe their initial reactions to a variety of art works (e.g., their initial impressions of a work’s mood, subject, intent, purpose, meaning), and explain the reason for their reactions
Teacher prompt: “What is your initial impres- sion of the meaning and purpose of Louise Bourgeois’s Maman? What aspects of the work support this impression?”
B1.2 identify and describe the elements and principles of design used in their own art works and the works of others, and explain how they are used to achieve specific effects (e.g., determine how the artist has combined individual elements and principles to create mood and meaning)
Teacher prompts: “How has the photographer used line, space, and balance to create a sense of movement in this photograph?” “How do the sculptures of Alberto Giacometti and Henry Moore differ in terms of the artists’ use of line, shape, and form?” “In this car adver- tisement, how has the designer used colour, space, movement, and emphasis to highlight the selling points of the product?”
B1.3 communicate their understanding of the meanings of a variety of historical and contem- porary art works, based on their interpretation
of the works and an investigation of their historical and/or social context (e.g., Haida masks or totem poles; the AIDS Quilt Project; J. M. W. Turner’s The Slave Ship)
Teacher prompt: “How has your understanding of Turner’s painting changed as a result of your research into the historical context in which it was created?”
B1.4 use a variety of strategies (e.g., peer- and self- assessment, formal critiques, ongoing review and revision, feedback received from public displays) to identify and reflect on the qualities of their own art works and the works of others, and evaluate the effectiveness of these works
Teacher prompt: “In what ways were you successful in communicating your message
in your work? What would you change about this work if you could do it again?”
B2. Art,Society,andValues
By the end of this course, students will:
B2.1 explain the functions of various types of art works (e.g., animation; various types of architecture; propaganda, public, and religious art; works focused on personal expression; satirical works)
in past and present societies
Teacher prompt: “What pieces of public art are there in your community? What is their purpose?”
REFLECTING, RESPONDING, AND ANALYSING
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Visual Arts
AVI3O