Page 209 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

A2. The Elements and Principles of Design
By the end of this course, students will:
A2.1 apply the elements and principles of design with increasing skill and creativity to produce two- and three-dimensional art works that express personal feelings and communicate specific emotions (e.g., extend their skills in com- bining various elements and principles to convey a sense of fear, happiness, hopefulness, despair)
Teacher prompt: “How could you use elements and principles such as shape, value, and rhythm to convey a sense of confinement in your art work?”
A2.2 apply the elements and principles of design as well as a wide range of art-making conven- tions with increasing skill and creativity to produce art works that comment and/or com- municate a clear point of view on a variety of issues (e.g., extend their skills by manipulating elements and principles and using conventions in creative ways to produce an art work that conveys the point of view of a teenager living on the street or that comments on a current event or social issue)
Teacher prompts: “What images or symbols might you use to comment on the impact of human behaviour on the natural environment?” “How might you use colour, emphasis, and juxtaposition to draw attention to the message in your art work?”
A3. Production and Presentation
By the end of this course, students will:
A3.1 use with increasing skill a wide variety
of media, including alternative media, and current technologies to create two- and three- dimensional art works for a variety of purposes (e.g., extend their skills in the manipulation of a variety of media and technologies to create a sculpture for an outdoor space, a mixed-media work for display on the Internet, an installation evoking their cultural heritage)
Teacher prompt: “How might you use alterna- tive media and current technologies in your installation work? How will the use of new media and technologies allow you to explore new ideas and/or engage the viewer in the work?”
A3.2 use with increasing skill a wide variety of traditional and current materials, technologies, techniques, and tools to create original art
works for a variety of purposes and audiences
(e.g., select materials that are highly appropriate for an art work that is intended to convey a message
to their peers; extend their skills by experimenting with and applying a variety of techniques; use emerging tools and technologies to create effects that enhance the message of their work)
Teacher prompt: “What factors should you take into consideration when choosing the techniques and materials you will use for an art work? How can changes in techniques or tools affect the intended outcome or the effect of an art work?”
A3.3 demonstrate a understanding of the appro- priate standards and conventions for presenting art works for a variety of purposes (e.g., as samples in a portfolio to be viewed by prospective employers or postsecondary educational institu- tions; as part of a year-end exhibit by the senior class; as part of a thematic display in a cultural centre; for inclusion in a virtual gallery), and apply these standards and conventions when preparing various types of visual art works for presentation (e.g., include an artist’s statement with works in their portfolio; ensure that two- dimensional works are properly matted and/or framed and ready to hang and that three- dimensional works are securely mounted at an appropriate height; ensure that digital reproduc- tions are clear and large enough for the audience to see the details in the work)
Teacher prompts: “How will you organize and present your body of work in your portfolio to highlight your strengths and the range of your abilities and experiences?” “What standards do you need to observe when presenting work in a class exhibition?”
A3.4 demonstrate an understanding of curatorial considerations, including those relating to the purpose of and audience for an exhibition,
and explain the impact curatorial judgements (e.g., with respect to venue, inclusion, presentation format, anticipated audience) can have on a collection of art works
Teacher prompts: “Why do you think the cura- tor configured the exhibition space in this way? Which art works are given emphasis? Why do you think the curator decided to feature these works? Would you have presented the works differently? Why?” “Which of your art works would you display in a senior class exhibition? How should these works be organized for maximum effect?”
CREATING AND PRESENTING
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Visual Arts
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