Page 217 - 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 both social and personal values;
B3. Connections Beyond the Classroom: demonstrate an understanding of various job opportunities both within and outside the area of visual arts and how skills related to visual arts can be applied in the workplace.
SPECIFIC EXPECTATIONS
B1. The Critical Analysis Process
By the end of this course, students will:
B1.1 describe their initial reaction to a variety of art works, including applied and commercial art works (e.g., a promotional or informational poster, an advertisement in a magazine, a CD cover, a piece of public art in their community, a Renaissance painting, a work by Edvard Munch or Andy Warhol, a photograph by Yousuf Karsh), and explain in detail the reasons for their reaction
Teacher prompt: “Why do you think this art work was created? What materials or processes did the artist use? How did the use of these particular materials and processes affect the way you reacted to the work?”
B1.2 identify the elements and principles of design used in art works, including applied and commercial art works, analyse their pur- pose, and evaluate their effectiveness (e.g., the use of colour, line, and proportion to increase the appeal of a product in a print advertisement; the use of texture, balance, and form to create a dramatic effect in the design of a piece of clothing or fashion accessory)
Teacher prompt: “Do these two websites use any elements or principles of design in similar ways? Which elements and principles are used differently? Why do you think the designer used the elements and principles in these
ways? Which website is more effective at attracting and keeping your attention and conveying the intended message?”
B1.3 interpret the meanings of art works, includ- ing applied and commercial art works, from different historical periods (e.g., advertisements or other commercial art works from the 1960s; propaganda art from World War II; Haida totem poles)
Teacher prompts: “Why are these historical pieces effective (or ineffective) in communicat- ing their message?” “What sorts of images or approaches from historical art works do we continue to see in modern advertising? Why do you think they are still used?”
B2. Art,Society,andValues
By the end of this course, students will:
B2.1 explain how applied and commercial art works can influence individual and community values (e.g., how the design of sustainable products such as reusable bags or bottles can encourage people to reduce and reuse packaging; how posters and brochures can educate people about the dangers of smoking)
Teacher prompt: “What are some examples of products that artists have designed or modified to encourage people to respect or protect the environment? How have these products affected practices in your family, school, or community?”
REFLECTING, RESPONDING, AND ANALYSING
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Visual Arts
AVI4E