Page 119 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

OVERVIEW
Visual arts at the Grade 9 and 10 level includes studio work and art appreciation. Within the visual arts courses, visual literacy expands into a broader perception – turning seeing into vision, translating reality into symbols and connections, and enhancing all other learning experiences. Learning in, about, and through visual arts helps students use their imagination and make creative choices to communicate their ideas, observations, feelings, and values.
Students create art works that integrate the fundamental components of design known as elements (colour, form, line, shape, space, texture, and value). Students explore design principles (balance, contrast, emphasis, harmony, movement, proportion, rhythm and repetition, unity, and variety) and use them to arrange design elements to produce visual effects.
Students explore the expressive character of art, their personal perceptions of art works, and the elements and principles of design. They investigate and produce a variety of art works using various media, processes, and traditional and emerging technologies. They develop skills in using art tools, materials, and techniques. Such learning also enhances students’ ability to respond to and interpret existing works.
Students learn how art works construct and record the history, values, and beliefs of various societies and cultures. Through experiencing a wide range of art works, including the rich heritage of Canadian art, students come to understand and appreciate the range and significance of artistic expression.
The expectations for visual arts courses are organized into three distinct but related strands:
1. Creating and Presenting: Applying the creative process (see pages 14–16) is a necessary part of designing and producing original art works. Students use the stages of the creative process to generate ideas for, plan, produce, and present works of art. They explore technologies and the elements and principles of design to create art works for a variety of purposes. Throughout, they document their approach in a portfolio, which they can use to reflect on the effectiveness of their use of the creative process.
2. Reflecting, Responding, and Analysing: Through the critical analysis process (see pages 16–20), students interpret and assess the effectiveness of their own and others’ art works. By learning how art works reflect both social and personal values, students develop a deeper understanding of themselves, past and present societies, and the communities in which they live.
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VISUAL ARTS