Page 122 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

A1. The Creative Process: apply the creative process to create a variety of art works, individually and/or collaboratively;
A2. The Elements and Principles of Design: apply elements and principles of design to create art works for the purpose of self-expression and to communicate ideas, information, and/or messages;
A3. Production and Presentation: produce art works, using a variety of media/materials and traditional and/or emerging technologies, tools, and techniques, and demonstrate an understanding of a variety of ways of presenting their works and the works of others.
A1. The Creative Process
A2. The Elements and Principles of Design
A. CREATING AND PRESENTING OVERALL EXPECTATIONS
By the end of this course, students will:
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | The Arts
SPECIFIC EXPECTATIONS
By the end of this course, students will:
A1.1 use a variety of strategies, individually and/or collaboratively, to generate ideas and
to develop plans for the creation of art works (e.g., use research, synectic charts, and/or a class brainstorming session to generate a variety of creative ideas; reflect on the suitability of the ideas and choose one to serve as the basis for their plan; use notes and/or thumbnail sketches to develop their plans; revise their plans on the basis of
peer- and self-assessment)
Teacher prompts: “What creative strategies can you use to optimize the number and quality
of ideas that you generate?” “How does our everyday experience influence what we decide to create?”
A1.2 use exploration/experimentation, reflection, and revision when producing a variety of art works in each of the following areas: drawing, sculpture, painting, and printmaking (e.g., explore a variety of materials and/or techniques; reflect on the input of their peers; refine their art work on the basis of useful feedback)
Teacher prompt: “What considerations might lead you to modify your original idea or plan when you are in the process of developing your art work?”
A1.3 document their use of the creative process in a portfolio (e.g., include thumbnail sketches of ideas and/or plans, notes on or examples of the results of experiments with different media or techniques,
and copies of their preliminary and final work to show evidence of revision and artistic growth), and refer to this portfolio to reflect on how effectively they have used the creative process
Teacher prompt: “What evidence can be found in your portfolio of how the exploration and revision stages changed your original idea?”
By the end of this course, students will:
A2.1 explore elements and principles of design, and apply them to create art works that express personal feelings and/or communicate emotions to an audience (e.g., explore the use of colour, texture, and/or space to express specific emotions)
Teacher prompt: “What do you associate with the colour red? How would these associations influence your use of red in a self-portrait? How might other people’s associations with the colour affect their perception of your portrait?”
A2.2 apply elements and principles of design to create art works that communicate ideas and information (e.g., an informational public service poster on a social issue such as bullying or pro- tecting the environment)
Teacher prompts: “What message do you want your poster to communicate? How might you use the principles of contrast and emphasis to underscore this message?” “When designing your comic book cover, how could you draw the reader’s attention to the name of your hero or to some of your hero’s powers or abilities?”
120