Page 124 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

Grade 9, Open
B1. TheCriticalAnalysisProcess:demonstrateanunderstandingofthecriticalanalysisprocessby examining, interpreting, evaluating, and reflecting on various art works;
B2. Art,Society,andValues:demonstrateanunderstandingofhowartworksreflectthesocietyinwhich they were created, and of how they can affect personal values;
B3. ConnectionsBeyondtheClassroom:demonstrateanunderstandingofthetypesofknowledgeand skills developed in visual arts, and identify various opportunities related to visual arts.
B1. The Critical Analysis Process
B2. Art,Society,andValues
B. REFLECTING, RESPONDING, AND ANALYSING
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:
B1.1 identify and describe their initial reactions to a variety of art works (e.g., their emotional reaction to a work such as Paul Peel’s After the Bath; their first impression of a work’s mood, subject, intent)
Teacher prompts: “What is your initial reaction to the images represented in the large-scale silhouettes of Kara Walker? What do you think is the subject of these works? What kind of mood or feeling do these works convey to you?” “What does the relative proportion of the figures in Sofonisba Anguissola’s painting Bernardino Campi Painting Sofonisba Anguissola suggest to you about the artist’s intent?”
B1.2 identify, on the basis of examination, elements and principles of design used in various art works, and describe their effects (e.g., the use
of value to enhance contrast between foreground and background; the use of colour to contribute
to mood, depth, and/or unity)
Teacher prompts: “How does the artist use colour to convey a particular mood in this art work?” “How has the artist created an area of emphasis?”
B1.3 interpret a variety of historical and/or contemporary art works (e.g., prehistoric cave paintings, Egyptian tomb paintings,
Claes Oldenburg’s Shoestring Potatoes Spilling from a Bag) to identify their subject matter and purpose and the meanings they convey
Teacher prompts: “What purpose do you think this art work served? Why?” “Do you think a modern audience’s interpretation of the mean- ing of this work is the same as that of the artist’s contemporaries? Why or why not?” “What is the subject of Oldenburg’s work?”
B1.4 use a variety of strategies (e.g., peer- and self-assessment, formal and informal critiques, small-group and class discussions) 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: “Now that you have studied various ways in which artists have presented the human figure, how could you apply this knowledge to improve the effectiveness of your painting of this person? What other ideas or approaches would you like to explore in relation to the creation of images of the human figure?”
By the end of this course, students will:
B2.1 identify the functions of various types of art works (e.g., advertising, environmental installations, religious art works, satirical works) in past and present societies
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