Page 125 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

Teacher prompt: “What are some of the functions of religious art works? Why were these works important in societies in which most people were illiterate?”
B2.2 identify ways in which various art works reflect the society in which they were created (e.g., the cave paintings at Lascaux, the pyramids at Giza, the Parthenon, the Qin terracotta warriors and horses)
Teacher prompts: “What are some of the ways in which the images found in the cave paint- ings at Lascaux or the tomb paintings of ancient Egypt reflect the beliefs and spiritual focus of their respective societies?” “What do the pyramids in Egypt or Mexico tell us about the level of technological advancement in the societies that created them?”
B2.3 identify ways in which creating and/or analysing art works has affected their personal identity and values (e.g., with reference to their self-perception, their level of empathy, their awareness of stereotypes, their awareness of
their emotions and their ability to express them)
Teacher prompt: “What response do you have when you view a photograph of a child who has been injured in war? Does the cultural, social, or religious background of that child influence your response? Why or why not?”
B3. Connections Beyond the Classroom
By the end of this course, students will:
B3.1 identify types of knowledge and skills acquired in visual arts (e.g., knowledge related to visual literacy; creative problem-solving skills, visual communication skills), and describe how they could be applied in a variety of areas of personal and professional life
Teacher prompts: “What particular knowledge or skills do artists possess that might be used to address social or environmental problems?” “Describe how you have used your creative problem-solving skills in a situation that was not related to making or looking at art.”
B3.2 identify a variety of secondary and postsec- ondary pathways and careers related to visual arts (e.g., postsecondary arts programs; careers
in advertising, animation, art therapy, fashion design, graphic design)
Teacher prompt: “What careers can you think of that are related to visual arts? How could you go about expanding and varying this list? Would a college pathway allow you to enter all of these careers, or would some require a different pathway?”
B3.3 identify, on the basis of exploration, a variety of personal opportunities in their community in cultural or other fields related to visual arts (e.g., opportunities to be involved with design and/or decoration for multicultural events, school plays or exhibits, and/or community festivals; opportunities to design posters for a variety of events; volunteer or job opportunities at a local organization where they could use and/or develop their skills in visual arts)
Teacher prompt: “What types of cultural, social, or environmental events are held in your community? Could any of these provide opportunities for you to design promotional material, make costumes, design sets, or display your art works?”
REFLECTING, RESPONDING, AND ANALYSING
123
Visual Arts
AVI1O