Page 126 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

C1. Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other components related to visual arts;
C2. ConventionsandTechniques:demonstrateanunderstandingofconventionsandtechniquesusedin the creation of visual art works;
C3. ResponsiblePractices:demonstrateanunderstandingofresponsiblepracticesrelatedtovisualarts.
Grade 9, Open
C1. Terminology
C2. ConventionsandTechniques
C3. Responsible Practices
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | The Arts
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SPECIFIC EXPECTATIONS
By the end of this course, students will:
C1.1 use appropriate terminology when identify- ing and describing the use of elements and principles of design in their own art works and the works of others (e.g., when describing the use of colour, value, and proportion in Tom Thomson’s The Jack Pine, the use of line and space in Sol LeWitt’s X with Columns, or the use of layers
of tone and texture in Eva Hess’s Contingent)
C1.2 use appropriate vocabulary to describe techniques, materials, and tools when creating and presenting visual art works (e.g., brayers, conté, frottage, markers, painting techniques, pencil techniques, relief, stencil)
C1.3 identify the stages of the creative process and the critical analysis process using appropriate terminology (e.g., in small groups, draw labelled diagrams to illustrate the stages of the creative and critical analysis processes)
By the end of this course, students will:
C2.1 demonstrate an understanding of some techniques that artists use to achieve specific effects (e.g., the use of cross-hatching to create
a feeling of depth and dimension; the use, in watercolour painting, of a transparent wash of colour to create the effect of light coming through the composition)
Teacher prompt: “What are some techniques that artists use to create the effect of light in a painting?”
C2.2 demonstrate an understanding of some of the conventions used in visual art works (e.g., the use of metaphor, similes, symbols, synectics to create a specific effect or to communicate an idea; the use of conventions associated with narrative art)
Teacher prompt: “What might animals such as lions, snakes, ravens, or bulls symbolize in an art work?”
By the end of this course, students will:
C3.1 identify some legal and ethical issues associated with visual arts (e.g., copyright and ownership issues), and demonstrate legal and ethical practices when creating, presenting, and/or promoting art works (e.g., seek permission before reproducing copyrighted material)
Teacher prompts: “Is it acceptable to practise drawing by copying from a comic book or other source? Is it acceptable to display this copy as your own work? Why or why not?” “Under what circumstances would it be unethical or illegal to use found images in an art work?”
C3.2 demonstrate safe and conscientious practices associated with the use of materials, tools, and technologies in visual arts (e.g., identify hazardous materials and adopt appropriate precautions and/or protective measures when using them; demonstrate respect for property, including classroom facilities, tools, equipment, and technological devices)
Teacher prompts: “What safe practices should you demonstrate when working with art tools?” “What are some ways in which you have contributed to the responsible use of materials, equipment, or technological devices in this classroom?”
C. FOUNDATIONS OVERALL EXPECTATIONS
By the end of this course, students will: