Page 132 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

Grade 10, Open
B2. Art,Society,andValues B3. ConnectionsBeyondtheClassroom
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | The Arts
By the end of this course, students will:
B2.1 identify and describe the function of various types of art works (e.g., propaganda art, religious art, satirical works; works that focus on personal narrative or anthropological study) in past and present societies
Teacher prompt: “What are some of the ways in which political regimes use propaganda art? How might opponents of a regime use this type of art?”
B2.2 identify and describe ways in which various art works reflect the society in which they were created (e.g., with reference to the use of available materials, cultural influences, the depiction of current events or issues important to that society, the purpose of the work, the views and beliefs of audiences at the time)
Teacher prompts: “Who created illuminated manuscripts? What purpose did they serve? What do they tell you about the society in which they were produced?” “In what ways can fashion design reflect social mores?” “How did access to materials affect the type of art works historically produced by various Aboriginal cultures in Canada (e.g., Mi’kmaq quillwork, Inuit soapstone sculpture, Haida cedar masks)?”
B2.3 identify and describe ways in which creating and/or analysing art works has affected their personal identity and values (e.g., with reference to their self-concept, their awareness of stereotypes, their approach to fashion, their attitudes towards objects associated with particular cultural groups, their ability to express their emotions)
Teacher prompt: “What did you learn when you created an art work that reflected a point of view other than your own on the issue of social inequality? Did this process affect your own beliefs about this issue?”
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; skills related to visual communication, spatial organization, and presentation), and describe how they could be applied in a variety of careers and in various areas of study
Teacher prompts: “In what ways have you used your visual arts skills in other subjects?” “Can you think of ways in which your visual arts skills could be used in the future, either for work or for school? What are some fields, other than fine arts or commercial art, in which you could apply these skills?”
B3.2 identify, on the basis of research, a variety
of secondary and postsecondary pathways and careers related to visual arts (e.g., apprenticeships; postsecondary art programs; art-related careers in advertising, animation, fashion design, filmmaking, graphic design, industrial design, photo journalism) and the education required for these careers
Teacher prompts: “What sorts of apprenticeships are available for someone wanting to pursue a career in fashion design?” “Would you require a college certificate or university degree to pursue a career in art therapy?”
B3.3 describe, 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 create decorations for an event associated with a cultural or religious practice; opportunities to work on community murals or
to create posters for a school event; opportunities to produce classroom or school-wide art shows and exhibits)
Teacher prompt: “How would you go about organizing an art exhibition in our school?”
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