| Grade 5: Visual Arts |
|
Overall Expectations |
| •produce two- and three-dimensional
works of art that communicate a range of ideas (thoughts, feelings, experiences)
for specific purposes and to specific audiences; |
| •define the elements of design (colour, line, shape, form,
space, texture), and use them in ways appropriate for this grade when
producing and responding to works of art; |
| •describe their interpretation of a variety of art works,
basing their interpretation on evidence from the works (especially on
ways in which an artist has used the elements of design to clarify meaning)
and on their own knowledge and experience; |
| •use correctly vocabulary and art terminology associated
with the specific expectations for this grade. |
|
Specific Expectations |
| Knowledge of Elements |
| •identify the three pairs of complementary colours (red
and green, purple and yellow, blue and orange); |
| •describe how line may be used to define shapes and forms
and to create movement and depth; |
| •identify how the shading of shapes can be used to create
the illusion of depth (e.g., create a spherical form by shading one side
of a circle); |
| •identify negative and positive shapes in works of art
and the environment (e.g., shapes created by both the branches of a tree
and the spaces between the branches); |
| •recognize and describe the relationship between a work
of art and its surroundings (e.g., the size and type of sculpture that
is displayed in the foyer of a building should be appropriate for the
building); |
| •identify tools and techniques used by artists to create
the illusion of texture (e.g., a pencil for cross-hatching, a paint brush
for producing thick layers of paint); |
| •describe the strengths and limitations of various art
tools, materials, and techniques (e.g., identify drawing tools, such as
charcoal, pencil crayons, and pastels, and describe their effectiveness
on specific surfaces); |
| •select the most appropriate tools,
materials, and techniques for a particular purpose, and use them correctly. |
| Creative Work |
| •organize their art works to create a specific effect,
using the elements of design (e.g., create a still life depicting their
favourite foods, and explain how they used colour, texture, and shape
to appeal to the viewer's senses); |
| •produce two- and three-dimensional
works of art (i.e., works involving media and techniques used in drawing,
painting, sculpting, printmaking) that communicate a range of thoughts,
feelings, and ideas for specific purposes and to specific audiences (e.g.,
using electronic media, design an eye-catching title page for their science
notebook that clearly communicates the topic for a specific unit of study); |
| •identify, in their plan for a work of art, the artistic
problem and a number of possible solutions (e.g., identify different types
of subject matter that they could use to express their concern for the
environment); |
| •identify strengths and areas for improvement
in their own work and that of others. |
| Critical Thinking |
| •compare works on a similar theme (e.g., seasons) from
various periods and cultures, and describe the impact of time and location
on style (e.g., The Red Maple by A.Y. Jackson; The Harvesters
by Pieter Brueghel the Elder; and an Egyptian fresco, The Fields of
the Blest); |
| •describe the connection between an element of design
and a specific artistic purpose, using appropriate vocabulary (e.g., the
artist has used soft colours and circular shapes to emphasize the loving
relationship between the mother and child); |
| •defend their preference for specific art works with reference
to at least three elements of design (e.g., the artist's use of curved
lines to show movement, shading to create the illusion of texture, and
colour to define form communicates a feeling of excitement). |