Visual Arts, Grade 9
AVI1O
Visual Arts, Grade 9
Course Description
| Unit | Unit Titles and Descriptions | Time |
|---|---|---|
| 1 | Unit 1: Elements of Principles and Design In this unit introductory unit, students will become familiarized with the various elements of visual arts. They will learn the founding design techniques such as line, colour, and form. Students will create various works of art to demonstrate their understanding of basic design techniques. Students will begin to work with the creative process in all of their works. | 30 hours |
| 2 | Unit 2: Painting In this unit students will examine painting in the form of acrylic painting, landscape painting, portal, and perspective painting. | 25 hours |
| 3 | Unit 3: Print and Graphic design In this unit students will further develop their design element of print making, collage, and graphic design. They will learn to develop further techniques such as depth and dimension. With these skills they will gain an understanding of still life drawings and practice perfecting their skill. | 25 hours |
| 4 | Unit 4: Art in practice In this final unit, students will explore the concepts of Mosaic art and making a memory box. Students will come to explore and understand the careers in art in Canadian context. | 25 hours |
| 5 | Final Culminating As a final summative, it is worth 30% of the final grade. | 5 hours |
| Total | 110 hours |
Overall Curriculum Expectations
| A | CREATING AND PRESENTING |
| A1 | The Creative Process: apply the creative process to create a variety of art works, individually and/or collaboratively; |
| A2 | The Elements and Principles of Design: apply the elements and principles of design to create art works for the purpose of self-expression and to communicate ideas, information, and/or messages; |
| A3 | Production and Presentation: produce art works, using a variety of media/materials and traditional and emerging technologies, tools, and techniques, and demonstrate an understanding of a variety of ways of presenting their works and the works of others. |
| B | REFLECTING, RESPONDING, AND ANALYSING |
| B1 | The Critical Analysis Process: demonstrate an understanding of the critical analysis process by examining, interpreting, evaluating, and reflecting on various art works; |
| B2 | Art, Society, and Values: demonstrate an understanding of how art works reflect the society in which they were created, and of how they can affect both social and personal values; |
| B3 | Connections Beyond the Classroom: demonstrate an understanding of the types of knowledge and skills developed in visual arts, and identify various opportunities related to visual arts. |
| C | FOUNDATIONS |
| C1 | Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other components related to visual arts; |
| C2 | Conventions and Techniques: demonstrate an understanding of conventions and techniques used in the creation of visual art works; |
| C3 | Responsible Practices: demonstrate an understanding of responsible practices related to visual arts. |
Teaching / Learning Strategies
As in a conventional classroom, instructors employ a range of strategies for teaching a course:
· The use of graphic or visual Organizers
· Various contexts and opportunities to practice through virtual animation and simulations
· Direct instruction and coaching on student work by the teacher
In addition, teachers and students have at their disposal a number of tools that are unique to electronic learning environments:
· Electronic simulation activities
· Video presentations
· Discussion boards and email
· Assessments with real-time feedback
· Interactive activities that engage both the student and teacher in the subject
· Peer review and assessment
· Internet Instructional Videos
All course material is online, no textbook is required. Assignments are submitted electronically. Tests are completed online at a time convenient for the student, and the course ends in a final exam which the student writes under the supervision of a proctor approved by the school at a predetermined time and place. The final mark and report card are then forwarded to the student’s home school.
Students must achieve the Ministry of Education learning expectations of a course and complete 110 hours of planned learning activities, both online and offline, in order to earn a course credit. Students must keep a learning log throughout their course which outlines the activities they have completed and their total learning hours. This log must be submitted before the final exam can be written.
The chart below indicates some general examples of online and offline activities.
| Online Learning Activities | Offline Learning Activities |
|---|---|
| Watching instructional videos | Reading materials for course |
| Watching additional resources videos | Studying instructional material |
| Completing online timed assignments | Practicing skills |
| Contributing to Forums | Completing assignments |
| Uploading video presentations | Completing essays |
| Communicating with instructor | Preparing presentations |
| Participating in live conferences | Reviewing for tests and exams |
| Practicing through online quizzes | Researching topics on internet |
| Reviewing peer submissions | |
| Assessing peer presentations | |
| Completing online timed exam |
Students are expected to access and participate actively in course work and course forums on a regular and frequent basis. This interaction with other students is a major component of this course and there are minimum requirements for student communication and contribution.
Assessment and Evaluation
Our approach to assessment and evaluation is based on the Ontario Ministry of Education’s Growing Success 2010 document. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course.
The primary purpose of assessment is to improve student learning. Assessment for this purpose is seen as both “assessment for learning” and “assessment as learning”. As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement. Teachers engage in assessment as learning by helping all students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning. Teachers use evidence from a variety of sources in their assessment. These include formal and informal observations, discussions, conversations, questioning, assignments, projects, portfolios, self-assessments, self-reflections, essays, and tests.
Assessment occurs concurrently and seamlessly with instruction. Our courses contain multiple opportunities for students to obtain information about their progress and achievement, and to receive feedback that will help them improve their learning. Students can monitor their own success through the tracking of learning goals and success criteria throughout all courses.
Summative “assessment of learning” activities occur at or near the end of periods of learning. Evidence of student achievement for evaluation is also collected over time from different sources, such as discussions, conversations and observation of the development of the student’s learning. Using multiple sources of evidence increases the reliability and validity of this evaluation. The evaluations are expressed as a percentage based upon the levels of achievement.