Course Syllabus

Term

Learning

1

Understand
(Big Ideas)

• That place and identity are strongly linked. That we are very much a product of our history and surrounding.
• Creative expression builds community and nurtures relationships.
• Art provides opportunities to gain insight into the perspectives and experiences of differing peoples.
• We have collective social responsibilities, due to shared laws and environment.
• Meaningful artistic expression requires the engagement of the mind and body.
• Refining artistic expression requires perseverance, resilience, and risk taking.
• Purposeful artistic choices enhance the depth and passion of the message.
• Ideas and beliefs within a work of art have the power to effect change.

Do

(Competencies)

• Apply knowledge and skills from other areas of learning in the planning, creating, interpreting, and analyzing of artistic creations
• Gain understandings of Artist’s processes and motivations.
• Investigate and identify ways that visual arts reflect concern for, or respond to, social and environmental issues
• Connect the artistic self-expression of many artists from differing ages and disciplines. This will be achieved by examining the relevance of these works in relation to the vantage point of each boy.
• By looking at genuine art making, boys come to appreciate difficult works, seeing them as part of a career of engagement.
• Connect the artistic self-expression of First People’s artists
• Create a number of personal pieces of work that grow from research and informed creative processes. What is our shared identity? Look at aspects of identity, personal, social, etc.
• Look at one’s culture, race, and identity; develop questions that build upon understanding of self.
• Apply thinking skills in the exploration, design, creation, and refinement of artistic creations
• Refine and reflect on ideas, imagery and designs.

Core competencies.

Working within an Art studio demands that students demonstrate the full range of core competencies. All students are expected to contribute to the running of the studio and in doing this they learn to be responsible, humble and empathetic. No jobs are too menial and all need to be done in order to function effectively.

The process itself is challenging and it demands resilience and humility. The material and the community, the tools and mentorship.

Know

(Content)

• Personal and social responsibility associated with creating, perceiving, and responding in visual arts
• History and theory of a variety of artistic movements, including their role in historical and contemporary societies
• Consider the principles of design and symbolic meaning to create their own self-representation.
• Know how to work within a community, which is regulated by particular needs.
• Symbols and metaphors to represent ideas and perspectives in visual art.
• The influence of time and place on the emergence of artistic movements
• Begin to know self through personal exploration, research, and artistic expression.
• Know about First peoples’ principles and their relevance to art and culture.
• The ethics of cultural appropriation and plagiarism.

Grade C. This is the baseline expectation and students MUST demonstrate competence in:

Grade B. To produce work of a good standard students SHOULD demonstrate proficiency in:

Grade A. To go beyond expectations and produce excellent work students SHOULD  have demonstrated expertise in:

• Expressing quality of form, line, shape and structure.
• Understanding clearly space and spatial relationships.
• Showing grasp of technique in the use of materials.
• Understanding surface qualities and the use of colour and tone.
• Communicating a personal response.
• Investigating both original and secondary sources.
• Demonstrating aesthetic judgment
• Providing interesting solutions.

• Expressing quality of form, line, shape and structure well, with some sensitivity.
• Understanding clearly space and spatial relationships.
• Showing mastery of technique in the use of material.
• Understanding surface qualities and the use of colour and tone.
• Communicating a sensitive and individual response.
• Investigating in some depth original and secondary sources.
• Demonstrating an informed aesthetic judgment.
• Providing well thought out solutions.

• Expressing quality of form, line, shape and structure skilfully and with sensitivity.
• Understanding clearly space and spatial relationships.
• Showing complete mastery of technique in the use of materials.
• Understanding fully surface qualities and the use of colour and tone.
• Communicating a sensitive and highly individual personal response.
• Investigating in depth original and secondary sources.
• Demonstrating a well-informed aesthetic judgement.
• Providing elegant solutions.