Transcript Gr. 9 Visual Arts Curriculum B Y: A R A L B E L I R P R O F.

Gr. 9 Visual Arts Curriculum
B Y: A R A L B E L I R
P R O F. D A P H N E H E Y W O O D
CTL1000
“Since artistic activities
involve intense engagement,
students experience a sense of
wonder and joy when learning
through the arts, which can
motivate them to participate
more fully in cultural life and
in other educational
opportunities.” (Ontario
Curriculum 2010: The Arts,
Gr. 9 – pg. 5)
“Arts education prepares
students for the fast-paced
changes and the creative
economy of the twenty-first
century. Learning through
the arts develops many
skills,
abilities, and attitudes that
are critical in the
workplace.” (Ontario
Curriculum 2010: The
Arts, Gr. 9 – pg. 6)
Course Description
“This course is exploratory in nature, offering an
overview of visual arts as a foundation for further
study. Students will become familiar with the
elements and principles of design and the expressive
qualities of various materials by using a range of
media, processes, techniques, and styles. Students
will use the creative and critical analysis processes
and will interpret art within a personal,
contemporary, and historical context.”
Ministry of Education – Course Descriptions
http://www.edu.gov.on.ca/eng/policyfunding/memos/noe
mber09/CourseDescriptionsGr9to12Arts.pdf
The Value of the Art Curriculum
• Fosters creativity and imagination
• Supports aesthetic judgment, artistic skills and
appreciation
• Promotes self-awareness and self-development
• Builds an appreciation for different cultures and
encourages respect different identities
(Ontario Curriculum 2010: The Arts, Gr. 9 – pg. 5)
The Value of the Art Curriculum Continued
• Cultivates intellectual, emotional,
social and physical development
• Help students’ understanding in
other courses; such as social,
cultural and historical events in
social science courses
• Encourages problem solving,
critical thinking and cognitive
development
(Ontario Curriculum 2010: The
Arts, Gr. 9 – pg. 6)
Overview of the Art Curriculum
• Students complete studio work, through various art tools, medium and
techniques; this includes, media, processes, traditional methods and
advanced technology
• Students are able to build a theoretical, historical and cultural
understanding; in order, to appreciate different methods of artistic
expression
Students are able to:
• Convert thoughts, ideas and realities into symbols and images
• Express their imagination to communicate their findings, feelings and
analysis
• Experiment with different elements; such as, colour, form, line, shape,
space, texture and value
• Apply aspects of design; such as, balance, contrast, emphasis, harmony,
movement and proportion
• (Ontario Curriculum 2010: The Arts, Gr. 9 – pg. 119)
The Three Strands of the Art Curriculum
Creating and Presenting
• Students apply their critical thinking and creativity to produce and present
artwork.
• Students keep a portfolio of artwork, to document and reflect on their tasks
Reflecting, Responding and Analyzing
• Students continuously assess their artwork and that of others, based on a set of
criteria
• Students reflect on personal values, in order to understand themselves better,
whilst analyzing the values of the past and present day society
Foundations
• Students build on their vocabulary related to conventions, techniques and
processes, in order to describe and evaluate art work
• Students are prompted to pay attention to health and safety practices within
the classroom, whilst protecting the environment and world around them
• (Ontario Curriculum 2010: The Arts, Gr. 9 – pg. 120-121)
The Achievement Chart
• Provides the structure for curriculum expectations
• Directs assessment strategies
• Guides the teachers’ daily lesson plans
• Is the foundation for meaningful feedback
Includes 4 main categories:
1. Knowledge - includes facts, definitions, techniques, conventions, etc.
Understanding -includes concepts, ideas, procedures, opinions, etc.
2. Thinking - includes planning, asking questions, analyzing, evaluating, creative thinking,
metacognition, etc.
3. Communication – includes expressing ideas, judgments and thoughts
4. Application- includes expressing skills, transferring knowledge and making connections
(Ontario Curriculum 2010: The Arts, Gr. 9 – pg. 23-28)
Assessment and Evaluation
• Follows Growing Success set out by the Ministry of Education
• Relates directly to the curriculum expectations and learning goals, whilst meeting the needs, learning
styles and interests of the student
• The goal is to improve student learning through practice and procedures that are equitable
• Provides ample chances for practice and demonstrate their learning, to ensure improvement
• Allows students to set out goal, plan and assess their learning
• Ensures teachers are providing descriptive feedback that is meaningful and valuable
Content Standards
• Part of the overall and specific expectations of the course
Performance Standards
• Part of the achievement chart, which sets out expectations when assessing and evaluating student
learning
Overall and Specific Expectations
• The teacher decides which specific expectations to implement and evaluate, in light of the overall
expectations
• (Ontario Curriculum 2010: The Arts, Gr. 9 – pg. 23-28)
The Creative Process
CHALLENGES
EXPLORING
REVISING
INSPIRATION
EXPERIMENTING
REFLECTING
IMAGINATION
PRODUCING
PLANNING
(Ontario Curriculum 2010: The Arts, Gr. 9 – pg. 16)
The Critical Analysis Process
Students learn to:
• Question and evaluate
• Make judgments, connections and interpretations
• Be open minded and accepting of other way of
thinking and expression
• Understand that art is a reflection of social,
historical, cultural and personal contexts
• Appreciate, react and make aesthetic judgements
(Ontario Curriculum 2010: The Arts, Gr. 9 – pg. 18-22)
The Roles and Responsibilities of the Teacher
• Apply various strategies and techniques to meet the
needs of various students – Including the
implementation of IEPs
• Help students develop critical thinking, creativity,
problem solving, and communication skills
• Promote hands-on risk taking – experiential learning
• Assess and evaluate student learning – continuous
formative feedback
• Encourage and motivate students by making art
meaningful
• Assist students in understanding the relationship of
the curriculum to social, environmental and economic
situations, to ensure they civic contributing citizens
• (Ontario Curriculum 2010: The Arts, Gr. 9 – pg. 8-9)
The Roles and Responsibilities of the Student
The Roles and Responsibilities of the Student
1. Works Independently
• follows instructions
• regularly completes assignments on time and with care
2. Team Work
• works willingly and cooperatively with others
• contributes information and ideas to solve problems and
make decisions
3. Organization
• follows specific steps to reach goals or make
improvements
• manages and uses time effectively and creatively
The Roles and Responsibilities of the Student Continued
4. Work Habits/Homework
• puts forth consistent effort
• applies effective study practices
• monitors their learning process while self-assessing
themselves
5. Initiative
• responds to challenges and takes risks
• seeks out new opportunities for learning
• extends their learning outside of the classroom – into
the school and community
• needs continuous practice in order to develop skills
• (Ontario Curriculum 2010: The Arts, Gr. 9 – pg. 7)
The Roles and Responsibilities of Parents
• Supports their child’s learning, as it helps
student development
• Becomes familiar with the curriculum, in order
to understand the significance of the course
material
• Is present at parent teacher interviews to show
support
• Attends art presentations/clubs/exhibits/field
trips , to show their dedication
(Ontario Curriculum 2010: The Arts, Gr. 9 – pg. 8)
Safety & Cleanliness in the Art Classroom
“In planning learning activities to help students achieve the arts curriculum expectations,
teachers need to ensure that students have opportunities to consider health and safety issues.”
(Ontario Curriculum 2010: The Arts, Gr. 9 – pg. 23-28)
These are the rules I and my students have set out for our art classrooms:
1. CLOSELY FOLLOW CLASSROOM INSTRUCTIONS; YOU ARE AT A WORKSHOP WHERE ATTENTIVE LISTENING AND
COOPERATION IS VERY IMPORTANT.
2. BRING YOUR OWN ART CLOTHING, WHICH IS STRICTLY USED IN THE ART CLASSOOM. YOUR UNIFORM WILL GET DIRTY AND
PAINT WILL NOT COME OFF IT, NO MATTER HOW MANY TIMES YOU WASH IT!!
3. SAFETY COMES FIRST!! PLEASE KEEP SHARP TOOLS (SUCH AS SCISSORS, CARVING TOOLS, ETC.) AWAY FROM YOUR FACE.
YOU MUST WEAR SAFETY GLASSES AND WORKING GLOVES WHEN ASKED.
4. PLEASE BE PATIENT AND WAIT FOR YOUR TURN. THE TEACHER WILL COME AROUND AND HELP YOU ONE BY ONE. DO NOT
GET OUT OF YOUR SEAT; PUT UP YOUR HAND IF YOU HAVE A QUESTION.
5. SPRAY YOUR TABLE DOWN WITH THE CLEANING PRODUCT PROVIDED AND WIPE IT DOWN CLEAN.
6. ALL WASTE MUST BE THROWN INTO THE GARBAGE BIN.
7. YOU MUST LEAVE THE CLASSROOM SPIC AND SPAN!
• WE ARE WORKING AS A TEAM, AND THEREFORE WE ARE CONSIDERED AS ONE.
•CLEANLINESS IS ONE OF THE MOST IMPORTANT RULES IN THE ART CLASSROOM.
PLEASE FOLLOW ALL OF THE RULES! THE ARTROOM IS A SERIOUS ENVIRONMENT, WHERE SAFETY, CLEANLINESS AND
RESPONSIBILITY COMES FIRST.
The Arts Curriculum and Environmental
Education
“Ontario’s education system will prepare students with the
knowledge, skills, perspectives, and practices they need to be
environmentally responsible citizens.”
(Acting Today, Shaping Tomorrow: A Policy Framework for
Environmental Education in Ontario Schools (2009), p. 6)
•The goal is to make students aware of environmental issues
and solutions
•In art class, students are connected to the environment,
landscapes and the natural world as a whole
•Students can explore social and political issues related to the
environment
•Students become aware of hazardous substances and its
effects on the environment
Key Foundational Figure: John Dewey
• “Dewey believed that arts education was a foundational part
of the curriculum because it developed creativity, selfexpression, and an appreciation of the expression of others”
(Dewey 1919; Dewey 1934 – From Dewey to No Child Left
Behind :The Evolution and Devolution of Public Arts
Education by Julian Vasquez Heilig, Heather Cole, and
Angelica Aguilar)
• “John Dewey believed every person is capable of being an
artist, living an artful life of social interaction that benefits
and thereby beautifies the world.”
Ministry of Education – Course Descriptions
http://www.edu.gov.on.ca/eng/policyfunding/memos/november
09/CourseDescriptionsGr9to12Arts.pdf
Key Foundational Figure: John Dewey
• “…a work of art develops and accentuates what is characteristically valuable in things of
everyday enjoyment.” ― John Dewey
• “Art is the most effective mode of communications that exists.” ― John Dewey
(Art as Experience by John Dewey in John Dewey and the Materialism of Art Education by
David S. Manzella)
• “Give the pupils something to do, not something to learn; and the doing is of such a nature
as to demand thinking; learning naturally results.” ― John Dewey
(Good Reads http://www.goodreads.com/author/quotes/42738.John_Dewey)
OVERVIEW OF MY GR. 9 ART CLASS
• Students achieved their utmost potential
through the use of challenging mediums, such
acrylic paints, water colours, gouche, pastels,
wax, clay, Papier-mâché, Japanese glass seed
beads, charcoal, art pencils and pine wood.
• In my class,students enjoyed Art, as it provided
them with a forum for safe expression,
imagination, exploration, communication and
exchange of cultural and historical
understanding.
As scientific research reveals, Art classes
strengthen the student’s ability to solve
problems, whilst applying their critical thinking
skills.
OVERVIEW OF MY GR. 9 ART CLASS
• Moreover, art classes helps students with the
development of their cognitive and creative skills, which
in turn allows them to further succeed in their academic
studies.
• Allowing students to take Art, increases their motivation
to come to school, whilst providing a balance in their
educational experience.
• By and large, students diligently covered famous artists,
such as Vincent Van Gogh, Claude Monet, Andy Warhol,
Salvador Dali and Leonardo Da Vinci.
• They also learned about ancient art related to the Stone
Age and Egyptian Hieroglyphics. Moreover, they covered
theory related to Motivated Art, Unmotivated Art and
the meaning of ‘What is Art?’
OVERVIEW OF MY GR. 9 ART CLASS
• Overall, through Art class, I not only thought
students to respect and show tolerance towards
multicultural differences, but also to celebrate
diversity and be more open minded.
• Due to the nature of Art class, students learned
that collaboration is key to success, which in turn
further helped them with their communication,
complex problem solving and leadership skills.
• Utmost importantly, through regular participation
in Art class, students learned how to regulate their
self-confidence and self-discipline.
• Through the recommendations and guidance of the
Art teacher, they learned how to be persistent in
achieving high quality work via revision and
application of special techniques.
By: Aral– Art Teacher
Lets watch a
clip about the
importance of
art education!
Arts & the Mind: Arts in
Education
http://www.youtube.com/w
atch?v=41nVnLm7EZU
References – Books I signed out from OISE library
Glatthorn, Allan A., 1924- Curriculum leadership: strategies for development
and implementation (375.001 G549C 2009)
Nauman, Ann K. (Ann Keith) Curriculum development: perspectives from
around the world (375.001 C97698)
Oliva, Peter F. Developing the curriculum (375.001 O48D 2013)
Ornstein, Allan C. Curriculum: foundations, principles, and issues (375.001
o74C 2004)
Ornstein, Allan C. Contemporary issues in curriculum (375.001 C761 2011)
References- Online Documents and Articles
Course Profiles – http://csc.immix.ca/storage/126/1284483003/1POVIAR.pdf
Dewey to No Child Left Behind: The Evolution and Devolution of Public Arts Education by Julian Vasquez Heilig, Heather Cole, and
Angelica Aguilar http://ows.edb.utexas.edu/sites/default/files/users/jvh/From%20Dewey%20to%20No%20Child%20Left%20Behind%20The%20Evolution%20and%20Devolution%20of%20Public%20Arts%20Education.%20Arts%20Education%20Policy%20Review.pdf
Education and Culture: The journal of the John Dewey Societyhttp://docs.lib.purdue.edu/eandc/vol22/iss1/art4/
Ontario Ministry of Education (2010) The Ontario Curriculum – Grades 9 and 10:The
Artshttp://www.edu.gov.on.ca/eng/curriculum/secondary/arts910curr2010.pdf
Ontario Ministry of Education – Acting Today, Shaping Tomorrow: A Policy Framework for Environmental Education in Ontario Schools
(2009) http://www.edu.gov.on.ca/eng/teachers/enviroed/action.html
Ontario Ministry of Education – Course Descriptions
http://www.edu.gov.on.ca/eng/policyfunding/memos/november09/CourseDescriptionsGr9to12Arts.pdf
Ontario Ministry of Education (EDU) – curriculum documents page
http://www.edu.gov.on.ca/eng/document/curricul/curricul.html
JSTOR, John Dewey and the Materialism of Art Education by David S. Manzella
http://www.jstor.org/discover/10.2307/774316?uid=2&uid=4&sid=21102830972021
Vaughan Secondary School - York Region District School Board, http://www.vaughan.ss.yrdsb.edu.on.ca/visualarts/201112%20course%20outlines/9%20art%20course%20outline%202009-10.pdf
References - Images
Art as a Witness http://devozine.upperroom.org/creative-work/art-as-a-witness/
Art Absorption – Lessons http://megankounnas.wordpress.com/about/student-painting-3/
American Creativity Association http://www.aca.cloverpad.org/
Carbonun covered http://carbonuncovered.wordpress.com/
Contemporary to the traditional Emerging Canadian artists
http://www.chictip.com/art/modern-artist-leonid-afremov
Creative Art – All Wall Papers Collection http://www.allwallsinfo.com/2013/01/23/creative-art/
Huatulco Lifehttp://huatulcolife.blogspot.ca/2011/05/oaxaca-committed-to-environment.html
John Dewey Quote http://izquotes.com/quote/50088
Leonid Afremov Art Work http://www.ursispaltenstein.ch/blog/weblog.php?/weblog/comments/5365/
Person Library http://www.piersonlibrary.org/719/thank-you-for-all-your-donations/
Recruiting Realities http://recruitingrealities.com/sports-parents/
Seattle University – Collage of Arts and Sciences http://www.seattleu.edu/artsci/about/liberal-arts/
St. Marks School http://www.stmarksschool.org/academics/arts/visual-arts/index.aspx
Think Safety First Label http://www.onlinelabels.com/Templates/OL175-Think-Safety-FirstLabel.htm
University of Nebraska – Art Education MA Ed http://onlineworldwide.nebraska.edu/DegreePrograms/Masters-Degrees/Art-Education-Masters.aspx
Thank-you for viewing my
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I would like to leave you off
with the famous phrase: