Grade 11 Visual Arts Culminating Evaluation

Grade 12 Visual Arts Culminating Evaluation

Part 1: Installation = 10% Part 2: Portfolio Documentation of Grade 12 Artwork = 15% Part 3: In-class Written Exam (Feldman Art Analysis) = 5%

Total = 30% of year’s mark

Part 1: Installation 10%

Unit 3 Artist As Reflective and Conceptual Thinker Installation This unit emphasizes the importance of the creative thinking process associated with making Installation. Conceptual importance in creating work is combined with material exploration, and the effects of engaging with space. All activities are connected through their approach to the image-making process and lead to the final unit culminating activity. The theory and history for this unit focus on contemporary Canadian women artists, Native Canadian art, and analysis of Western visual art practices. The three essential questions that frame this unit are: 1. How have social and cultural developments influenced contemporary image-making theory and practice (with particular emphasis on the portrayal of women)? (Theory) 2. How can I challenge the viewer by dialoguing with space in a new and unconventional way? (Creation) 3. How do the cultural, economic, and skill experiences of artists affect the works they produce? (Analysis)

Students are required to identify the purpose of the artist in the creative process, and also address how the artist has come to present their final installation to their audience. The use of reflective and conceptual modes of thinking best aids students in the exploration of motivation in the creative process. John Berger in Ways of Seeing tells us “Seeing comes before words. The child looks and recognizes before it can speak.”

Process and Production

1. Students will chose a space and complete a cultural and utilitarian analysis.

 What cultural or utilitarian significance does the space have?

 What can you do to dialogue with the space? How can you interact with it visually?

2. In your sketchbook outline your research on the space. Include a picture, sketches, articles, and images that have influenced you.

3. Research an artist who utilizes installation within their work. You can choose from the following artists: Kurt Schwitters, Marcel Duchamp, Gustav Klimt, Joseph Beuys, Chris Burden, Judy Chicago, Anne Hamilton, Lanii Maestro, Anish Kapoor or you can choose your own artist.

4. Students will find a space and use a variety of visual material or objects to engage and dialogue with the space the cultural and utilitarian significance of their specific object. Evaluation of Installation

Knowledge (50-60%) (60-70%) (70-80%) (80-90%) (90-100%)

1 2 3 4 4+

1. Use of methods derived from the processes practiced this year (eg., sculpture, acrylic, elements and principles of art, dynamic composition, elaborate details, symbolic objects) 2. Knowledge of space’s cultural and utilitarian purpose 3. Knowledge of artist

Thinking Inquiry 1 2 3 4 4+

1. Well planned and thought out composition. 2. Balance and unity achieved in the artwork. 3. Application of ideas and concepts. 4. Research into space brainstorming and ideas 5. Research into related artist

Communication 1 2 3 4 4+

1. Clear communication of space’s new cultural or utilitarian purpose 2. One’s own personal STLYE is clear and well thought out with some inspiration from 1-2 traditional or contemporary visual artists to inform the artwork. 3. Symbolism is evident through choice of objects. 4. Objects are recognisable, have realistic qualities, and used in a thoughtful manner.

Application 1 2 3 4 4+

1. Careful choice of your materials, images and aesthetic so that they work together to clearly communicate your idea of object’s new cultural or utilitarian purpose 2. Final details are clear and well defined. 3. Effective integration of processes, theory and themes into 3-D format 4. Refined final details of your year in art Part 2: Portfolio Documentation of Grade 12 Artwork 15%

Portfolio Criteria:

The final portfolio presentation represents the best works of your grade 12 year. It takes a great deal of time, care and effort to display your work effectively. The presentation of your portfolio will be in digital form using PowerPoint as the software for presentation. All work will be photographed or scanned. Examples for mode of presentation and display will be shown in class. This portfolio represents you and what you are capable of doing. It is something to be proud of and this should be evident in the way you choose to present your work. All digital work using PowerPoint must be done at school and students will ensure that it is presentable for the day of peer evaluation and the day of your interview. All students will prepare a backup copy on a data stick.

(Note: Any medical or family emergencies must be cleared through the Vice Principals’ Office. A medical certificate must be provided. An incomplete portfolio at the common due date will have a mark of ‘0’ for completion.)

1. Include 6 of your best artworks – these should be as current as possible: Include at least 5 pieces of course work (1-2 of which will be detailed drawings, as well as your culminating painting.)

Either original examples of your work (traditional style), or digital reproductions of your work may be used. Aim for the best presentation.

2. Show a variety of your talents and skills by including works with various media, styles, etc.

3. Show evidence of the creative process for at least 1-2 artworks. (Show the steps along the way to the final piece.)

4. Documentation should be thorough (i.e., title, media, year, size.) Include an artist statement for each piece. All documentation should be neat, professional and error free.

5. “Blurb” – Each artwork should include as part of its documentation as explanation. Aim for variety.

6. Artist Statement. Discuss yourself as an artist and what you do or try to do. What do you think art is? What is the responsibility of an artist? What is your future direction in art? How will what you learned in this class affect your direction in the future? Etc.

7. Presentation – All work is presented in a professional manner. Eg., uniformity in size of pages, attention to detail and neatness is evident, etc.

8. Presentation – Using Microsoft PowerPoint

9. Effort – Your effort will be evident; It usually reflects in the quality of your finished product.

10. Start this now!!

Projects you have done this year to consider for your portfolio: 1. Intaglio Print 2. Mandala 3. Barbara Krueger 4. Social Painting Development 5. Social Issue Painting 6. Found Object 7. Installation (will already be included) Portfolio Interview Evaluation:

The most effective means of ensuring the best evaluation of the student portfolio is through a personal interview. Since this evaluation is a part of students’ final assessment it is mandatory that the student attend this interview. Each student will be responsible for scheduling his or her individual interview time with their teacher. Interview times will be scheduled during the month of June. Your ultimate deadline is your interview date at a specified time. This date and time MUST be pre- arranged with your teacher! When your time is determined you must attend and give your portfolio to her/him in person.

Knowledge Content (50-60%) (60-70%) (70-80%) (80-90%) (90-100%)

1 2 3 4 4+

Overall quality of art works included. Variety Number (6); at least 5 of course work, 1-2 detailed drawings and your 2 proposed artwork Evidence of the creative process

Thinking/Inquiry Documentation (50-60%) (60-70%) (70-80%) (80-90%) (90-100%)

1 2 3 4 4+

Artist’s Statement Thorough (title, medium, year, size) Variety of quotes, explanations with each art work Neat, professional Spelling, mechanics

Application Layout and Presentation (50-60%) (60-70%) (70-80%) (80-90%) (90-100%)

1 2 3 4 4+

Professionalism Neatness Originality/Creativity Organization (order, strong beginning and ending) Overall effort

Communication Artist’s Statement, Reflective writing and your presentation of your work. Impact on viewer (50-60%) (60-70%) (70-80%) (80-90%) (90-100%)

1 2 3 4 4+

Total /100

Comments: ______Part 3: In-class Written Exam (Feldman Art Analysis) 5%

An in-class written exam will be completed during one period on WEDNESDAY, MAY 18, 2017.

A practice exam will be provided beforehand.

For both the practice and actual exam, an artwork will be digitally projected and a Feldman Art Analysis will be completed in a five paragraph essay. Guide sheets with suggested questions and a chart format for rough work will be provided.

Art Criticism Essay

Based on the image of the performance art piece, Artifact Piece by James Luna, write a four to five paragraph Critical Essay. Your essay should be formatted around the Questions for Viewing Art studied in class this year. You will be expected to describe (the details of the image), analyze (elements and principles), interpret (the meaning) and ultimately judge (the level of success) the piece of artwork. You may use your essay outline based on the Questions for Viewing Art to help you formulate your essay. Use the information you have collected to form a complete and coherent Art Criticism Essay. Use the foolscap provided to write your essay, only write on one side of the paper and write double-spaced. You can make preparatory notes on the back of the foolscap. Remember all the information you need is contained on the slide and in your information package. Good Luck!

Grade 12 Final Exam Evaluation

Levels 1 (50-60%) 2 (60-70%) 3 (70-80%) 4 (80-100%) Thinking- Limited Some Adequate Extensive Inquiry exploration of exploration of exploration of exploration of Exploration of artist’s concepts artist’s concepts artist’s concepts artist’s concepts artist’s concepts and design and design and design and design and design /10 Knowledge Limited Some Adequate Extensive Knowledge of knowledge of knowledge of knowledge of knowledge of artist , art artist, art artist, art artist, art artist, art theories, theories, theories, theories, theories, elements and elements and elements and elements and elements and principles of principles of principles of principles of principles of design design design design design /10 Communication Limited Some Adequate Extensive Clear communication communication communication communication communication organized writing organized writing organized writing organized writing organized writing which covers which covers which covers which covers which covers topic topic topic topic topic

/5 Application Limited reference Some reference Adequate Extensive Judgment based to points made in to points made in reference points reference points on points made written analysis written analysis made in written made in written in written as related to art as related to art analysis analysis as analysis as theories theories related to art related to art theories theories /5 Image Taken from www.kahnaccademy.ca

James Luna Artifact Peice Photograph of Performance Art 121.9 x 152. 4 cm 1987

James Luna is a Native American artist who challengs contemporary art practises and the consderations of Aboriganl Peoples in both contemporay society and past history. He challnges boundaries and provokes cirtical thinking about our culture; concerneing the voices of those who are heard and those who are scilenced. His work is politically charged regarding multiculturalism, racsim, colonalism, or alcholism, yet is intellectually acessible to most of the general public through use of satire or theatrical elements to draw attention. Much of Luna’s work is performance based, however he also works with installations, found objects, and photography.

Information Sources to Consider: https://www.khanacademy.org/humanities/global-culture/identity-body/identity-body-united-states/a/identity- politics-from-the-margins-to-the-mainstream http://www.global-contemporary.de/en/artists/43-james-luna https://indiancountrymedianetwork.com/culture/arts-entertainment/james-luna-provokes-and-entertains-with- his-multimedia-performance-art/ http://www.smithsonianmag.com/arts-culture/james-luna-30545878/ http://artofthemooc.org/wiki/the-artifact-piece/ Questions for Viewing Works of Art Feldman’s theory of critical analysis

Within art criticism there are four steps to take when criticizing a work of art. In the spaces below, state what the four steps of art criticism are and apply these four steps to the work of art that you have chosen to analyse.

Step One Description/Initial Reaction: (SOME of this information is usually found on the credit line on the wall beside the work.) Description from the credit line: Your interpretation of the description: Source cited Who did it?

Where did they work? What country? What is the title?

What size is the work? What medium has the artist used? How is it printed? Black & White, C-Print,

Initial Reaction from looking at the Your initial reactions: Source cited art work: What is in the art work? Describe what you see Objects, location What connections can you make between this work and the viewer’s experience of other art forms What does this artwork look like? Is the artwork quiet or loud, comforting or troubling, joyful or gloomy?

Which qualities of the work affect the viewer? What emotions does this work evoke? Step two Analysis: 1. Where are the elements and principles of art in this work of art? To create the most effective 2. How do the elements and principles of art work together in this work of art?- paragraph choose 2 pairings of an *Just a reminder… element and a principle. elements are: principles are: Be sure to explain how the line rhythm and movement element and the principle work shape balance (radial, symmetrical, assym) together form proportion space variety colour analogous, monochromatic, complementary emphasis texture unity lighting (atmospheric, filtered, contrast, composition (rule of 1/3, static, dynamic) silhouette, portrait) Paragraph #2 (analysis) Identify an element of art that is present in this art work The element of art that is present is…

Identify a principle of art that is present in this art work that The principle of art that is present is… is working together with the above element of art

Where do you see this element and principle working together?

Describe how this element and principle are working together. Step three Interpretation: Based on what you know of the description, the analysis and the artist, and the prior knowledge that you have (any information you can bring to this artwork)... What meaning does this work have? Was the subject matter based on Sources cited something that was directly observed or was it remembered, invented or imagined? Where do you see evidence of this in the art work? What meaning does this art work have? Is the subject matter communicating social, religious, moral, economic or political issues?

Where is evidence of the artist’s message present in this art work?

Step four Consideration of Cultural Context: Developing an understanding of how aspects of an artist’s life will have bearing on the art work that they produce. Do some research to learn about the Sources cited time period that this art work was made in. Do some research to learn about the artist who made the art work. Whose voices and life experiences are represented? Whose voices are missing?

Is there an additional artwork by this artist, or another artist, that helps to identify meaning in this art work?

Step four Expression of Aesthetic Judgement How effectively does the artist selected and combined elements to achieve and intended effect in this work? What works, doesn’t work and why? Reflect… has your point of view shifted from your initial reaction? To support this judgement discuss how the art work relates best to one of the following theories of: formalism (use of the elements and principles)

imitationalism (how the work does or does not imitate what we see in the real world, is it Choose 1 of these important?) theories or create a theory of your own emotionalism (the mood communicated) that works. conceptualism (the ideas presented by the work are more important than the aesthetic element of the artwork) Sources cited Choose one of the above 4 theories that works best with what you now know about this artwork. Or come up with a theory of your own that better suits what you have learned. Describe how this theory works best with evidence from the art work.

What have you learned from this critical analysis that you can apply to your own artistic practice?