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Visual Art 1202 Curriculum Guide 2019

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Visual Art 1202 Curriculum Guide 2019 Visual Art 1202 Curriculum Guide 2019 MISSION STATEMENT Department of Education and Early Childhood Development Mission Statement By March 31, 2017, the Department of Education and Early Childhood Development will have improved provincial early childhood learning and the K-12 education system to further opportunities for the people of Newfoundland and Labrador. VISUAL ART 1202 CURRICULUM GUIDE 2019 I VISUAL ART 1202 CURRICULUM GUIDE 2019 TABLE OF CONTENTS Table of Contents Acknowledgements ...................................................................................... v Section One: Newfoundland and Labrador Curriculum Outcomes Based Education........................................................................................1 Context for Teaching and Learning .............................................................................4 Inclusive Education..................................................................................................4 Literacy ..................................................................................................................10 Learning Skills for Generation Next .......................................................................12 Assessment and Evaluation ......................................................................................15 Section Two: Curriculum Design Rationale ...................................................................................................................19 Curriculum Outcomes Framework ............................................................................20 Outcome Engagement ..............................................................................................23 Course Overview.......................................................................................................23 Suggested Delivery Plan ...........................................................................................24 How to use a Four Column Layout............................................................................25 How to use a Strand Overview..................................................................................27 Section Three: Specific Curriculum Outcomes Creating, Making, and Presenting .............................................................................29 Understanding and Connecting Contexts of Time, Place, and Community ..............81 Perceiving, Reflecting, and Responding ................................................................ 119 Appendices ................................................................................................155 References ................................................................................................211 VISUAL ART 1202 CURRICULUM GUIDE 2019 III TABLE OF CONTENTS IV VISUAL ART 1202 CURRICULUM GUIDE 2019 ACKNOWLEDGEMENTS Acknowledgements The Department of Education for Newfoundland and Labrador gratefully acknowledges the input and feedback from 2015-16 suvey and focus groups and validation team members as well as the contribution of the following members of the High Shool Visual Art Working/Pilot Groups, in the completion of this work: John Carberry Jeremy McPeake Appalachia High School Roncalli Central High Karen Channing Anne Shears-Payne Holy Trinity High Long Range Academy Carrie Dawe Glen Simms Botwood Collegiate Corner Brook Regional High Mary Dinn Dionne Snow Department of Education Elwood High and Early Childhood Development Jessica Thomas Alison Edmunds Menihek High School Mealy Mountain Collegiate David Trainor Deborah Green Ascension Collegiate Templeton Academy Kathy Turner-Snook Lisa Kavanagh Gander Collegiate Gonzaga Regional High Jennifer Keats Jane Collins Academy VISUAL ART 1202 CURRICULUM GUIDE 2019 V ACKNOWLEDGEMENTS VI VISUAL ART 1202 CURRICULUM GUIDE 2019 Section One: Newfoundland and Labrador Curriculum There are multiple factors that impact education: technological Introduction developments, increased emphasis on accountability, and globalization. These factors point to the need to consider carefully the education students receive. The Newfoundland and Labrador Department of Education and Early Childhood Development believes that curriculum design with the following characteristics will help teachers address the needs of students served by the provincially prescribed curriculum: • Curriculum guides must clearly articulate what students are expected to know and be able to do by the time they graduate from high school. • There must be purposeful assessment of students’ performance in relation to the curriculum outcomes. The K-12 curriculum in Newfoundland and Labrador is organized Outcomes Based by outcomes and is based on The Atlantic Canada Framework for Education Essential Graduation Learning in Schools (1997). This framework consists of Essential Graduation Learnings (EGLs), General Curriculum Outcomes (GCOs), Key Stage Curriculum Outcomes (KSCOs) and Specific Curriculum Outcomes (SCOs). Essential Graduation Learnings (common to all subject areas) General Curriculum Outcomes (unique to each subject area) Key Stage Learning Outcomes (met by end of grades 3,6,9 and 12) S p e c i fi c C u r r i c u l u m O u t c o m e s (met within each grade level and subject area) Essential EGLs provide vision for the development of a coherent and relevant curriculum. They are statements that offer students clear goals and Graduation a powerful rationale for education. The EGLs are delineated by Learnings general, key stage, and specific curriculum outcomes. VISUAL ART 1202 CURRICULUM GUIDE 2019 1 SECTION ONE: NEWFOUNDLAND AND LABRADOR CURRICULUM EGLs describe the knowledge, skills, and attitudes expected of all students who graduate from high school. Achievement of the EGLs will prepare students to continue to learn throughout their lives. EGLs describe expectations, not in terms of individual subject areas, but in terms of knowledge, skills, and attitudes developed throughout the K-12 curriculum. They confirm that students need to make connections and develop abilities across subject areas if they are to be ready to meet the shifting and ongoing demands of life, work, and study. Aesthetic Expression Spiritual Developmentand Moral Citizenship Communication Curriculum Technological Competence Personal Development Problem Solving Aesthetic Expression – Graduates will be able to respond with critical awareness to various forms of the arts and be able to express themselves through the arts. Citizenship – Graduates will be able to assess social, cultural, economic, and environmental interdependence in a local and global context. Communication – Graduates will be able to use the listening, viewing, speaking, reading and writing modes of language(s), and mathematical and scientific concepts and symbols, to think, learn and communicate effectively. Problem Solving – Graduates will be able to use the strategies and processes needed to solve a wide variety of problems, including those requiring language, and mathematical and scientific concepts. Personal Development – Graduates will be able to continue to learn and to pursue an active, healthy lifestyle. Spiritual and Moral Development – Graduates will demonstrate understanding and appreciation for the place of belief systems in shaping the development of moral values and ethical conduct. Technological Competence – Graduates will be able to use a variety of technologies, demonstrate an understanding of technological applications, and apply appropriate technologies for solving problems. 2 VISUAL ART 1202 CURRICULUM GUIDE 2019 SECTION ONE: NEWFOUNDLAND AND LABRADOR CURRICULUM Curriculum Outcomes Curriculum outcomes are statements that articulate what students are expected to know and be able to do in each program area in terms of knowledge, skills, and attitudes. Curriculum outcomes may be subdivided into General Curriculum Outcomes, Key Stage Curriculum Outcomes, and Specific Curriculum Outcomes. General Curriculum Outcomes (GCOs) Each program has a set of GCOs which describe what knowledge, skills, and attitudes students are expected to demonstrate as a result of their cumulative learning experiences within a subject area. GCOs serve as conceptual organizers or frameworks which guide study within a program area. Often, GCOs are further delineated into KSCOs. Key Stage Curriculum Outcomes (KSCOs) Key Stage Curriculum Outcomes (KSCOs) summarize what is expected of students at each of the four key stages of grades three, six, nine, and twelve. Specific Curriculum Outcomes (SCOs) SCOs set out what students are expected to know and be able to do as a result of their learning experiences in a course, at a specific grade level. In some program areas, SCOs are further articulated into delineations. It is expected that all SCOs will be addressed during the course of study covered by the curriculum guide. EGLs to Curriculum EGL Guides GCO Subject Area Grades 3, 6, 9 KSCO & 12 SCO Course 4 Column Spreads Teaching and Focus for Resources and Outcomes Assessment Learning Notes Strategies VISUAL ART 1202 CURRICULUM GUIDE 2019 3 SECTION ONE: NEWFOUNDLAND AND LABRADOR CURRICULUM Context for Teaching and Learning Teachers are responsible to help students achieve outcomes. This responsibility is a constant in a changing world. As programs change over time so does educational context. Several factors make up the educational context in Newfoundland and Labrador today: inclusive education, support for gradual release of responsibility teaching model, focus on literacy and learning skills in all
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