Visual Art Grade 8 Government of Newfoundland and Labrador Department of Education A Curriculum Guide 2014 VISUAL ART GRADE 8 CURRICULUM GUIDE 2014 CONTENTS Contents Acknowledgements iii Section I: Program Overview and Rationale Purpose and Rationale 9 Contexts for Learning and Teaching 11 Meeting the Needs of All Learners 17 Assessing and Evaluating Student Learning 18 Section II: Curriculum Design and Components Essential Graduation Learnings 27 General Curriculum Outcomes 30 Unifying Concepts 30 Key Stage Curriculum Outcomes 32 Specific Curriculum Outcomes 34 Curriculum Outcome Connections (diagram) 36 Intermediate Visual Art Roadmap (chart) 38 Section III: Specific Curriculum Outcomes Using the Four Column Layout 40 Intermediate Visual Art Spreads At-A-Glance (chart) 41 Specific Curriculum Outcomes for Grade 8 42 Appendices Appendix A: Stages of Creative Development 79 Appendix B: Elements and Principles of Design 87 Appendix C: Project Assignments 95 Appendix D: Organizing for Art Instruction 129 Appendix E: Critical Analysis of Artwork 143 Appendix F: Assessment Forms 151 Appendix G: Resources 167 Appendix H: Safety in the Visual Arts 171 Appendix I: Glossary 175 VISUAL ART GRADE 8 CURRICULUM GUIDE iii CONTENTS iv VISUAL ART GRADE 8 CURRICULUM GUIDE CONTENTS Acknowledgements VISUAL ART GRADE 8 CURRICULUM GUIDE v CONTENTS vi VISUAL ART GRADE 8 CURRICULUM GUIDE CONTENTS The Department of Education gratefully acknowledges the collaborative efforts of many individuals who contributed to the development of this curriculum guide. Appreciation is expressed to: Pam Collins, Heritage Collegiate, Greenspond Natalia Costella-Martin, Carbonear Academy, Carbonear Mary Dinn, Program Development, Department of Education Karen Hewett, Program Development, Department of Education Penny Kendell, Leo Burke Academy, Bishop Falls Alanna Penney, MacDonald Drive Junior High, St. John’s Anne Shears-Payne, Long Range Academy, Cow Head Kathy Turner Snook, Exploits Valley Intermediate, Grand Falls-Winsor Lisa van Nostrand, Mount Pearl Intermediate, Mount Pearl The Department of Education also thanks the National Film Board of Canada for creating online resources which support the cinematic arts unit. VISUAL ART GRADE 8 CURRICULUM GUIDE vii CONTENTS viii VISUAL ART GRADE 8 CURRICULUM GUIDE PROGRAM OVERVIEW AND RATIONALE Section I Program Overview and Rationale VISUAL ART GRADE 8 CURRICULUM GUIDE 2014 9 PROGRAM OVERVIEW AND RATIONALE 10 VISUAL ART GRADE 8 CURRICULUM GUIDE 2014 PROGRAM OVERVIEW AND RATIONALE Purpose and Rationale Purpose The grade 8 visual art curriculum is based on the Foundation for the Province of Newfoundland and Labrador Arts Education Curriculum, that provides the framework for arts education and reflects research, theories, and classroom practice. This guide is a practical framework for art curriculum and is to be used as a resource for learning and teaching. It provides guidelines upon which teachers, administrators, students, and others working collaboratively in the learning community could base decisions about learning experiences, instructional techniques, and assessment strategies. This curriculum describes learning experiences for grade 8 students that cumulatively provides opportunities for learners to develop knowledge, skills, and attributes they need to express their ideas, understandings, and feelings through art. The guide reflects an integrated view of learning in and through art. Learning in art is focused on creativity and artistry, where learning through art is about using art and the creative process as a method for students to learn about other curriculum areas. Outcome diagram Statements of learning outcomes provide the framework for design and on pages 32 & 33 development of curriculum. In addition to general curriculum outcomes (GCO), this document provides key stage curriculum outcomes (KSCO) for the end of grade 9, and specific curriculum outcomes (SCO) for grade 8. Rationale Human experience is ordered in various ways: kinesthetically, musically, numerically, textually, verbally, and visually. Students need to experience and practice recognizing and understanding the relations between these areas of human experience. Art education encourages students to consider the relation between verbal and visual learning or, in other words, visual literacy. Education in art helps students become selective and discriminating in their judgements and improve their understanding of their visual environment. When schools provide art programs that combine the disciplines of thinking and doing during creative problem solving, they are supporting the individual growth of students and are contributing to the development of their personality. Students who participate in meaningful art programs gain a knowledge of art and its role in human interaction, and develop an understanding and appreciation of the arts of other historical and contemporary cultures. VISUAL ART GRADE 8 CURRICULUM GUIDE 2014 11 PROGRAM OVERVIEW AND RATIONALE The arts contribute unique learning experiences that benefit students as individuals and members of society. The active, exploratory nature of learning in the arts enhances cognition, develops attention, motivates learners to express personal connections to the world, and develops group collaboration skills. The arts energize the school environment, inspire individual excitement in learning, and help make connections with the community. Arts education encourages Sensory connections with our environment become particularly important students to observe, reflect, in a world that is increasingly dominated by automation and technology. and make judgements With a strong focus on developing the senses, the arts help students about what they experience become more aware of the natural and constructed environments. In art and what they value in the classes, students are encouraged to: context of society. • ask questions and seek personal solutions; • generate a large number of ideas or solutions to questions or problems; • provide unusual or unique responses; • be persistent in their visual pursuits; • take risks and be adventurous; • imagine and wonder out loud; • manipulate ideas, change, elaborate, adapt, improve, or modify them; • be sensitive to aesthetics; and • constructively criticize. The arts develop critical understanding of the mass media, including an awareness of intent and techniques and the relationships between media, message, artist, and audience. Arts education encourages students to observe, reflect, and make judgements about what they experience and what they value in the context of society. Many of the contextualizing and reflecting activities carried out in art classes support the development of visual literacy (the ability to respond to visual images based on aesthetic, emotive, and affective qualities). This visual comprehension is a natural extension of the skills learned in viewing art. Visual literacy also encompasses the ability to respond visually to a text, that is, to create personal interpretations of a poem or story by drawing, painting, making a collage or sculpture, or creating multimedia productions. Art experiences enhance critical literacy skills, defined by the ability to deconstruct various types of text. Visual texts can be used to question the social, historical, and economic contexts of a situation. Through viewing different types of art created over time and from a variety of cultures, students are given the tools they need to become thinking, informed, caring citizens. They learn to ask themselves questions such as: • Who created this artwork? • For who was it created? • What does it tell me that I already know? • What has been included and omitted? • What does it teach me about others and their place in the world? 12 VISUAL ART GRADE 8 CURRICULUM GUIDE 2014 PROGRAM OVERVIEW AND RATIONALE Contexts for Learning and Teaching Key Features of This art curriculum is defined in terms of outcomes. Grade 8 Visual Art The identification of outcomes clarify for students, teachers, parents, and Curriculum administrators the specific expectations of what students should know, be able to do, and value as a result of their learning in art. This art curriculum emphasizes the importance of students’ active participation in all aspects of their learning. Students will be engaged in a range of purposeful and inventive experiences and interactions through which they can develop the processes associated with creating, contextualizing, and reflecting on their own and others’ artwork. This art curriculum provides a basis for assessing learning in and through the arts. A comprehensive assessment process is a powerful tool to enhance student learning. Students will be engaged in analytical, critical, and reflective thinking about their learning in and through art. The use of a variety of assessment strategies will help teachers address students’ diverse backgrounds, learning styles and needs, and will provide students with multiple opportunities to demonstrate their progress toward achievement of the designated learning outcomes. This document includes suggestions for a collaborative assessment process that involves all participants. It allows learners opportunities to celebrate their successes and to learn from their attempts. This art curriculum is designed to nurture the development of all students. This curriculum recognizes that learners develop and learn at different rates and in different ways. In recognizing and valuing the diversity of students, the learning environment