Grade 7: Visual Arts |
Achievement
Level
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Overall Expectations
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1
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2
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3
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4
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•produce two- and three-dimensional works of art that
communicate a variety of ideas (thoughts, feelings, experiences) for specific
purposes and to specific audiences, using appropriate art forms; |
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•identify the principles of design (emphasis, rhythm,
balance, unity, variety, proportion), and use them in ways appropriate
for this grade when producing and responding to works of art; |
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•explain how artistic choices affect the viewer, and
support their conclusions with evidence from the work; |
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•use correctly vocabulary and art terminology associated
with the specific expectations for this grade. |
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Specific Expectations
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Knowledge of Elements |
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•describe how the repetition of elements is used to create
rhythm (e.g., the use of red both in the flowers and in the tablecloth
causes the eye to move from one location in the picture to the other); |
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•identify the area of emphasis (or focal point) in a
work of art; |
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•describe how two-point perspective is used to create
the illusion of depth (e.g., in a drawing of a building that appears to
have three dimensions); |
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•distinguish between formal (symmetrical) and informal
(asymmetrical) balance in compositions; |
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•explain how the intent, character, and size of a work
determine which tools, materials, and techniques the artist will use (e.g.,
fine detail may best be produced with pen and ink); |
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•use the appropriate tools, materials, and techniques
correctly, selecting those that will create the desired effect (e.g., use
splatter painting or dry brush technique to represent the rhythms, melody,
and dynamics in a piece of music). |
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Creative Work |
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•organize their art works to communicate ideas, using
at least one of the principles of design specified for this grade (e.g.,
use informal balance in an art work to aid in the depiction of two sides
of an issue); |
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•produce two- and three-dimensional works of art (i.e.,
works involving media and techniques used in drawing, painting, sculpting,
printmaking) that communicate a range of thoughts, feelings, and experiences
for specific purposes and to specific audiences (e.g., create a mask from
"found" materials to celebrate the coming of spring); |
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•describe, in their plan for a work of art, how they
will research their subject matter, select the appropriate form and media,
and use the elements and principles of design to solve the artistic problems
in the work (e.g., before making a sculpture of an animal, they might examine
the work of Robert Bateman and Henry Moore, make sketches of the animal
in different poses, and experiment with a variety of tools on clay samples
to create the desired textures); |
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•identify strengths and areas for improvement in their
own work and that of others (e.g., by analysing the decisions they made,
the methods they used, and the ways in which they dealt with unexpected
problems). |
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Critical Thinking |
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•describe how artists representing a variety of historical
periods, styles, and cultures have used the elements and principles of
design to create a specific effect (e.g., colour, line, or texture for
emphasis in works by people of various cultural backgrounds in Canada,
such as Lyra by Aiko Suzuki, Royal Crown by Xenobia Bailey,
and Sleigh Race Across the Ice by Cornelius Krieghoff); |
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•explain how the principles of design are used to organize
a work, communicate feelings, and convey ideas, using appropriate vocabulary
and terminology (e.g., the repetition of small squares arranged in vertical
and horizontal lines in a work by Mondrian creates pathways through the
work and, therefore, a feeling of movement); |
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•explain their preference for specific art works, with
reference to the artist's intentional use of the elements and principles
of design (e.g., the smooth texture and balanced forms of Inuit soapstone
carvings effectively communicate the artists' harmonious relationship with
the natural world); |
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•identify ways in which the visual arts affect various
aspects of society and the economy. |
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Student Name: |
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