Overview Unit One: From Source to Expression	Time Frame: 11 - 14 weeks This unit focuses on developing the students' abilities to generate, explore, develop and form ideas into artistic expressions.
Foundational Objectives	Vocabulary and Concepts
The students will: examine sources of ideas in art-making, make connections between ideas and visual art works, and generate ideas for personal expression develop an understanding of the elements of art and the principles of design and learn to apply this understanding to their expressions and responses to works of art develop critical thought and learn to support their interpretations and opinions when responding to art	transforming ideas into visual form elements of art principles of design Indian and/or Métis designs community design (e.g., city, camp, etc.) function and design illustration symbol assemblage advertising
Common Essential Learnings	Resources
develop an understanding of how knowledge is created, evaluated, refined and changed within the field of visual art (CCT) develop both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects within meaningful contexts (CCT) develop their abilities to meet their own learning needs (IL) understand and use the vocabulary, structures and forms of expression which characterize visual art (C).	home/community Saskatchewan Art Works: A Visual Art Resource for Kindergarten to Grade 8 reproductions, magazine articles, art gallery catalogues assorted media, such as newsprint, paper, pencils, paint, brushes, canvas and stretchers or canvasboards, found objects, coloured markers, scissors, glue, wood, wire, fabric, etc. any available supplies, such as drawing boards, photography equipment, video camera and VCR, computers and companion hardware/software appropriate books, films/videos listed in the bibliography appropriate Indian and Métis resources listed in the bibliography
Instruction	Assessment
Mini-unit 1: Observation Explore the elements of art and the principles of design in the environment. Examine car and city design. Create visual art works. Explore non-verbal communication. Collect and display found materials. View artists' works. Research, discuss and reflect upon issues presented. Record information in journals. Brainstorm ideas for problem-solving. Mini-unit 2: Where Ideas Come From -- Function Explore the relationship between function and design. Create art works. Research a particular machine. View and discuss art works. Tour a factory or a plant. Question dehumanization of machines. Predict future design. Use the creative process. Mini-unit 3: Communicating Meaning -- Cultural Symbols Research and observe trees. Research other cultures. Experiment with altering growth and record. Create art works. View and discuss trees in the media and artists' works. Research the Group of Seven.	Student assessment in Arts Education is based on the foundational objectives in each strand. Teachers should take into account students' perceptual development, procedural and conceptual understanding, and personal expression. Assessment should be ongoing and include a wide range of assessment techniques in relation to the students' creative and responsive processes, as well as taking into account any culminating product. In Arts Education, teachers must rely to a great extent on their observation and record-keeping abilities. Students should be encouraged to take an active role in their own assessment. The teacher should: discuss objectives and assessment criteria with students select criteria for assessment based on the foundational objectives for the unit observe and record students' ongoing development related to the selected criteria design assessment charts keep anecdotal records keep cumulative records observe students' contributions and commitment to individual and group experiences discuss students' arts experiences with them listen to students' reflections on their own arts experiences assess student progress over time.