Overview Unit Two: What's It All About?	Time Frame: 11-14 weeks This unit focuses on how visual artists put things together for a purpose. Students should experience a wide variety of artists' works.
Foundational Objectives	Vocabulary and Concepts
The students will: examine sources of ideas for 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 principles of design and learn to apply this understanding to their expressions and responses to works of art examine the ways visual art mirrors and influences individuals, societies and cultures, past and present	sources of inspiration documentaries and dramas in film non-verbal communication elements of art principles of design transforming ideas into art works technology and art architecture problem-solving formal concerns contemporary art movements non-objective art cubism
Common Essential Learnings	Resources
meet their own learning needs (IL) develop an understanding of how knowledge is created, evaluated, refined and changed within the field of visual art (CCT) develop intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects in meaningful contexts (CCT).	home/community Saskatchewan Art Works: A Visual Art Resource for Kindergarten to Grade 8 reproductions, magazine articles, art gallery catalogues assorted media, such as paper, pencils, paint brushes, found objects, cardboard, markers, glue, wood, wire, fabric, plastic, 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 bibliography appropriate Indian and Métis resources listed in the bibliography
Instruction	Assessment
Mini-unit 1: A Sense of Order -- Time Research various cultures. Investigate and discuss value as it relates to art. Explore the elements of art and the principles of design in their own work and the work of others. Investigate and discuss why artists create. Create visual art works. Reflect on, discuss and analyse art works seen. Mini-unit 2: A Sense of Purpose -- Formal Concerns Discuss sources of information. Research cubism. Create art works. View art works (describe, analyse, interpret, judge). Solve problems. Reflect upon student works. Study architecture. Use computers in art- making.	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.