The following describes each aspect of the curriculum guide:
Introduction: This is a general introduction to the visual art strand.
Yearly Overview Charts: This chart briefly describes the four units and visually displays how the three components are integrated in each unit.
Foundational Objectives Developmental Chart: This chart shows the scope and sequence of visual art from grade six to grade eight.
The Foundational Objectives: The foundational objectives describe the required content of the grade. Teachers can derive more specific learning objectives from the explanations of the foundational objectives. Detailed criteria for evaluation are also included with the description of the foundational objectives.
Instructional Guidelines: Instructional guidelines are general instructions to the teacher. They apply throughout the year.
Planning from the Visual Art Curriculum Guide: This section is intended to assist teachers in planning visual art units.
Transforming Ideas into Visual Form: This is a case study intended to show how a teacher can make students aware that every creative experience involves problem-solving.
Viewing Art Works: This describes a seven-step process that teachers can use when asking students to view and discuss art works.
Adapting the Viewing Process for the Discussion of Student Work: This section provides information on how to discuss student works in an open yet non-threatening manner.
Model Unit for Teaching Visual Art: This model unit is a description of fifteen linked lessons. Although the unit is written for grade seven students, the model itself applies for teachers of grades six to eight students. The model shows the integration of the three components and the Common Essential Learnings.
Unit Overviews: The unit overview displays, at a glance, information about the unit. The overviews include a statement about the unit's purpose, the foundational objectives, the Common Essential Learnings, vocabulary and concepts, resources, instructional strategies and assessment strategies. In the visual art strand, each unit is divided into two or three mini-units. These are described under the "Instructional Strategies" heading on the unit overview.
Suggested Activities: Following the unit overviews, suggested activities appear for each of the mini-units. The suggested activities are always linked by theme. However, the theme is only a suggestion. Teachers should feel free to adapt the theme to suit their own and their students' requirements.
Indian, Métis and Inuit Content: Examples are provided throughout the activities in the curriculum for the integration of Indian, Métis and Inuit content. These are, in some cases, very specific. In other cases, the name of an artist is given as an example of someone whose work reflects a general concept being studied. The teacher should incorporate Indian, Métis and Inuit content throughout the year.
Appendix A: This appendix provides definitions of the elements of art and principles of design. It describes those concepts introduced in previous grades and provides recommendations for instruction in the middle years.
Appendix B: This is a colour wheel and contains basic information about colour theory.
Glossary: A glossary is included at the end of the visual art curriculum. The glossary provides very basic definitions of terms. If more information is needed, the teacher should refer to resource textbooks on visual art and design.
