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 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 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	sources of inspiration human proportions contour and gesture drawing elements of art principles of design contrast point-of-view abstract art motion in art bizarre in art illusion in film body language portraiture
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) use their own language to discuss and come to a better understanding of 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, cardboard, 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 bibiliography
Instruction	Assessment
Mini-unit 1: Observation -- The Natural Environment -- Body Experiment with proportion and distortion in depicting the human figure. Practice contour and gesture drawing. Experiment with different points-of-view. View art works. Investigate high contrast and movement in art. Compare and contrast representational and abstract art. Brainstorm ideas for art works. Research art and artists. Mini-unit 2: Where Ideas Come From -- Reflection View films on artists and interview artists. View artists' works. Create art works. Investigate how artists use symbol. Compare and contrast the students' own lives and times to other times. Investigate symbol in art. Reflect upon student and artists' works. Mini-unit 3: Communicating Meaning -- Body Language Study body language through movement. Create art works. View artists' works (describe, analyse, interpret, judge). Examine the functions of portraits. Interview people from the community. Study handwriting.	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.